This course examines the ways in which such scientific issues can be incorporated into school curricula as issues of civic education. Particular attention will be paid to mitigation and adaptation efforts that are currently underway in classrooms across the U.S. as well as the interdisciplinary nature of sustainability education.
Engaging students in inquiry is the gold standard for content-based learning, yet one rarely achieved or regularly practiced. One reason for its relative absence in classrooms is the lack of experience teachers themselves have either doing or generating inquiries. This course invites all current Masters and Doctoral students to engage in a series of inquiries about Teachers College, exploring the question—What does Teachers College teach?—as a physical place, as an historical place, aesthetic space, as a narrative space, and finally, as an educational and pedagogical space.
Critical examination of traditional Eurocentric models of World History curriculum. Particular attention to the problems of conceptualization and interpretation involved in organizing and teaching world history and geography. Satisfies the New York State requirement for world history and geography.
Main themes in teaching recent European history within the geographic context of changing political boundaries. Selected topics may include the balance of power among nation states, imperialism, demographic and social change, fascism, Communism, European integration, and globalization. Satisfies the New York State requirement for U.S. history and geography.
New York City's cultural, social, governmental, business and financial institutions, neighborhoods, community associations and ethnic groups, as studied within the context of New York State history and geography through field experiences. Emphasis on analyzing conditions affecting economic and civic decision-making. Satisfies the New York State requirement for New York State history and geography.
Basic classroom methods for teaching social studies in secondary schools. Focus on equity in curriculum design, teaching resources and texts, assessment, and student-centered classrooms.
An overview of central themes in the modern history, geography, and culture of China, Japan, and Korea. Satisfies the New York State requirement for world history and geography.
Critical examination of dominant themes and narratives in American history and geography for middle and high school. Particular attention to imagining an anti-colonial and anti-racist approach to teaching US history and geography. Satisfies the New York State requirement for US history and geography.
Major philosophical foundations, problems preceding and during the convention, the struggle for ratification, detailed examination of the document, important court cases, non-written constitutional traditions, and unresolved constitutional issues. Emphasis on past and present struggles to enact democracy in a pluralistic society. Satisfies the New York State requirement for government.
Women's lives viewed through history, geography, literature, human rights, demography, and economics provide the subject matter. Reconceptualizing the school curriculum is a dominant theme. Satisfies the New York State requirement for world history and geography.
Critical examination of equity and access through the economic decisions of individuals, groups, governments, and societies. Considers economic structures and decisions that center racial and class equity. Examines key economic concepts across the social studies. Satisfies the New York State requirement for economics.
This course is about the inclusion of discussions of controversial public issues in secondary school classrooms. Satisfies the New York State requirement for government.
Addendum: Restricted to majors. Discussion of contextual issues related to student teaching in New York City and support for developing teachers.
Restricted to majors. Preliminary experience in middle and high school social studies classrooms.
Addendum: Restricted to majors. Student teaching placement in middle and high school social studies classrooms.
Permission of instructor required. For qualified masters students. Student-proposed course to supplement student’s program plan. Taken under the direction of a faculty member. Students work individually or with others.
This course introduces students to contemporary research and scholarship in social studies education. The course emphasizes theories used by social studies educational researchers in synthesizing meaning and making claims.
This course examines theories of spatiality in critical discourse, drawing largely from feminist and postcolonial scholars. It explores the methods and practices we can use in researching and writing about the spatiality of curriculum, teaching, and/or social interaction.
Examination of social, political, spatial, historical and economic inequities in the context of U.S. urban schools and schooling. Explores the integration of equity-driven curricular and pedagogical orientations to classrooms to redress social inequities.
Permission of instructor required. Introduction to research in teacher education in the social studies; examination of issues related to social studies teacher education.
A historical investigation of the development of the secondary school history/social studies curriculum, including questions related to objectives, content, and methods of instruction.
Examination of alternatives to conventional curricular arrangements in social studies, including attention to authentic assessment, interdisciplinary strategies, social justice education, and pedagogy in public.
Explores the emergence of global citizenship discourse, particularly in the late 20th Century, and considers the philosophical underpinnings of this necessarily obtuse idea. The course considers institutions that enact global citizenship principles while examining how the problems that give rise to global citizenship manifest in the US and beyond during the early 21st Century. Satisfies the New York State requirement for government.
This course explores social theory from geography to develop questions and practices for the teaching of geography in the social studies. The unit of inquiry is Africa, a geographic concept we interrogate during the course. Satisfies the New York State requirement for geography.
Permission of instructor required. Opportunity for qualified masters students, individually or in small groups, to develop and pursue projects, in consultation with an advisor, in schools, communities, and other field settings.
Supervised fieldwork, individual conferences and group seminar related to social studies research.
Permission of instructor required. Ordinarily in secondary schools, community colleges, teacher training programs or publishing work.
Required for master’s students submitting a final portfolio or thesis; required for doctoral students submitting their literature review.
History of American social thought as it has influenced and been influenced by theories of education and patterns of educational practice.
Seminar designed to support the preparation and writing a thesis for INSTEP students. Course is taken each summer to develop research plan, carry out research, analyze data and write the thesis.
Using scholarship from history, philosophy, and sociology, the course will consider the utility of the word “citizen” and “citizenship” in our teaching and research and offers a variety of ways of rethinking these concepts and ideas
Permission of instructor required. Supports advanced students working on a research project. Course explores epistemological frameworks, use of theory, research methods, and/or analysis of data. Emphasis determined by needs of students.
Permission of instructor required. Opportunity for qualified doctoral students, individually or in small groups, to develop and pursue projects, in consultation with an advisor, in schools, communities, and other field settings.
Permission of instructor required. Occasional opportunities in college programs in areas represented by the program.
This course is for doctoral students taking the History of Social Studies since 1880 (A&HW 5035) and runs concurrently with A&HW 5035. Course requirements are designed specifically for doctoral students.
Doctoral seminar focused on research paradigms, theory, scholarly identity, writing, and navigating life in academia. Beginning doctoral students take the seminar for four consecutive semesters.
Aspects of curriculum; teaching and learning processes; attention to problems and techniques of supervision.
Permission of instructor required. For qualified doctoral students. Student-proposed course to supplement student’s program plan. Taken under the direction of a faculty member. Students work individually or with others.
Permission of instructor required. Individual research and advanced historical method ordinarily related to a doctoral dissertation.
The purpose of the dissertation seminar is to develop and refine specific topics for dissertation research. Students should enroll in the dissertation seminar beginning only in the semester in which they intend to present their dissertation proposal for committee review.
Individual advisement on doctoral dissertation. Fee to equal 3 points at current tuition rate for each term. See catalog section on continuous registration for Ed.D./Ph.D. degrees.