Curriculum and Teaching

C&T4000 Disability, Exclusion, and Schooling

This course explores the cultural and historical foundations of ableism in the U.S., with a particular emphasis on how it operates within K–12 educational settings. We will examine current legal and bureaucratic structures, discourses, and practices, while also learning about the pedagogical supports necessary to provide students access to equitable education. We will also consider the ways in which disability status intersects with other facets of identity – such as one’s race, ethnicity, class, language background, gender, sexuality, religious [non]affiliation, etc. – to understand how intersections work in tandem in the sociocultural processes of exclusion in schools. The course is open to all; it is designed to address issues relevant to educators, administrators, and policymakers who work with students with disabilities.

C&T4001 Inclusive Instructional Approaches for Diverse Learners K-12

This course will introduce students to the foundations for designing inclusive classrooms. Even as it focuses on expanding opportunities for students with disabilities, it simultaneously seeks to build the repertoire of teachers to meet varying kinds and degrees of educational needs in the general education classroom. The course will interrogate understandings of ability/disability that underlie mainstream schooling structures and processes while exploring methods to maximize participation within a diverse student body. Course experiences will offer students practical tools for planning inclusive classrooms including specific pedagogical approaches, familiarity with technology-based supports and the skills to promote productive social relationships in the classroom.

C&T4002 Curriculum Theory & History

This course offers different theoretical lenses to understand the overall educational significance of the curriculum, focusing especially upon interdisciplinary themes as well as the relations among curriculum, the individual, and society, and connects those lenses to the everyday practice of educators.

C&T4003 Diff/Inclsn in EC Classooms

In early childhood contexts (Birth-Grade 2), developmental discourses and universalized standards exclude young children by labels and perceived neurological, physiological, and socio-emotional differences. This course examines the challenge of the inclusive classroom as one that requires us to rethink who is included, when, where and how. Students will reconstruct common practices of assessment and differentiation, as well as recalibrate traditional assumptions around least restrictive environments, school readiness, and learning standards. Drawing on disability studies, this course explores the possibilities for transformative praxis within inclusive early childhood classrooms.

C&T4004 School change

Major themes include state of the field regarding school change, schools as social organizations, the individual in the organization, theories of change, and implementation strategies and processes.

C&T4005 Principles of teaching and learning

This course engages students in an examination of the principles of teaching, learning, and assessment; the philosophy, history, and politics of the American curriculum; the influence of foundational assumptions about schooling on global patterns in education; and teaching as a profession of social justice inquiry and reflection.

C&T4010 Immigration & Curriculum

 

C&T4019 Literacy Supports

The course explores the teaching and assessment of literacy for developing readers with an emphasis on providing multiple pathways for students to access and interact with texts in meaningful ways. Throughout the course, we investigate teaching practices that build students’ knowledge and flexible use of key dimensions of reading. The framing and content of this course draw on disability studies in education (DSE) (Collins & Ferri, 2016) as a way to frame and understand the teaching of elementary students to read. That is, the course takes up the idea that literacy exists on a continuum and develops across an individual’s lifetime (Koppenhaver et al., 1995) and rejects the notion of a literate/nonliterate dichotomy (Biklen, 2007; Keefe and Copeland, 2011). As such, the course is designed to teach preservice educators to presume competence (Biklen & Burke, 2006) and engage in asset-based, relational approaches with students.

C&T4021 Nature and needs of gifted students

This introductory course in gifted education explores a number of issues related to the psychology and education of gifted students, including conceptions of giftedness, educational provisions for gifted students, creativity, and economically disadvantaged gifted students. Issues of race, class, gender, and disability status as they interact with the construct of giftedness are examined.

C&T4022 Instructional models in the education of gifted students

What should gifted students learn? How can we differentiate the curriculum for gifted learners in order to meet their special needs more effectively? These and other questions will be addressed in this course devoted to the discussion, analysis, and evaluation of instructional models designed or adapted for gifted students. Emphasis will be placed on the principles of curricular differentiation and on providing an overview of a range of models designed to modify content, enhance the development of thinking skills, and enhance creativity. Issues of defining giftedness and of defensible differentiated curriculum will also be explored.

C&T4023 Differentiated curriculum for gifted students

This course examines the characteristics of appropriate and defensible curriculum for gifted children and youth. Particular emphasis is placed on instructional strategies, curriculum theories, flexible grouping techniques, and meeting the needs of gifted learning in the regular classroom.

C&T4024 Planning and implementing programs for gifted students

In this course, we examine factors affecting the planning and implementation of programs for students identified as gifted, components of gifted programs, and a systems approach to program planning. Students develop written program plans for specific settings. Issues of race, class, gender, and disability status as they affect the planning of gifted programs are examined. No prior experience with or knowledge of gifted education is required.

C&T4025 Nurturing Gifts and Talents in the Early Childhood Years

The theme of this course centers on the potential and promise of all young children ages three through eight. Through workshop style sessions, visits to our early childhood lab school on campus, and guests talks from practitioners, we will grapple with how best to support each child's interests, passions, and over all development. We will take a critical stance as we examine the "deficit" perspective that disregards each child's full and unique profile. In our time together we will sample a variety of topics and ponder the best ways to support and celebrate the development of the full potential of our youngest learners.

C&T4026 Giftedness and Intelligence

In this course, we explore theories of intelligence, which have served as a theoretical basis for the field of gifted education from its beginning. Starting with the work of Francis Galton in the 19th century and following through to the present day, we will critically examine and problematize such constructs as intelligence, creativity, and giftedness as well as such related topics as mental measurements.

C&T4027 Differentiated instruction of gifted students in the heterogeneous classroom

Gifted students are present in almost every elementary, middle school, and high school classroom. The educational needs of these students can and must be met within this context. This workshop will provide an overview of curricular and instructional strategies designed to enhance the optimal development of gifted learners (and all learners) in the regular classroom. Topics will include general curricular modifications, management techniques, instructional strategies, individual learning opportunities, and outcomes and assessments. Special consideration will be given to those methods of differentiation that can be integrated readily into the learning environment of mixed-ability classrooms.

C&T4029 Creativity: Its nature and nurture

An examination and critical appraisal of theories of creativity, test development to measure creativity, and methods designed to enhance the creativity of children and adults.

C&T4030 Reimagining Education for Teaching and Learning in Diverse Schools

This course is designed to enable TC students to take a 3-credit class while participating in TC’s Reimagining Education: Teaching, Learning and Leading for a Racially Just Society Summer Institute (RESI). The Institute supports several hundred educators across the country and the world in the process of rethinking pedagogy, curriculum and policy to foster an antiracist education system.

C&T4031 Understanding Race and Education: From Racial Hierarchy to Racial Literacy

Course is available to all TC enrolled students and this course is designed to enable students to take a 3-course credit class after participating in TC’s Summer Institute, Reimagining Education: Teaching and Learning in Racially Diverse Schools. The 4-day summer Institute provides support for educators from urban and suburban communities across the country in the process of rethinking policy, pedagogy and practice for a more racially, ethnically and socioeconomically diverse student body. Students who plan to complete the Reimagining Education Advanced Certificate Program will enroll in this first, fall course immediately following the Institute. This course will enable the Advanced Certificate Program students to expand upon concepts and topics that were explored in the Institute, as well as to delve more deeply into how these topics manifest in their lives and in their context. Online Asynchronous Fall Semester Only.

C&T4032 Gender, difference, and curriculum

This course offers a multifaceted, interdisciplinary introduction to thinking about school curricula, policies, and practices as gendered. Gender will not be considered in isolation but as interwoven and complicated with cultural, racial, religious, class, and sexual identities, among others. The course materials will move beyond the identification of the problems to examine various efforts to create gender-sensitive curricula and programs.

C&T4036 Anti-Racist Curriculum, Pedagogy, Leadership and Policy

This interactive course open to all students it is also the second 3-course credit online course in the Advanced Certificate Program designed in conjunction with Teachers College’s Summer Institute, Reimagining Education: Teaching and Learning in Racially Diverse Schools. This course is designed to build a bridge for students to move from a place of understanding racial literacy and how racial hierarchies within the field of education constrain opportunities for their students. This course offers the skills needed to take theory into practice when examining issues of race, equity, leadership, and curriculum development. This spring course will Introduce, Connect, Develop, and Challenge students to key concepts and deep-seated issues in our country and our schools.

C&T4037 Relational Approaches to Challenging Behavior

This course explores the possibilities for building strong classroom communities when students’ behavior is understood as communication rather than defiance and when supports are understood as relational rather than punitive. Course content critiques punishment and reward systems for disciplining and managing students. Punishment systems, behavior modification, positive behavior support approaches, and functional behavior analysis programs are typically implemented for students with disabilities and youth of color and are exclusionary, oppressive, ableist, and carceral. We’ll examine approaches that focus on compliance and zero-tolerance policies, which are a gateway to funneling youth into the school-to-prison pipeline. This course emphasizes approaches that build trusting relationships with families and colleagues, are culturally sustaining, and inclusive. We will focus on healing practices, restorative justice, conscious discipline, and collaborative and proactive solutions. We will also illuminate how these practices intersect with disability studies, anti-oppressive, and abolitionist principles and pedagogies.

C&T4044 Capstone: Sustaining Inclusive Curriculum, Pedagogy, and Leadership

This course is designed to enable students to take a 1-unit class completing the Reimagining Education: Teaching and Learning in Racially Diverse Schools Summer Institute. This capstone course is designed to support you as you create a plan of action to address issues of race, equity, and schooling in your school or community. As a student enrolled in this course, you will develop an action research project that examines your dispositions about growth related to how race impacts teaching, learning, effective curriculum, instruction, and assessment.

C&T4046 Curr & Inst Sec Incl Ed

An introduction to teaching, learning, and curriculum in secondary classrooms including: development and learning processes; instructional planning; observation and assessment; classroom management and environments; integrating instructional technologies and digital media; working in urban, diverse, and inclusive settings; and culture and community. The course emphasizes the relationship between theory and practice and supports students in the development of self-analytic, reflective, and problem solving skills in pedagogical contexts.

C&T4047 Curr Dev Secondary Incl Ed

Continuation and extension of C&T 4046, with an emphasis on curriculum design issues, state learning standards, Common Core standards, differentiation and assessment. Emphasis on inquiry-based procedures for teaching in secondary content areas to students with substantial academic and/or behavioral difficulties and on monitoring that instruction in a range of school environments. Students work collaboratively to plan and develop multi-level curriculum.

C&T4052 Designing curriculum and instruction

This course is a critical study of curriculum aims, theories, and frameworks for designing curriculum and instruction that go beyond the mere organization of content and creation of teaching materials. Students design theoretically-grounded curriculum in collaborative groups.

C&T4060 Instructional Approaches for Students with Complex Support Needs

This course offers an in-depth understanding of pedagogic strategies to support the instruction of students with complex support needs. Students will critically examine conceptions of literacy development and models of skill instruction for students labeled “significantly disabled.” Students will explore literacy as a complex set of social practices that include the use of multiple modalities for learning. Particular attention is paid to older emergent readers, assessment, and integration of a wide range of assistive technologies (AT), including the use of augmentative and alternative communication systems, within curriculum and instruction.

C&T4078 Curriculum and teaching in urban areas

Analysis of social context and resources for curriculum and teaching in urban areas.

C&T4080 Child Development & Intersectional Identities

A first course examining child development, pre-birth through age 8, within a critical childhoods framework. Primary focus is on the social, cultural, and political contexts and factors that impact the well-being of families and children. The confluence of race, class, gender, language, disability will be central to discussions on well-being and resilience. The course reframes notions that children are "at-risk" by addressing inequitable structures and policies that place young children and families at risk.

C&T4083 Home/School/Community Partnerships

This course offers current and historical perspectives on the role of families within historically marginalized communities, including but not limited to families that are multilingual, multiethnic/multiracial, non-traditional, refugees/immigrants, and/or identify as disabled. Students will consider how to facilitate collaborative partnerships between families and professionals that support the developmental and educational capacities of young children across the spectrum of intersection identities.

C&T4112 Integrated Curriculum in Early Childhood Education: Curricular Inquiry and Design

This course focuses on integrated theories and methods in early childhood education and brings together content areas (e.g. social studies, science, math) with developmental skills (e.g. reading, writing, communication) relevant to diverse early childhood contexts. The course interrogates curriculum from historical, sociocultural, and political perspectives while emphasizing the material, interpersonal, and environmental factors that extend knowledge and curriculum-making. Students will construct and design curriculum that centers play and critical inquiry, bearing in mind the range of perspectives, cultures, and learners within classrooms. C&T 4112 and C&T 4114 are recommended as a sequence.

C&T4114 Integrated Curriculum in Early Childhood Education: Diversity, Equity, and Technologies

This course extends curricular design from a play-based, inquiry stance. The course specifically addresses equity and representation in the selection of curricular material, implementation of multimodal teaching and learning through integration of media and low/high technology, and research-based design of classroom environments. Students will learn to construct, adapt, and reimagine curricula that are inclusive of multicultural identities and experiences. Emphasis will be placed on addressing issues of equity related to race, gender, language, disability, class, etc. with young children.

C&T4117 Play: The roots of competence in young children

The origins of play and related aspects of development with implications for practice.

C&T4119 Issues and interdisciplinary methods for working with parents of young children

Issues such as separation, problematic behaviors, and assessment are examined in the development of interdisciplinary strategies for working with parents of young children, with and without disabilities. Sessions are taught by an interdisciplinary team of faculty and invited speakers from special education, clinical psychology, early childhood education, psychiatry, pediatrics, and social work.

C&T4121 Early childhood teaching strategies within a social context

Exploration of the teaching strategies used in early childhood education through analysis of the social contexts out of which they have arisen. Emphasis on assimilation and application of differing strategies through workshop format.

C&T4123 Curriculum and Instruction in Elementary Inclusive Education

Curriculum and Instruction in Elementary Inclusive Education is an introduction to teaching, learning, curriculum, and child inquiry in elementary classrooms. In keeping with the conceptual framework that undergirds teacher education at Teachers College, the course emphasizes inquiry about children and classrooms, planning instruction, and preparing to be inclusive, social justice-oriented educators. The four major frames, which will be interwoven throughout the semester, include: 1) To explore the complex intersections among ableism, racism, classism, heteronormativity, linguicism and other forms of ideological oppression in students’ experiences of marginalization and exclusion in schooling; 2) To engage in critical reflection on one’s own beliefs and practices, as well as in critical reflection on the structures, practices, and discourses of inclusive education; 3) Presuming competence in children and their families: developing a capacity (rather than deficit) perspective and focusing on student learning (rather than achievement); 4) Taking an inquiry approach to learning to teach which includes abolitionist teaching, cultivating genius, classroom discourse and social change as it intersects with inclusive teaching.

C&T4124 Curriculum and Instruction in Elementary Inclusive Education

Core is an introduction to teaching, learning, and curriculum in elementary classrooms. In keeping with the conceptual framework that undergirds teacher education at Teachers College, the course emphasizes inquiry about children and classrooms, planning curriculum and instruction, and preparing to be social justice-oriented educators. This course is designed to support student teachers to become curriculum designers and evaluators, with children at the center of this planning. We undertake this work with a commitment to inclusivity and social justice, and an inquiry-based approach. This course invites course participants to take up the challenge of sustaining these commitments as they navigate the complex terrain of schooling and its fixed requirements for adequate performance. Through the understanding of curriculum development and a UbD and UDL framework, it offers beginning teachers opportunities to approach teaching as an intellectual and moral endeavor that requires thoughtful decision-making and purposeful collaboration. Additionally, collaborative teaching as a key tenet of inclusive teaching is explored.

C&T4130 Critical perspectives in elementary education

Critical examination of issues bearing on lived experiences, practices, and purposes of current elementary students. This class is focused on two questions of educational justice: What does a child have a right to, in their education, today, here, now? Where does or can, a child contribute to and be recognized in the classroom? Readings and other media include classroom studies, critical interventions in current events, and foundational texts for democratic, public education. Open to all; required for CUED students.

C&T4131 Play, Language, and Early Childhood Curriculum

This course examines multilingualism, language variations, language/literacy theories, and linguistic diversity, with an emphasis on birth-age 5. Encompassing the utilitarian and social purpose of language/literacy use, the course explores the intersection of play and early language development. In examining the nature and scope of language arts, we will attend to the role of the early childhood teacher, specifically how teachers can create meaningful curricular experiences that encompass children’s interests and culture through inquiry and observations. Students will facilitate and design literacy experiences, resources, and assessments that build on a sociocultural literacy framework that honors and builds from children’s linguistic repertoires (3 credits toward State literacy requirements).

C&T4132

Examines principles of literacy learning in young children and introduces theories, practices, and materials for teaching reading/writing in primary grades in diverse settings.

C&T4133 Learning and teaching in the intermediate reading/writing classroom

Permission required. Examines strategies for teaching, organizing, and assessing reading, writing, and speaking in intermediate grades.

C&T4135 Emergent Bi/Multilingual Learners in Incl Eng-Medium Clssrms

This course is an introduction to the education of emergent multilinguals. It is designed to prepare educators to teach students who are identified as English Language Learners in classrooms that are not designated as bilingual settings, and it is particularly relevant for monolingual, English-speaking teachers. We will learn about second language acquisition and engage with pedagogical approaches that build on students’ knowledge from asset-based frameworks (e,g., UDL and translanguaging). We will examine historical, legal, cultural, linguistic facets of education relevant to emergent bilinguals and consider the responsibilities of teachers in navigating these areas. We will explore current issues and tensions among research, policies and practices in educating multilingual learners, with particular attention to the forms of intersectional marginalization disabled, multilingual learners experience both institutionally and interpersonally. This course is open to students across the College.

C&T4136 Methods and materials for reading instruction

A survey of approaches to reading instruction from kindergarten through middle school with a critical examination of modern methods, materials, trends, and issues.

C&T4137 Content Area Literacies

This course will introduce students to a toolkit of theories and practices to aid them in rethinking and redesigning literacy practices used in teaching mathematics, science, social studies, and other content areas.

C&T4138 Teaching literacy in the early years

This course examines theory, research, and practice of literacy learning and teaching in the early years. The course emphasizes early literacy development from preK to the primary grades, the sources of support and difficulty provided by books and other texts, methods of teaching early literacy (including approaches to assessing and teaching decoding, spelling, fluency, text use, and comprehension), and how to infuse children’s multilingual resources, experiences, and interests in the curriculum.

C&T4139 Constructing critical readers

This course bridges research-to-practice. Students learn to construct and adapt curriculum so as to support oral language, knowledge generation, comprehension strategies, writing about reading and executive functioning. Students will draw on the active view of reading, Next Generation Standards, and formative assessments, k-6.

C&T4140 Literature for younger children

This course helps teachers develop a deep knowledge of PK-grade 2 literature. Course participants will come to understand the sources of difficulty and support that particular books provide learners, and ways in which informed instructors can use books as co-teachers. Participants will study how particular texts can provide special supports for certain reading behavior. They will study texts that teachers might use for reading aloud, shared reading, thematic studies, direct instruction of specific skills, and independent reading. Course participants will learn about various genres of literature for young children with emphasis upon criteria for selecting and interpreting quality material. This course will also engage students in exploring critical literacy.

C&T4141 Literature for Older Children

This course aims to help participants come to know the series books, mysteries, historical fiction, fantasy, and realistic fiction that commonly fill the shelves of upper grade and middle school classrooms. Students will consider children’s developmental issues, theories of reading, and emphasis on literary qualities—such as genre, author’s style, theme, and character—to create meaningful, literature-based curricula.

C&T4143 Social Studies for Justice and Inclusion: Elementary and Middle Grades

Are you committed to teaching the truth about complex history? This course is grounded in a critical antiracist, anti-oppressive perspective. Students will expand their content knowledge of United States history and learn methodological practices for teaching Social Studies with a focus on justice and inclusion. In developing and analyzing social studies curriculum, one must be enriched by a multiplicity of perspectives and likewise critical of cultural and social exclusion. In this course, students will engage in work that recognizes divergent viewpoints on curriculum; the deconstruction of archetypes and stereotypes; critiques of power, politics, and media; controversial subjects; the arts; social action; and future visions for social studies teaching and learning. Assignments and course materials are inquiry-based and multimodal. You’ll have the opportunity to engage in self-directed research, field trip planning, and book clubs, all of which demand creativity, innovation, art, and critical thinking.

C&T4145 Critical perspectives in secondary education

A comprehensive examination of adolescent development and learning as they relate to issues of curriculum, teaching, and learning. Open to all; required for CUSD students.

C&T4151 Teaching of writing

This course integrates theory and practice for teachers. Topics include writing development, reading-writing connections, and classroom methods for teaching the writing process in elementary classrooms.

C&T4160 Supervision in initial teacher education programs

Theory and practice of supervision of student teachers. This course will help students develop supervisory skills through case studies, role playing, and analysis of teaching.

C&T4161 The teacher: Socio-historical, cultural contexts of teaching

Exploration of what it means to be a teacher through analysis of historical studies, teacher autobiographies, proposals for change, and personal reflection. Focus questions are: What is a good teacher? What is a professional teacher?

C&T4200 Fieldwork-Curriculum & Teachng

Students will observe and critically reflect on curriculum, instruction, assessment, learners, and professional development in a variety of educational contexts. Classroom placements can be arranged for students who need to fulfill the 50-hour practicum requirement for professional certification in elementary and secondary classrooms.

C&T4301 Educational Assessment of Students with Disabilities PK-12

This course is designed to acquaint educators with a range of formal and informal tests and assessments used to identify and support students with disabilities in PK-12 settings. The purpose of this course is to engage educators in critically evaluating how assessments are designed and conducted and what these practices and processes mean in terms of equity in inclusion for students with disabilities. This course is not just about examining assessments and how to use them, but pays attention to the ways in which assessments can both help and harm students with disabilities. This course is designed within a larger framework of critical disability studies and disability justice, paying attention to the ways in which we can address persistent inequities in the field of special and inclusive education, and elevate and enrich how we teach and support students in our classrooms.

C&T4302 Design and implementation of educational assessment for young children with exceptionalities

Permission required. The course approaches assessments from a social, historical, and political approach, taking time to consider for whom, how, when, and why tests and evaluations are utilized. Approaching assessments with critical theories, students will interrogate the utility of assessments in addressing the capacities of diverse learners, particularly children who are neurodiverse and/or labeled with disabilities/exceptionalities. With an introduction to formal and informal assessment strategies, students will implement, adapt, and redesign equitable and strengths-based assessments. Analysis of observational and test data will be used to design culturally sustaining educational interventions.

C&T4308 Introduction to Diverse Early Childhood Classrooms

This course is an introductory practicum for students in the Early Childhood initial certification program. Field experiences will relate to work in other courses and be paired with an ongoing seminar designed to respond directly to issues as they arise in classrooms. The course will provide students with observation hours and guided field experiences in a range of PK to Grade 2 early childhood settings, encouraging a critical examination of the underlying assumptions about teaching and learning in each.

C&T4311 Advanced practicum--Teaching students with disabilities

Permission required. Practicum in New York City schools, coupled with Critical Special Education Core classes. Co-requisites: C&T 5080, 5081, and 5905.

C&T4320 Practicum for Disability, Exclusion, and Schooling

This practicum supports students’ understanding of course concepts introduced in C&T 4000: Disability, Exclusion, and Schooling. It provides a field-based experience that connects theory to practice as students examine the cultural, historical, and ideological constructions of disability in schools. The practicum focuses on special education systems and practices within the New York City Department of Education. Students gain experience working with PK–12 students across diverse urban school settings and are required to spend one day per week engaged in fieldwork.

C&T4321 Practicum for Instructor Students with Complex Support Need

This practicum is designed to support students’ learning of pedagogical strategies for working with students with complex needs (Grades PK–12) and to deepen understanding of course concepts introduced in C&T 4060: Instruction for Students with Complex Support Needs. The field component integrates theory with practice as students examine the structural frameworks and instructional models that shape the education of students with complex needs. Students work directly with learners in small-group and individualized settings, engaging in observation, participation, and leadership of classroom activities. Students are required to spend a minimum of two days each week engaged in the practicum.

C&T4501 Teaching and learning in the multicultural, multilingual classroom

Student diversity (characterized by gender, race, ethnicity, language, special needs, and sexual orientation) is examined in relation to decisions about methodology, curriculum, instructional materials, student grouping, home-school-community relationships, and teachers' professional growth and development.

C&T4502 Master's Project

Students work to complete the required Master's integrative project.

C&T4503 Master's Project

 

C&T4505 Reimg Ed: Equity Race Ped Prac

 

C&T4615 Young children and social policy: Issues and problems

Overview of social policy towards young children as it affects classroom practice and professional goals. Situations such as child abuse, divorce and custody, student classification, and foster care are examined.

C&T4702 Student teaching-giftedness

Observation and student teaching. Permission required. Course requires 3-5 days a week for participation in community, school, and agency programs and a weekly seminar on campus.

C&T4705 Obs St Tchg-Lrng Disabilities

Students complete three full days per week at their residency placement in the fall and 4 full days per week at their residency placement in the spring. Students must follow the NYC DOE academic calendar.

C&T4708 Student Teaching in an Early Childhood Setting

Permission required. This intensive student teaching experience includes 4 full-days in an educational setting coupled with a weekly seminar on campus. The course aims to support students’ abilities to articulate the theoretical basis for their pedagogical and curricular decisions. Emphasis is on developing and implementing learning experiences that build on children’s assets and address the range of learners in the setting. As the semester progresses, students are expected to gradually assume full teaching responsibilities at their site.

C&T4726 Prof Lab Exp-Stu Tchg:Elm Schl

As part of this course, you will participate in a student teaching field placement for the equivalent of 3.5 days a week in a New York City public school classroom (Grades 1-6). This immersive and intensive field placement is supported by the mentorship of a classroom teacher. The cooperating teacher and Teachers College staff members share in coaching and supervision, including formal and informal observations. This hands-on experience will provide you with invaluable opportunities to refine your lesson planning and teaching practice with students in one-on-one, small-group, and whole-class settings. Students complete daily and weekly reflection logs, lesson plans, and specific teacher practices to support their learning. This course also includes a seminar with program faculty designed to foster a supportive learning community for emerging educators, with an emphasis on developing inclusive lesson plans, supporting emergent bilinguals, collaboration, and communication. We will explore strategies for navigating both the instructional and relational aspects of your field placements.

C&T4729 Prof Lab Exp-Stu Tch: Elem Ed

This seminar is intended for students in the Elementary Inclusive Education Program during the second semester of student teaching. It includes an intensive field placement in grades 1–6. Placements are situated in diverse New York City Department of Education classrooms, offering rich opportunities to apply theory to practice. Alongside their fieldwork, students will participate in a weekly seminar that serves as a space to connect practice with scholarship. Students will document their reflections through journal writing and peer sharing, using their insights to explore issues central to inclusive and equitable education. Seminar sessions will incorporate focused study on educational topics that emerge from students’ reflections. Students will work in inquiry teams to investigate areas of professional interest, thereby contributing to a shared community of professional knowledge and practice.

C&T4835 Improving Reading Instruction: Drama and Theatre

Improving Reading Instruction (1 point): This seminar explores how to infuse drama and performance approaches with the read-aloud experience, to enhance students’ engagement with reading and comprehension of texts.

C&T4842 Institute: Content area literacies

Introduces K-12 teachers to a toolkit of theories and practices to aid them in rethinking and redesigning literacy practices used in teaching mathematics, science, social studies, and other content areas.

C&T4858 Institute: Teaching of Reading

Designed to help teachers of grades K-8 develop a theoretical framework for the teaching of reading and a repertoire of strategies of enhancing students' independence and skills as readers. Attention! Online application required, you must submit an application on the Reading & Writing Project website https://readingandwritingproject.org/summer-institute-offerings to be registered for sessions and to receive a grade and course materials. Contact MaryAnn Mustac, mustac@tc.edu, for more information. Course is pass/fail.

C&T4900 Research and independent study: Curriculum and teaching

Master's degree students undertake research and independent study under the direction of a faculty member.

C&T5004 School change

What does it take to improve schools and transform education? This course addresses this question by exploring why conventional models of schooling have been so resistant to change and discussing what can be done to create new schools and innovative approaches to learning, teaching, and education. The course mixes theory, research and practice by introducing students to some of the seminal analyses of school improvement efforts over the last 50 years; encouraging students to reflect on their own educational experiences and visions, and inviting them to apply what they are learning by creating collaborative designs for innovative schools and learning experiences. Many of the course readings focus on educational reform in the US, but explorations of educational reform and innovation around the world are also included in examples, guest lectures, discussions, and projects.

C&T5010 Play, Power, and Popular Culture in Contemporary Childhoods

In this course, we will explore the context of childhood(s) within contemporary culture. The current social, cultural, and political landscape comes with new sets of practices, ideas, and tools for interaction. Therefore, it is important to study the ways that children and youth play with popular culture to make sense of self and their social worlds. How does popular culture position children in society? How do children play with and through cultural tools (e.g. media/television, toys, technology, digital resources, pop culture icons/artifacts) in order to participate with others? What issues around power are raised when studying children at play in contemporary societies, specifically in terms of race, gender, class, ability, and age? While examining these questions, this course aims to privilege the voice of children as they engage in play through multiple modes in multiple platforms. Particular emphasis will be given to the close study and analysis of children’s play as a way to forefront identity and agency, especially as we consider school contexts.

C&T5024 Planning and Implementing Gifted Programs

In this course, we examine factors affecting the planning and implementation of programs for students identified as gifted, components of gifted programs, and a systems approach to program planning. Students develop written program plans for specific settings. Issues of race, class, gender, and disability status as they affect the planning of gifted programs are examined. No prior experience with or knowledge of gifted education is required.

C&T5033 Seminar: Globalization, Democracy and Curriculum

Some of the guiding questions of this exploration will be: What is new about current discourses on globalization? How are these current discourses affecting education and vice versa? What are the linkages between globalization, democracy and democratic education? How do these new trends impact different locations? How do these locations re-signify or appropriate these discourses? What are the limits to the (critical) discourses about globalization and democracy in education?

C&T5037 Literacy, Culture and the Teaching of Reading

This course examines the intersection of literacy and culture in creating more equitable educational opportunities. We explore children's and youth's literacies in and out-of-school, critical literacy, inquiry perspectives on reading and writing, and how the curriculum might be re-imagined to honor and build on community knowledge.

C&T5042 Special topics in children's literature

Study of specific genres or curriculum issues in children's literature. Topics are announced in course schedules distributed each semester. Registration not limited to one term.

C&T5050 Ed Plc: Prologue to the Future

Combining the best of TC and Washington DC, this unique course blends policy, advocacy, practice and theory, so as to provide a rich background to those who want to understand and improve the transcendent processes and critical policies that directly affect young children and their families. It will offer students the opportunity to study the history and impact of federal and state policies on contemporary early childhood practice. Students will then travel to DC and be exposed to pressing early childhood policy issues through discussion and first-hand meetings with those actively making and influencing U.S. policy for young children in the Administration, Congress, professional organizations, research groups, and think tanks. Often described as “the course that changed my life,” CT5050 aims to prepare students for the challenges, nuances, and joys of advancing policy for young children!

C&T5051 Narrative Knowing for Researching Teaching and Diversity

This course is about an investigative approach to the lived experiences of people that privileges the stories they tell. Acknowledging such lived experience as a valuable source of knowledge, the premise of this course is that individuals’ representations of their experiences—their stories—matter to the scholarly investigation of social phenomena. Narrative, therefore, is both phenomenon and method. It is not simply an effort to valorize individual experience, nor does it presume that stories offer unmediated access to “authentic” experience. It is always simultaneously an exploration of the social, cultural and institutional narratives within which such experiences are constituted and expressed. In this course, we will examine “life as narrative” (Bruner, 2004), the importance of stories for everyday individual and institutional work, and the work of stories in accomplishing particular ends for groups and individuals. We will identify the ontological and epistemological commitments within different approaches to narrative inquiry. The course will be organized around two important strands that have benefited from a narrative approach—representations of historically marginalized lives and lives of teachers. With regard to the former, course readings will reflect texts that speak particularly to the experience of disability. Course participants, however, will be encouraged to seek out and bring to the table stories of lived experience that reflect other marginalized histories. Additionally, considering the challenging climate within which teachers are required to carry out their work, the course pays specific attention to the significance of narrative approaches for the investigation of teachers’ experiences. The course, then, is situated within a “critical humanist” perspective that “champions those values that give dignity to the person, reduce human suffering and enhance human well-being” (Plummer, 2011, 198.)

C&T5053 Staff development processes and procedures

Concepts and practices related to staff development, professional education, and organizational improvement. Attention given to applications of staff development using institutional cooperation, organizational dynamics, and research on teacher training. Designed for principals, supervisors, curriculum directors, and others concerned with staff and program development to deal with change in their own institutional contexts.

C&T5074 Curriculum and teaching policy

Prerequisite: C&T 4004. Examination of the theoretical and political bases of curriculum and teaching policies and their influences on school organizations and teaching practices. Explores the policy-making process from policy design through implemen-tation.

C&T5080 Access to Full Partpatn Schls

This course is designed to offer an in-depth understanding of issues that frame the participation of students with disabilities in various educational settings. It critically examines the legal and structural framework that regulates the education of students with disabilities. This course explores current pedagogical practices within the field of special education, while it simultaneously seeks to build the tool-kit of teachers to meet the needs of students with varying kinds and degrees of educational needs. This involves a critical examination of classroom structures for participation that have traditionally been made available to students with disabilities as well as the exploration of alternate ones that can facilitate the learning and development of a diverse student body.

C&T5081 Collaborative Comm Cult Cntxts

This course explores, from a disability studies perspective, strategies for developing effective communication and interpersonal interaction skills appropriate for both collaborative and consultative relationships in schools. Focus is on the development of these skills in interactions with both school professionals and family members of students. Particular attention is paid to the development of these skills in ways that are responsive and relevant to people from marginalized groups.

C&T5091 Culturally Responsive Education, Creativity & the Brain

Unlock the transformative power of education that truly sees and serves every student. This comprehensive course explores how to create learning environments that honor students' identities while leveraging cutting-edge neuroscience research on how brains learn best. You'll discover evidence-based strategies that weave cultural responsiveness seamlessly into curriculum and instruction, fostering classrooms where equity isn't just an aspiration—it's a lived reality. Through the intersection of creativity, brain science, and culturally sustaining pedagogy, you'll learn to design experiences that not only accelerate academic achievement but also cultivate profound joy and belonging for all learners.

C&T5095 Memory, History and Curriculum

This seminar will explore the role that readings of the past have in contemporary life, by historicizing history itself. We will examine issues of collective memory as it relates to the assumption of a collective in the processes of constituting identities, and we will look at schooling as a central location in the production of those identities and the dissemination of particular notions linked to the past and our ability to draw lessons from it.

C&T5118 Infant and Toddler Development and Practice

This practicum course includes 2 days of hands-on practice in an infant or toddler classroom, alongside a weekly seminar on campus. The course covers topics related to child development, theories of care and early learning, as well as curriculum and environmental design. Classroom discussions connect theory and current research on infants/toddlers/families to hands-on experiences in infant/toddler classrooms. Practicum learning focuses on relational caregiving and environmental design as key components of infant/toddler curriculum.

C&T5302 Advanced practicum-giftedness

Permission required. Guided experiences for advanced students in Giftedness. Supervised group field visits. Initial internships arranged. Students submit reports analyzing experiences.

C&T5308 Advanced practicum-infancy and early childhood

Permission required. Students engage in action research at their practicum sites.

C&T5500 Advanced Project Proposals & Support for Scholarly Writing

This workshop-style course provides dedicated time, individualized support, and a collaborative community to help advanced masters and doctoral students work on integrative projects, refine an inquiry project proposal (thesis or dissertation), develop a literature review, or receive additional structured support for scholarly writing. Students will receive guidance on a range of academic writing genres and milestones, opportunities for feedback on specific chapters and project components, and structured support to make progress on master's projects, dissertation chapters, certification exams, and other requirements. Contact the course instructor at jas184@tc.columbia.edu for more information. Master's students take the course for 3-credits in the fall semester and continue the seminar for 0-credits in the spring semester. Doctoral students take the course for 1-credit each semester.

C&T5502 Exploring Theoretical Frameworks and Qualitative Methodologies

Overview of theoretical approaches as they inform qualitative research design, methods, and analysis, with a focus on research in schools, classrooms, and communities.

C&T5503 Abolition Education

Abolition is a personal, spiritual, communal, and intellectual journey. Abolition is found in our freedom dreams and our collective practices of building communities that show us what is possible when love, grace, healing, compassion, and accountability allow transformation in the work of justice. At the same time, we acknowledge that while we are organizing for education liberation and creating systems that are just, we are entangled in the very systems we are fighting against. The work is messy, complex, and sometimes filled with contradictions and harm. The overall goal of the course is to understand how we fumble towards the practices of abolition for liberation inside and outside the classroom. The course will center on love, wellness, healing, and accountability to guide our time together and extend our practice as we journey to become abolitionists.

C&T5505 Seminar: Discourses in difference

This course will explore the epistemological orientation offered by disability studies scholarship and examine its significance for equitable schooling. Disability Studies has emerged as a strong interdisciplinary body of work that has foregrounded significance of disability rights and disability identity for a democratic orientation to schooling and society. In this course, we will examine disability as a social phenomenon as well as inquire into divergent perspectives that privilege phenomenological and interpretive approaches to the experience of disability. Course readings will include the works of disability scholars in the humanities and social sciences as well as focus on researchers in the field of education who have been informed by such scholarship. We will subsequently examine the institution of schooling through a disability studies lens and critique our educational system that is predicated on the sorting and classification of all students.

C&T5506 Seminar in gifted education

This is a topical seminar that examines current issues in the field of gifted education. Leading thinkers in the field join us via Zoom to discuss papers they have written and we have read. Among the topics we focus on are instructional differentiation. twice-exceptional students, creativity, underserved populations of gifted students, talent development, and equity and gifted education.

C&T5512 Guided practice (supervision) of novice elementary and secondary teachers

Practical and theoretical investigations and critiques of supervision and related practices (guidance, mentoring, coaching, professional development, etc.) as they are, have been, and could be undertaken. These activities are conceptualized first of all as practices of teacher education, placing evaluation and management responsibilities in the secondary position. Primary but not exclusive emphasis is on preservice teacher education. The course is designed both to support students’ current and future practice and to enhance students’ understandings of theories, purposes, and controversies in teacher education, especially teacher education committed to educational justice in the classroom. Recommended: students are responsible for guided practice/supervision concurrent with course; please confer with professor if this will not be the case.

C&T5513 Seminar in early childhood education

Required of all second-year doctoral students in early childhood education and early childhood special education and open to other post-master's students with permission. Examination of underlying issues and currents in early child-hood education, with formulation of initial research plans.

C&T5520 The Writer's Craft

This course integrated theory and practice in teaching writing. The emphasis will be on developing methods of teaching writing to become skilled at conferring, assessing, teaching minilessons, leading small group instruction, making reading writing connections, and designing curriculum.

C&T5535 Black, Latina, and Transnational Feminisms

Over the last two decades, the fabric of American society has become increasingly rich in ethnic, linguistic, religious, and racial diversity, and it continues to diversify. Moreover, the increased migration of people, modern forms of capital, and media technologies have led to the rapid movement of ideas, and cultural and economic capital across national boundaries; this intensified globalization has compressed worldwide social relations and scholars have recognized that individuals and collectives have multiple subjectivities. Our contemporary global condition requires scholars and practitioners to engage in more nuanced, expanded, and complex ways of knowing and being. Therefore, in this course, we will engage in an interdisciplinary exploration of feminist scholarship located at the intersections of race, class, and culture.

C&T5563 Exploring Gender and Sexuality in Everyday Curriculum Practices

This course is both a research course and an opportunity to think about curriculum. The course focus is the exploration of gender and sexuality in everyday curricular practices. The course is designed to critically engage feminist methodological approaches and challenges when asking questions about difference, gender and sexuality in education.

C&T5800 Institute: Teaching of writing

The focus of the institute will be on the teaching of writing with the participants also working on their own writing. There will be a combination of large group presentations, small interactive sessions, and writing workshops. Separate sections will be offered for advanced participants. A partial list of topics to be covered includes: the central role of planning and curriculum development in the teaching of writing, methods for holding our students accountable for doing their best work, classroom structures that support inquiry and collaboration, and using literature to help students craft their writing. The Institute is appropriate for elementary and secondary teachers. Attention! Online application required, you must submit an application on the Reading & Writing Project website https://readingandwritingproject.org/summer-institute-offerings to be registered for sessions and to receive a grade and course materials. Contact MaryAnn Mustac, mustac@tc.edu, for more information. Course is pass/fail.

C&T5850 Rdng Wrtng Connect:Adv Instit

Participants will explore multiple structures and pedagogies for raising the level of close reading and deepening reading-writing connections, including strategic, highly planned read aloud, focused book clubs, and targeted instruction with grade level texts. We’ll examine the role of reading response - writing and jotting about reading and talking about reading, as ways to deepen students’ comprehension and interpretation, and also develop their expressive language. We’ll share methods for deepening learners’ acquisition of literary vocabulary, as well as structures for increasing usage. Participants will spend time learning relevant research, studying student work, creating tools for classroom implementation, and honing their instructional practice.

C&T5902 Independent study--giftedness

Permission required. Qualified students work under guidance on practical research problems. Proposed work must be outlined prior to registration; final written report required.

C&T5905 Seminar: Discourses in difference

Permission required. Students work in small groups under guidance on practical problems related to teacher-as-scholar practitioner, teacher-as-classroom researcher, and teacher-as-change agent. Emphasis on ethical practices for diverse learners. This capstone seminar takes a critical, socio-historical look at the field and its competing discourses in order to understand clearly the role of educator. Special fee: $25.

C&T6010 Poststructuralist Theories and Education

The course is an introduction to some poststructuralist and feminist poststructuralist theories and their possible uses in educational research and practice. These theoretical orientations are widely used in education, in the humanities and social sciences, and in cross-disciplinary fields such as cultural studies, gender and sexuality studies, postcolonial and transnational studies, etc.

C&T6011 Introduction to qualitative research in curriculum and teaching

Introductory seminar on methods in qualitative research, with focus on case studies in classrooms and schools.

C&T6020 Teacher Education as Transformative Activist Researcher: Inquiry in Teacher Learning

This course is designed to prepare future teacher educators to be researchers of teacher education. We begin by analyzing how the research on teacher education has been framed (primarily in the U.S. context) and what questions have been researched. We use these to examine what questions are absent in the published studies and consider various explanations of why the research on teacher education has developed the way it has. Next, taking up a transformative, activist stance, we study various research methods and a wide variety of possible methodological tools. We use these to then design two research studies: one small-scale study examining a local pedagogical enactment; and one larger, multi-methods or longitudinal study designed to be conducted by a group.

C&T6021 Qualitative Inquiry: Data Analysis

As the second part of the qualitative research methods sequence, this course will focus on analyzing and interpreting data after completing data collection. The purpose of this course is to systemize the analysis process in order present our findings with ethical and methodological “rigor”. We will explore topics related to: organization of data, analytic tools and strategies, interpretation and construction of meaning, and, presenting/writing up the case.

C&T6025 Teacher Educator as Transformative Activist Researcher: Inquiry in Teacher Learning

This doctoral research course is designed to prepare future teacher educators to be researchers of teacher education. We focus on research on teacher education primarily in the U.S. contexts and examine what questions are absent in the published studies. Taking up a transformative, activist stance, we study various research methods and a wide variety of possible methodological tools. We use these to then design two research studies: one small-scale study examining a local pedagogical enactment; and one larger, mixed methods or longitudinal study designed to be conducted by a group.

C&T6036 Power and Method in Collaborative Research

This doctoral research methodology class takes up issues of power, voice, equity, inclusion, reliability and validity while conducting collaborative research with parents, students, educators, and community members. Such projects do not release the university-based researcher from tensions, problems, dilemmas of imposition and control. Using various theories of power and authority we will unpack and problematize our motivations such as "giving people voice" and entering into collaborative inquiry projects because we want to "equalize power."

C&T6100 Theory & Inquiry Cur & Tch I

Required of and limited to first-year Ed.D students in the Department of Curriculum and Teaching; must be taken in the fall semester in conjunction with C&T 6101; C&T 6102 is required for all first-year Ed.D students in the following spring semester. Introduction to and exploration of important problems and issues in curriculum and teaching, methods of formulating questions, and modes of inquiry appropriate to doctoral-level research.

C&T6101 Theory & Inquiry Cur & Tch II

Required of and limited to first-year Ed.D students in the Department of Curriculum and Teaching; must be taken in the fall semester in conjunction with C&T 6100; C&T 6102 is required for all first-year Ed.D students in the following spring semester. Introduction to and exploration of important problems and issues in curriculum and teaching, methods of formulating questions, and modes of inquiry appropriate to doctoral-level research.

C&T6102 Theory and Inquiry in Curriculum and Teaching III

Required of and limited to first-year Ed.D students in the Department of Curriculum and Teaching; must be taken in the spring semester in conjunction with C&T 6569. Introduction to and exploration of important problems and issues in curriculum and teaching, methods of formulating questions, and modes of inquiry appropriate to doctoral-level research.

C&T6200 Field study in designing curriculum and instruction

Permission required. Field experiences in relation to designing, conducting, and evaluating programs in curriculum and instruction.

C&T6201 Narr Know for Rsch Tch Dvrsty

Narrative is not simply an effort to valorize individual experience, nor does it presume that stories offer unmediated access to “authentic” experience. It is always simultaneously an exploration of the social, cultural and institutional narratives within which such experiences are constituted and expressed. We will examine “life as narrative” (Bruner, 2004), the importance of stories for everyday individual and institutional work, and the work of stories in accomplishing particular ends for groups and individuals. We will develop awareness of the ontological and epistemological commitments within different approaches to narrative inquiry. While the course recognizes a humanist orientation to understanding lived experience, we will also examine post-humanist movements within qualitative inquiry in general and its particular implications for narrative inquiry.

C&T6400 Internship program in curriculum research

Permission required. Firsthand experience in a center where curriculum research is in progress.

C&T6452 Internship program in supervision and curriculum improvement: Professional

Permission required. Prerequisite: C&T 4160 or C&T 4051. Work with curriculum leaders in an ongoing program. Fieldwork involves school system problems and leadership processes.

C&T6509 Critical Disability Studies: Cultural Politics of Disability at the Intersection of Equity and Justice

 

C&T6513 Critical Perspectives on Contemporary Childhoods

In this seminar, we will explore critical theories influencing the identity, practice, and culture of young people in contemporary society. The course offers a broad survey of theoretical standpoints and research methodologies within the field of childhood and youth studies. The emphasis is on the intersection of play and culture as it relates to both school and out-of-school experiences. Throughout the course, we will read scholarship that approaches the study of childhood(s) across disciplines: sociology, education, media studies, cultural studies, history, and literacies.

C&T6514 Seminar in Critical Childhood Studies: Childhood in the Anthropocene

This seminar is open to Master's and doctoral level students interested in complex historical and sociopolitical formations of children and childhoods. We examine children's and youth's agency as entangled within social worlds that comprise of human and more-than-human relations. Students will conduct a small-scale qualitative study.

C&T6517 Contemporary Curriculum Studies

The course is intended for advanced masters and doctoral students as preparation for theoretically grounded professional work as curriculum designers. Course texts will invite deep discussion of curriculum theories that may seem perplexing or not easily applicable to the more practical negotiations involved in curriculum design. We will address themes such as designing for impossibility and engaging curricular practices that acknowledge the “weakness and risk in education”; examining the arts and public places as curricular; and considering the use of technology as explorations in imagination. Students will help to shape the syllabus by proposing theoretical perspectives to guide the selection of required readings for some sessions. We will then work together as a collaborative design team to create a curriculum for an authentic client, which will provide essential modeling for professional design work. Our approach will be informed by backwards design principles of curriculum development, and integrate a rationale addressing theoretical concerns. *Prerequisite: C&T 4052: Designing Curriculum & Instruction or knowledge of basic principles of curriculum design gained through another course or advanced curriculum work in the field.

C&T6519 Histories, Curricula, and Current Issues in Teacher Education

The course examines how preservice teacher education (“preparation” for future teachers of infants, children, and youth, from early childhood through secondary school) is and has been provided, organized, conceptualized, practiced, experienced, and governed at various points and in various places—and how it has been criticized, almost continually, so long as it has existed.

C&T6521 Mapping Literacy Research for Equity and Justice

Examines research on the inequities and exclusions produced by school literacy for children and youth from minoritized communities, and explores theories and methodologies that offer new imaginaries for literacy education for equity and justice.

C&T6523 Advanced Seminar in Diversity and Equity

Required of all doctoral students pursuing a specialization in diversity and equity and open to other post-masters students with permission. This course aims to deepen students’ understandings of educational institutions as socially and culturally situated and with histories of unequal access to academic opportunities. It will provide a platform for investigating complex and contested terms that index historical approaches in the field of curriculum and teaching--for instance, concepts such as “diversity,” “multiculturalism,” and “inclusion.” Students will explore the trajectories of such perspectives as well as the associated tensions in order to question, reframe, and interrupt dominant ideologies of schooling. This will entail troubling ideas about whose knowledge counts, and learning from legacies of community struggles for educational equity.

C&T6525 Learning to Teach and Teacher Education: Vanities and Visions, Dilemmas and Choices

The primary agenda of this course is critical investigation of a foundational question for teacher education: What is to be learned when teaching is learned? A related, similar, but arguably not symmetrical question is: When persons are taught to teach, what are they (to be) taught? Both questions bring forward in turn: Why, and to what ends?

C&T6530 Advanced Seminar: Configurations of Gender and Sexuality in Education

This advanced course explores current theoretical scholarship around gender and sexuality studies in and out of education. The course builds on initial coursework in gender and sexuality and is intended to help doctoral students understand different theoretical and empirical approaches.

C&T6532 Seminar in reading/language arts and related research

This seminar explores trends and issues in literacy development, instruction, and research through a range of critical orientations. We will engage with texts from a range of disciplines, formats, and methodologies to explore questions arising from the contexts of our literacy research and teaching, with an emphasis on literacy as situated within specific contexts and hierarchies of power. Inquiries include, for example, academic and disciplinary literacies, how different contexts shape literacies in and out-of-school, the intersection of language ideologies and multilingual literacies, and mapping the “turns” of the literacy field and their implication for framing issues in literacy education.

C&T6535 Freire Culture Circles: Critical Pedagogy in Action

This seminar is designed for doctoral students in education who are interested in critical pedagogy. In addition to engaging with the work of Paulo Freire, students will have the opportunity to critically problematize education inequities from a Freirean perspective, through culture circles. Students and instructor will work dialogically as a community to name, unpack, deconstruct, and reconceptualize historical and contemporary issues in education. This will entail reading the world and engaging in critical problem posing collectively.

C&T6540 Culturally Responsive Research

This course is based on models of former Spencer collaborative doctoral research seminars in the Department of Curriculum and Teaching which provided students with hands-on research experience. The overall goal in this course is for students to individually and collectively engage in conceptualizing and understanding how to conduct culturally responsive research in urban contexts, and to engage in data analysis to support the development of proposal writing. Specifically, students will learn how to use grounded theory to analyze interview data about African immigrants' lived experiences in schools, in families, and engagement in their communities.

C&T6545 Critically Analyzing Classroom Talk

From a critical perspective, this course engages students in reading research that investigates the role of classroom talk in teaching and learning. In addition to reading research, students will have the opportunity to engage in critical discourse analysis of real classroom data. As a community of learners, students and instructor will practice and critique methods for analyzing classroom discourse data and develop a critical meta-awareness of our own language use and role in schooling and society.

C&T6560 Critical Race Theory in Education

This course aims to help students explore and understand Critical Race Theory (CRT) as an analytical framework for studying inequities in education broadly defined--in pre/schools, community settings, etc. It provides a platform for investigating race-based epistemologies, methodologies, and pedagogies.

C&T6569 Seminar in theory and research in curriculum

Permission required. Critical study of classroom environment as a laboratory for teacher education.

C&T6900 Directed research and theory development in curriculum and teaching

Permission required.

C&T6999 Dissertation Proposal Writing

This course is for students who have taken C&T 7500 once and are working on their dissertation proposal prior to deposit. This course requires a minimum of 27 hours per week of out-of-classroom work.

C&T7500 Dissertation seminar in curriculum and teaching

One semester required of all doctoral candidates in the department previous to or concurrent with the proposal hearing. The course focuses on the development of doctoral dissertations and presentation of proposals for approval.

C&T8900 Dissertation advisement in curriculum and teaching

Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D. degree.