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C&T 4000 Disability, Exclusion, and Schooling

This course focuses on the cultural and historical bases of ableism in the U.S., in particular the ways in which ableism operates in schools. We will examine current legal and bureaucratic structures, discourses, and practices of education and learn about the pedagogical supports necessary to provide students access to equitable education in U.S. schools. 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 cultural processes of exclusion in schools.

C&T 4002 Curriculum theory and history

The nature and design of educational activities: theory, research, and practice of curriculum design.

C&T 4005 Principles of teaching and learning

Examination of the relationships among teaching, learning, and assessment; teaching as a profession; and schools as complex social organizations.

C&T 4010 Immigration & Curriculum

C&T 4021 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&T 4026 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&T 4032 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&T 4052 Designing curriculum and instruction

Application of models for designing curriculum and instruction. Students design curriculum in collaborative groups.

C&T 4114 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&T 4131 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&T 4161 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&T 4200 Fieldwork in curriculum and teaching

Permission required. Majors work under guidance. Students should have had previous coursework with their supervising staff member and should select a problem relating to this work.

C&T 4502 Master's Project

Students work to develop proposals to initiate required Master's integrative research projects. This course requires at least 30 hours of out-of-classroom work

C&T 4615 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&T 5004 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&T 5033 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&T 5037 Literacy, Culture and the Teaching of Reading

This 2-3 variable point course is a collaborative investigation into literacy as a social, cultural, and political practice. It provides opportunities for participants to unpack and re-imagine literacy learning and teaching for all students, but especially for those labeled “at risk” due to race/ethnicity, social class, nationality/language, gender, dis/ability, and sexuality. Rooted in the assumption that power circulates in culture, literacy, and education, this course looks closely at the role of power in reading texts, whether print-based, multimodal, digital, filmic, or embodied.

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