Teaching and Learning Across Communities
This course examines representations of teaching and learning through a sociocultural lens. We explore the sociopolitical forces that influence teacher quality, development, selection, demographics, and agency as we consider what it means to be a teacher and engage in the process of teaching before interrogating the process of learning by examining the learning brain, influences on the brain, and the nature of knowledge itself.
This course investigates where and how urban students live as a starting point for understanding successful strategies for teaching in urban settings. We focus on issues such as gentrification, student mobility, the school to prison pipeline, and family engagement as both opportunities and challenges in urban schools.
This course explores the intersection of developmental psychology and learning theories from early childhood through adolescence. Across the course, the focus is on understanding what developmental milestones facilitate learning, how people learn, and what teachers do to capitalize on students' cognitive and social skills.
Diversity & Equity in Education
This course is devoted to the critical examination of educational theory, practice, and policy within and across socioeconomic, cultural, and linguistic groups. We analyze and discuss issues related to educational access and opportunity, curricula, pedagogical methods, and learning outcomes through sociological and educational lenses.
This course unpacks the many ways administrators, teachers, and students are held accountable for educational outcomes. Grounded in contemporary discourse of high-stakes testing, this course addresses the intersection of educational policies, assessments, and instructional practices.
This course is focused on the analysis of education reform efforts, paying particular attention to the empirical evidence and myths about K-12 student performance that incite reform movements.
Teacher and Teaching Identities (graduate course)
This course is designed to ensure teacher candidates understand why culturally responsive pedagogy is necessary in U.S. public schools. The primary goal of this course is for teacher candidates to recognize their own cultural identity and identify how it affects pedagogical choices and practices, both implicitly and explicitly.