EDUC 201/501. Sociocultural Foundations of Education
As a community of learners, we study the historical, philosophical,
political, sociological, economic and psychological foundations of
American education in the public school. Using an urban sociological
lens, we critically engage with key texts to examine factors that
influence power, control and the quality of schooling for urban
communities. Fieldwork experience at public schools provides students
with a space to explore, examine, and discuss of a variety of relevant
issues. Students analyze the possibility and potential of achieving
“socially-just” relationships in urban school communities through
teacher leadership and activism.
EDUC 283/583. Technology in Education
This course covers the various uses of technology in the
classroom as well as other related issues, e.g., differential student
access. Students demonstrate their understanding of computers and
software through hands-on activities and class presentations. They
illustrate how technology can be integrated across the curriculum in the
classroom through written lesson plans and units. Students learn to
access electronic databases for student/school-level information and for
subject matter support.
EDUC 340. Curriculum and Instruction for Culturally Diverse
Secondary Schools
In this course, students examine the principles of planning,
implementing, and evaluating curriculum and instruction in culturally
diverse secondary schools. Topics include single subject
methods/strategies, curriculum organization, group development theory
and process, learning theories, effective classroom management,
organization and environment, cross-cultural curriculum strategies and
resources, and high stakes and standards-based assessment practices.
This course is designed for single subject majors.
MATH 501. Elementary Mathematics Education
In this course, we review and explore the theoretical
underpinnings and practical instructional methods necessary to equip
pre-service teachers to create and nurture a community of mathematics
learners in an elementary setting. In addition to becoming familiar with
the NCTM content standards, this requires students to examine the
relevant research on theory and practice in the field of mathematics
education, as well as their underlying pedagogies, which we will
approach from a sociocultural perspective on learning and teaching.
While this is not a content course in mathematics, we will engage with
key mathematical ideas, skills/concepts, and a variety of problems that
are relevant to elementary mathematics instruction. Students engage in
fieldwork as a site for exploration
CSP 12. Hood Science 101: Scholars, Schools and Rules in
Southcentral Los Angeles
Hood Science 101 introduces students to Critical Literacy as a
mode of knowledge pursuit and production among local urban youth. In
this course, we examine the social and political economic forces that
have come to shape ‘Southcentral’ and connected communities as a
backdrop for understanding urban schooling in Los Angeles. In order to
understand the relationships that urban youth have with schools as
institutions, we explore the tensions between various notions of
literacy, how schools assess that literacy, and students’ own
desire/ability to “read and write” the world. In particular, we focus on
participatory action research (PAR) as a methodology for empowering
urban youth in the service of their own education.
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