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Fall 2015
Course Schedule
Open to UED Students Only:
UED       70001     Core Colloquium I, T 630 – 830p, Room 4419 [28745] Garcia   
UED       70400     Pedagogy and the Urban Classroom, T 415 – 615p, Room 4419 [28746] Spring
UED       70600     Intro to Research Methods, W 415 – 615p, Room 3212 [28747] Picciano
UED       71100     Immigrant Children and Youth: Psychological Perspectives on Resilience, M 630 – 830p, Room 4433 [28748] Korn-Bursztyn
The proposed seminar, Immigrant Children and Youth: Psychological Perspectives on Resilience, draws on the lived experiences of immigrant children and youth, focusing on the inner psychological experiences associated with migration.  The seminar will address the developmental needs of immigrant children and adolescents, and identify the phenomena posed by linguistic and cultural transition, identity formation, and family reunification. In this seminar we will focus on the experiences and emotional needs of children and youth who are most vulnerable, including undocumented immigrants, unaccompanied minors, and English language learners.  A narrative, case study approach will illustrate the complexity of developmental tasks in the context of cultural transition and family stress, and will consider three common features of young immigrants’ experience: a) trauma and its aftermath, b) separation and loss, and c) identity and resilience. We will consider narrative not as a means of interrogating or eliding trauma, but as a means of creating resiliency and laying the groundwork for creative approaches to constructing new episodes in the ongoing narratives of youthful immigrants.  The seminar will draw on the forthcoming volume (Praeger,July 2015), Immigrant Children and Youth: Psychological Challenges,  co-edited by Alberto Bursztyn and myself. The volume includes seven chapters co-authored with UE students, who have studied with me in the UE Area Seminar: Immigrant Children and Families (Fall 2012; Fall 2014).
UED       71200     The Global Perspectives on Language and Education, T 415 – 615, Room C415A [28749] Garcia and Makar
This seminar will engage students in critically thinking about how language policies in society and education are linked to sociopolitical ideologies in different nation-states. The seminar focuses on the role that language policies, enacted from the top, have played in constructing, sometimes, better futures, but other times, inequities and differences among speakers with various social characteristics. The seminar will also expand understandings of how people at the local level, as well as educators, negotiate language and literacy policies from the bottom-up. To enlarge these theoretical understandings, cases are drawn from throughout the world, using a global lens to expand our local understandings and practices. New York City will also serve as the laboratory to study the language practices of different communities and to reflect on the relationship between those practices and the language policies in New York City schools. 
UED       72100     Researching Urban Teaching and Learning: Expansive methodologies for the learning sciences, H 630 – 830p, Room 5382 [28750] Tobin
In a context of urban education I will introduce and expand theoretical frameworks used in research on teaching and learning in a range of institutions and across the age spectrum from birth through death. The major topics of study include interpretive inquiry, hermeneutic phenomenology, authentic inquiry, multilevel inquiry, and narrative.  I emphasize overarching premises that all research is participatory and transformative and the salience of learning from difference and bricolage/multilogicality.  Consistent with these premises, all participants can expand their visions of what counts as research in the learning sciences, how research accommodates (and welcomes) diverse interpretive frameworks, and how a broad range of genres is used to represent what is learned from research. I employ an array of sociocultural theories to provide a basis for critique of their suitability/applicability in social research, and comparisons among different approaches to research, especially those that occupy the mainstream.
UED       72200     Planning and Enacting Research in Urban Education, H 415 – 615p, Room 3310B [28751] Bayne
This course will examine contemporary research in urban contexts for the teaching and learning of science, mathematics and technology and more broadly, studies situated in the learning sciences (i.e., the science of teaching and learning in formal and informal contexts). Participants will analyze existing research in terms of the theoretical frameworks that underpin both the research methods and the issues that are studied. In addition, critical reviews will involve analyses of ethical issues and the balance between the outcomes in terms of theory and practice. Participants in the course will review relevant literature concerning theory and research for a selected topic that is salient to their interests in Urban Education. In addition, a study will be designed to highlight the relevance of the selected focus area, the importance of identified issues, and the methods and procedures used in a multi-logical study. This study will be submitted in a written format, and an oral presentation to the class will be made.  A proposal will also be developed for submission to the Institutional Review Board – addressing each of the questions and criteria needed for approval by the IRB. Because of the varying interests in and exposures to research in science, mathematics, technology and the learning sciences, this course will be tailored to the needs of each student’s personal goals within the context of the Urban Education PhD Program at the Graduate Center.  Students should come prepared to discuss assigned and self-selected readings in class in ways that will be informative, interactive and contribute to the developing knowledge of the individual and the collective.  The discussion format will vary somewhat from class to class, and will include whole and small group discussions, as well as those that take place in pairs.  Presentations, peer reviewed assignments and student-led discussions related to accessing and utilizing helpful resources will be integral components of the course. Participants are expected to be highly participatory, providing support and constructive feedback to their peers throughout the semester. Students are expected to set and meet project deadlines and submit all project related materials in a timely manner. Participants in the course are expected to issue a leadership role in teaching others in relation to select focus areas for the major facets of this course – i.e., (a) 8 memoranda├áliterature review; (b) research proposal (written and oral); (c) ethics approval/IRB proposal. In addition to preparing written products, participants will present their work at the Urban Science Education Research – Seminar (USER-S)*.
*USER-S Fall 2015 series fall on the third Saturday of each month during the academic semester.

UED       73200     Contemporary Issues in Higher  Education, T 415- 615 P, Room 3309 [29409] Goldstein and Picciano
The purpose of this seminar is to examine current issues in American higher education. Issues to be examined include:

  1. The purpose of higher education (public good or private benefit)
  2. Who governs the university (trustees, administration, faculty)
  3. Funding of public higher education
  4. The role of community colleges
  5. The liberal arts, professional programs, and commoditization
  6. The changing professoriate (adjunct and contingent faculty)
  7. Student issues (cost, debt, and careers)
  8. Accountability, assessment, and accreditation
  9. The role of technology in instruction (online and blended learning)
  10. New models of higher education (for-profit, competency-based, global campuses)
Readings will be provided for each topic and students will be expected to participate fully in each week’s discussion.
UED       75100     Qualitative Methods, H 630 – 830 P, Room 4422 [29380] PITTS
UED       75100     What is Curriculum Studies?: Theories and Practices of Reconceptualization and Post-Reconceptualization, W 630 – 830p, Room 4433 [28753] Sonu
In this seminar, we will examine the fundamental questions and issues in the field of curriculum studies with specific attention to the historical period known as “reconceptualization.” We will examine debates over the relationship between curriculum theorizing and curriculum development; theory and practice; curriculum and pedagogy; and self and society through various conceptions of curriculum, including currere, curriculum as “text,” and the institutional curriculum. My goal is for each of you to gain insight into the broader issues of understanding curriculum as well as seeing our own lives as ongoing constructions of curriculum and as sources for curriculum inquiry and research work. Influential curriculum theorists include John Dewey, William Pinar, Maxine Greene, Gert Biesta, and Patti Lather, among many others.

UED       75100     Critical Sociocultural Theories and Transformative Practice: Intersections of Human Development and Education, W 415 – 615p, Room 3310B [28754] Stetsenko
This course will explore a broad spectrum of critical sociocultural theories through the lens of their applications in transformative practices at the intersection of human development and education. These include critical and sociocultural approaches that have found their way into various alternative practices in schools and beyond. How are insights from theorizing about culture, society, identity, inequality, and power dynamics being applied in devising innovative pedagogies and other progressive practices? How are alternative practices helping to reveal gaps in theorizing about ourselves and society? In surveying connections between theoretical ideas and practical applications, the focus will be on topics such as visions, ideologies, ethical commitments, and notions of objectivity as they play out at the nexus of theories and practices. Examples of innovative pedagogies will include multicultural education, teaching-learning in the zone of proximal development, tools of the mind curriculum, experiential and discovery learning, and pedagogy for social action, among others. Particular attention will be given to exploring the transformative potential of these approaches, especially in terms of whether they posit alternative futures through the lens of productive imagination. In overcoming the unfortunate separation between theory and practice, the goal is to think critically and imaginatively about how transformative practices and associated knowledge production can be utilized to move beyond the status quo.
UED       75100     Educating Educators: Policy, Practice and Research, M 415 – 615p, Room 6114 [28755] Michelli
No area of education is under more scrutiny and subject to more external evaluation than the education of educators (including teachers, school administrators, and others).  This course is specifically designed to give an inside picture of the field.  While it will be of great use for anyone considering working in teacher education, all educators should be aware of the issues.   We will examine accreditation in detail—the process by which colleges and programs gain national recognition and approval.  There is great change and ferment in that area now, some of it pushed forward by the US Department of Education.  On the policy front, the Race to the Top program has had important implications for educator education, and led to significant change.  In New York State new tests are proving to be a challenge for many colleges.   The new accrediting body (The Council for Accreditation of Educator Preparation—CAEP) has very high standards and this has led to infighting within the profession that should be examined.   The US Department of Education has proposed rule changes to Title II of the Higher Education Act which makes extraordinary demands on educating educator programs.  How important is educating educators in enhancing education?   Will the new standards have positive effects, or unintended outcomes?  How important are partnerships between educator preparation programs and K-12 school systems?   What are the barriers to collaboration?   All of these, and others, are very complex and inter-related issues that we will explore to understand together.

UED       75100     Promises, Problematics, and Paradoxes of Inclusive Education: A Historical Look at Theory, Policy, Research, & Practice, M 415 – 615p, Room 4422 [28756] Connor
The year 1975 signaled a historical landmark in education with the passage of P. L. 94-142, The Education of All Handicapped Children Act in which children and youth with disabilities were guaranteed a “free and appropriate” public education. However, initial trends in the subsequent decade revealed that placements of students with disabilities were largely in segregated facilities—leading special education to be primarily understood as a place, rather than a service. In response to this trend, inclusive education appeared on the national radar in the late 1980s when the federal government instituted programs to support students with “mild” disabilities such as Learning Disabilities (LD), Behavioral Disorders (BD), and Intellectual Disabilities (ID, formerly Mental Retardation) in general education classrooms. Inclusion quickly grew into an international movement, encompassing the radical concept of “full inclusion” of all children. To many educators, the inclusive movement provided a welcome challenge to how buildings were configured, classrooms arranged, curriculum adapted, services provided, professional collaborations forged, responsibilities shared, and so on. At the same time, it divided the field of special education between progressive educators who sought fundamental change and traditionalists who feared a loss of power, influence, and services. As one scholar pointedly asked, “Included into what?” Nonetheless, the inclusion movement is a fascinating lens through which to view and potentially rethink all aspects of education, including the expansion of “who belongs” in “mainstream” classrooms to other groups of historically marginalized students such as the LGBTQ population and English Language Learners. This seminar will chart the history/ies of inclusive education from pre-PL 94-142 to the present day from multiple international perspectives and within the overlapping domains of theory, policy, research, and practice. Some selected elements of the course include: the disability rights movement (history); the development of disability studies in education as an alternative framework to special education (theory); the implementation of international, federal, state, and local inclusion (policy); a review of inclusive education literature (research), and; an analysis of what has worked and what has failed, and in which contexts inclusion been successful and unsuccessful (practice). In sum, this course explores the interdisciplinary and interconnected issues surrounding inclusion, leading to a deeper and more nuanced understanding of what is paradoxically both a simple idea and a complex phenomenon.