| | 01 | M-W---- | 4:00P-5:20P | Seigle / 304 | Ebony Duncan-Shippy | Project | 20 | 20 | 11 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -T-R--- | 1:00P-2:20P | Seigle / 304 | Sarah Lillo Kang | Take Home Exam | 20 | 19 | 0 | | |
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| | 01 | M-W---- | 1:00P-2:20P | TBA | Amanda Rudge | No Final | 24 | 23 | 22 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | TBA | | (None) / | Schultz | No Final | 0 | 0 | 1 | | Desc: | Instructor permission required to enroll |
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| | 01 | M------ | 2:30P-5:20P | TBA | Kelly Harris | Project | 12 | 4 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 02 | -T-R--- | 8:30A-9:50A | Seigle / 304 | Lyndsie Schultz | Paper | 12 | 12 | 10 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 03 | -T-R--- | 4:00P-5:20P | TBA | April Warren-Grice | Project | 12 | 12 | 9 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 04 | --W---- | 4:30P-7:20P | TBA | Aurora Kamimura | Paper/Project/Take Home | 12 | 12 | 4 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | An examination of educational experiences, practices, and institutions across multiple levels (PK-university) using gender as a critical lens. Key topics include common beliefs, practices, and expectations related to gender in educational spaces, as well as the intersections between gender and other identities that may influence educational experiences and outcomes. Readings are drawn from multiple disciplines, including sociology, history, psychology, and philosophy. Students should be prepared to analyze their own gendered educational experiences in the context of the scholarship explored in the course, while also listening respectfully and reflecting on the experiences shared by classmates. Enrollment Note: Undergraduate students must enroll in Educ. 303, and graduate students must enroll in Educ. 5003. |
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| | 01 | M-W---- | 1:00P-2:20P | Seigle / 303 | Lisa Gilbert | Project | 12 | 12 | 14 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | This course introduces education in Israel, using it as a case study to examine education values, policies, and practices in deeply divided societies. Israel's Jewish and democratic character will serve as a necessary context. The course is divided into two main sections: the first focuses on the core values that shape education systems and policies, while the second addresses three key education policy issues-core curriculum, segregation and integration, and free speech. Throughout the course, we will critically examine the potential for shared core values in a public education system that serves a divided society. We will explore how policies can either reduce or reinforce disparities and divisions. Finally, we will consider how the Israeli experience is relevant to other democratic states with deeply divided societies facing similar challenges. As we explore the Israeli case together, students will have the opportunity to analyze pieces of their own educational experience alongside education policies in the US. The course will allow students to deepen their knowledge of education, divided societies, and Israel and gain skills to form independent knowledge-based opinions on the role of education in diverse and divided societies. Please note: L75 390 is intended for Undergraduate students; L75 590A is the section for Graduate Students. |
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| | 01 | -T-R--- | 11:30A-12:50P | TBA | Hendin | Paper/Project/Take Home | 30 | 7 | 0 | | |
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| | Description: | A course on how theory and research from psychological science can be applied to facilitate learning in educative contexts. We will examine the process of learning through a variety of different lenses, including cognitive, developmental, sociocultural, and behaviorist perspectives. Topics include higher-order thinking, motivation, correcting misconceptions, metacognition, self-regulation, assessment, and educational technology. Enrollment Note: Undergraduate students must enroll in Educ. 304. Graduate students must obtain approval of instructor and their advisor before enrolling in Educ. 5004. |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Christopher Rozek | May 5 2025 10:30AM - 12:30PM | 12 | 12 | 21 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | This course examines the social and developmental experiences of children and adolescents at the national and international level. Readings will focus on the development of children and adolescents from historical, sociological, psychological, and political perspectives. Students will examine how both internal and external forces impact the developmental stages of children and adolescents. Students will investigate the issues that impact children and adults such as poverty, war, media, schooling, and changes in family structure. Students will explore some of the issues surrounding the education of children such as the effects of high quality preschool on the lives of children from low income families and the connection between poverty and educational achievement. Students will focus on the efficacy of the "safety nets" that are intended to address issues such as nutrition, health, violence, and abuse. Throughout the course, students will review and critique national and international public policy that is designed to address the needs of children and their families throughout the educational process. Enrollment Note: Undergraduate students must enroll in Educ. 313B, and graduate students must enroll in Educ. 513B.
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| | 01 | M-W---- | 10:00A-11:20A | Seigle / 304 | Sarah Lillo Kang | Project | 12 | 12 | 8 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 02 | -T-R--- | 10:00A-11:20A | Seigle / 304 | Kerri Fair | Take Home Exam | 12 | 12 | 8 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W---- | 4:00P-5:20P | TBA | Hale | Paper/Project/Take Home | 100 | 47 | 0 | | |
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| | 01 | -T-R--- | 10:00A-11:20A | TBA | Gao-Miles | Paper | 15 | 15 | 10 | | |
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| | 01 | TBA | | (None) / | Michelle Purdy | No Final | 0 | 0 | 1 | | Desc: | Instructor permission required to enroll |
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| 02 | TBA | | (None) / | Lisa Gilbert | No Final | 0 | 0 | 1 | | Desc: | Instructor permission required to enroll |
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| 03 | TBA | | (None) / | Aurora Kamimura | No Final | 0 | 0 | 0 | | Desc: | Instructor permission required to enroll |
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| 04 | TBA | | (None) / | Rowhea Elmesky | No Final | 0 | 0 | 1 | | Desc: | Instructor permission required to enroll |
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| | Description: | How should research in educational psychology inform teaching in contemporary schools - and how might the lived experience of professional educators in turn inform research in educational psychology? This class uses the reciprocal relationship between educational theory and practice to examine key issues in teaching and learning in contemporary school settings. Throughout, students will gain greater familiarity with topics influencing the pedagogical decision-making of teachers, from everyday topics (e.g. differentiation, classroom management, developmental appropriateness, etc.) to topics gaining ground in contemporary education (e.g. culturally responsive pedagogy, trauma-informed pedagogy, poverty-informed pedagogy, etc.). By engaging with substantive texts representing diverse perspectives, students will become more comfortable navigating scholarly research on teaching and learning in school settings, including distinguishing between multiple forms of scholarship (e.g. qualitative and quantitative studies, action research, self-study, portraiture, etc.) and other forms of writing about education (e.g. memoirs, advice based on personal experience, op-eds by thought leaders, etc.). Students will also theorize about reasons for gaps between educational research and practice by drawing on their knowledge of the sociocultural, political, and historical contexts of schooling. Ultimately, students will become more able to articulate their reasoned perspectives as emerging professionals regarding best practices for meaningful teaching and learning in school settings. Prerequisite: Completion of any 1000, 2000, or 3000-level Education course, graduate standing, or permission of instructor. Enrollment Note: All students are enrolled onto the waitlist. Priority is given to Teacher Education majors, prospective Teacher Education majors, and majors/minors in Educational Studies.Undergraduate students must enroll in Educ. 4052, and graduate students must enroll in Educ. 6052 |
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| | Description: | This course offers students an informed look at schooling in America and is designed for current teachers, prospective teachers (those considering a Teacher Education major), and for those simply interested in furthering their understanding of classroom interaction and the fundamental principles of teaching and learning. Students will be able to plan lessons and activities that address student's prior experiences, multiple intelligences, strengths, and needs to positively impact learning. This course provides direct and indirect experiences with contemporary K-12 educational practice in schools through 30 clock hours of field observation to be completed during the semester. Students will observe the daily life of teachers and their interactions with children and adolescents, with the dual goal of understanding the professional nature of the setting (i.e. pedagogical decision-making processes, expectations and requirements for teachers, institutional functioning, etc.) and being an active participant in a K12 classroom setting. Assignments will include, but are not limited to, observation notes, discussions with class members, and evaluation and design of instructional strategies and learning activities. Prerequisite: Completion of any 1000, 2000, or 3000-level Education course, graduate standing, or permission of instructor. Enrollment Note: All students are enrolled onto the waitlist. Priority is given to Teacher Education majors, prospective Teacher Education majors, and majors/minors in Educational Studies. Students must complete their 30 clock hours outside of class in school settings assigned by the WUSTL Department of Education Field Placement Specialist. Undergraduate students must enroll in Educ. 4053 and graduate students must enroll in Educ. 6053 |
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| | 01 | ----F-- | 9:00A-9:50A | TBA | Kerri Fair | No Final | 0 | 0 | 4 | | |
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| | Description: | Learning, psychological, cognitive and social characteristics of exceptional children and youth from gifted to those with disabilities. Study child and adolescent developmental stages and the application to educational settings through data-based decision making using assessment and student data in a critical thinking, problem solving team approach. Current practices of educational strategies, interventions, and modifications to differentiate instruction for individual learning needs are emphasized. Plan lessons and activities that address student's prior experiences, multiple intelligences, strengths, and needs to positively impact learning. Learn specific strategies for classroom management, consultation and collaboration with families, colleagues, and administrators to meet individual needs within a culturally and demographically diverse classroom. Influences of legislation, criteria used to identify children, and awareness of supportive services are explored. Prerequisite: Completion of any 1000, 2000, or 3000-level Education course, graduate standing, or permission of instructor. Enrollment note: All students are enrolled onto the waitlist. Priority is given to Teacher/Deaf Education majors, prospective Teacher Education majors, and majors/minors in Educational Studies. Undergraduate students must enroll in Educ. 408 and graduate students must enroll in Educ. 6008. |
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| | 01 | -T----- | 4:30P-7:20P | TBA | Pam Washington | No Final | 0 | 0 | 16 | | |
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| | Description: | This course, taught in English, is a foundation for students who will work with linguistically and culturally diverse people in the USA and around the world, whether this work is in the courtroom, hospital, classroom, office and more. The class will help prepare students for the diverse range of twenty-first century occupations that have language and linguistics at their center, including machine learning and translation studies. The class utilizes a survey format and covers both internal and external factors related to language acquisition and language use, such as language and the brain, language aptitude, age, gender, memory, prior knowledge, etc. Theoretical and research dimensions of both linguistics and foreign / second language learning are treated. Corresponding implications of the readings focus on action- on making decisions for language policies and debates around the world that are informed by linguistic and language knowledge. The course is required for the minor in applied linguistics, the PhD in Applied Linguistics, and the graduate certificate in language instruction. This course carries the Social and Behavioral Sciences attribute and can be taken for different majors such as Global Studies and Educational Studies. Prereq: Ling 170 is recommended but not required. |
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| | 01 | -T-R--- | 1:00P-2:20P | TBA | Brantmeier | Project | 15 | 22 | 2 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | A major purpose of the course is to study the research and policy literature related to neighborhoods, schools and the corresponding opportunity structure in urban America. The course will be informed by theoretical models drawn from economics, political science, sociology, anthropology, education and law. A major focus is to gain greater understanding of the experiences and opportunity structure(s) of urban dwellers, in general, and urban youth, in particular. While major emphasis will be placed on data derived from the interface of urban environments and the corresponding institutions within them, the generational experiences of various ethnic groups will complement the course foci. Prerequisite: Completion of any 1000, 2000, or 3000-level Education course, graduate standing, or permission of instructor. Enrollment note: All students are enrolled onto the waitlist. Priority is given to Department of Education majors, minors, and graduate students. Undergraduate students must enroll in Educ. 4289 and graduate students must enroll in Educ. 5289 |
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| | 01 | -T-R--- | 11:30A-12:50P | Seigle / 304 | Sarah Lillo Kang | Paper | 0 | 0 | 16 | | |
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| | Description: | This course examines educational institutions as spaces where children are asked to comply to the norms, expectations, and values of the culture of power. We will study how forces -- such as de facto segregation, the disproportionate hyper-disciplining of students, punitive school climates, and the devaluing of certain forms of cultural and social capital -- can contribute to cycles of social reproduction among the marginalized. To address such challenges, this course introduces sociocultural theories and critical qualitative inquiry methods as mechanisms by which urban educational institutions can be positively transformed. Specifically, restorative practices, cogenerative dialogues, and participatory/co-researcher models are explored as methods that honor the voices of marginalized stakeholders and lead to catalytic, transformational impact. Leaving this course, students will have an understanding of the inequitable terrain of urban education institutions as well as a repertoire of theories and methods to assist with the conducting of critically grounded, culturally responsive, humane, and transformative research. In addition to lectures, readings, discussions, films, and actual classroom footage, students will conduct a school experience project to practice using the theories and methods introduced in this course. Prerequisite: Completion of any 1000, 2000, or 3000-level Education course, graduate standing, or permission of instructor. Enrollment Note: Enrollment is limited to juniors, seniors, and graduate students. All students are enrolled onto the waitlist. Priority is given to Department of Education majors, minors, and graduate students. Undergraduate students must enroll in Educ. 4511, and graduate students must enroll in Educ. 5511. |
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| | 01 | -T----- | 2:30P-5:20P | TBA | Rowhea Elmesky | Paper | 0 | 0 | 4 | | |
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| | Description: | This course provides an overview of sociological theory and research on education in contemporary U.S. society. Drawing from sociological perspectives, it covers the implications of schools and schooling for social inequality, mobility, and group relations. It examines major theoretical perspectives on the purpose and social organization of mass education in the United States, and topics related to the organization and function of schools, access to educational resources, and group disparities in school experiences and outcomes. Prerequisite: Completion of any 1000, 2000, or 3000-level Education course, graduate standing, or permission of instructor. Enrollment note: All students are enrolled onto the waitlist. Priority is given to Department of Education majors, minors, and graduate students. Undergraduate students must enroll in Educ. 453B and graduate students must enroll in Educ. 5530 |
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| | 01 | --W---- | 2:30P-5:20P | TBA | Nadirah Farah Foley | Paper | 0 | 0 | 18 | | |
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| | Description: | This course provides an overview of the education of Black children and youth in the United States. Covering both pre- and post-Brown eras, students in this course offers a deep examination of the research focused on Black education. The social, political, and historical contexts of education, as essential aspects of American and African-American culture and life, will be placed in the foreground of course inquiries. Prerequisite: Completion of any 1000, 2000, or 3000-level Education course, graduate standing, or permission of instructor. Enrollment Note: All students are enrolled onto the waitlist. Undergraduate students must enroll in Educ. 4607, and graduate students must enroll in Educ. 5607. |
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| | 01 | --W---- | 4:00P-6:50P | Eads / 211 | Michelle Purdy | Paper | 0 | 0 | 5 | | |
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| | Description: | In this course politics is interpreted broadly to not only include formal policy-making processes, but any situation in which people have to solve a problem or come to a decision. The purpose of this course is to explore the process of (1) how ideologies and power dynamics influence educational policies and decisions; (2) how educational policies and decisions influence pedagogies-especially in the relationships among students, teachers, and knowledge; (3) how pedagogies translate into specific school programs and practices; (4) how these programs and practices impact student opportunities and outcomes; and (5) how student outcomes and opportunities influence ideologies and power dynamics. In doing so, this course considers a variety of key educational institutions and actors at the local, state, and federal levels. This course also considers politics across time, space, and individuals-noting how historical, geographical, cultural, social, psychological, political, and economic contexts can shape the politics of education. Additionally, as this course considers the relationship between politics and power, we explore how politics can manifest itself in ways that promote exclusion and subjugation or work towards the common good. Specifically, we explore stories that demonstrate how politics can influence the lived experiences of individuals from various class, race, ethnicity, gender, sexuality, and other identity groups. Finally, after carefully examining the research on inequalities and inefficiencies resulting from the current politics of education, we will transition from problem identification (i.e. "What went wrong?") to problem solution ("Where do we go from here?"). Prerequisite: Completion of any 1000, 2000, or 3000-level Education course, graduate standing, or permission of instructor. Enrollment Note: All students are enrolled onto the waitlist. Priority is given to Department of Education majors, minors, and graduate students. Undergraduate students must enroll in Educ. 462, and graduate students must enroll in Educ. 5620. |
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| | 01 | M------ | 2:30P-5:20P | Simon / 017 | Bronwyn Nichols Lodato | Paper | 0 | 0 | 16 | | |
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| | 01 | --W---- | 9:00A-12:00P | Seigle / 148 | Kerri Fair | Paper/Project/Take Home | 10 | 4 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | Fundamental concepts, properties, operations, and application of mathematics related to the systems of whole numbers, integers, rational numbers, and real numbers. Also included are measurement, simple geometry, probability, and logical reasoning. Designed to develop effective teaching strategies and approaches to curriculum development in mathematics. Addresses components of effective curriculum that are aligned to learning experiences and outcomes using academic language of mathematics. Incorporates strategies for individual student needs based on diverse backgrounds, prior experiences, and language to deliver differentiated instruction and teaches students to set learning goals. Develop strategies to engage students in the methods of inquiry and research with interdisciplinary approaches where appropriate. Learn researched-based models of critical thinking and problem-solving, including various instructional strategies and technology to support student engagement in higher level thinking skills. Use formal and informal assessments to design instruction and improve learning activities followed by assessment analysis to determine effect of class instruction on individual and whole class learning. Understand strategies to communicate confidential student data and progress following ethical and legal protocols. Prerequisite: EDUC 466 and admission to the Teacher Education Program or permission of instructor. Enrollment Note: Undergraduate students must enroll in Educ. 4731, and graduate students must enroll in Educ. 6731.
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| | 01 | --W---- | 4:00P-6:50P | Seigle / 148 | Tyler Harger | See Instructor | 10 | 6 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -T----- | 4:30P-6:20P | Seigle / 148 | Allycia Uhrhan | Paper/Project/Take Home | 10 | 2 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | Introduction to key concepts in social studies, including political science, economics, behavioral science, world history, American history, and geography. Designed to develop effective teaching strategies and approaches to curriculum development in all areas of social studies. Addresses components of effective curriculum that are aligned to learning experiences and outcomes using academic language of the social sciences. Incorporates strategies for individual student needs based on diverse backgrounds, prior experiences, and language to deliver differentiated instruction and teaches students to set learning goals. Develop strategies to engage students in the methods of inquiry and research with interdisciplinary approaches where appropriate. Learn researched-based models of critical thinking and problem-solving, including various instructional strategies and technology to support student engagement in higher level thinking skills. Use formal and informal assessments to design instruction and improve learning activities followed by assessment analysis to determine effect of class instruction on individual and whole class learning. Understand strategies to communicate confidential student data and progress following ethical and legal protocols. Prerequisite: Admission to the Teacher Education Program. Enrollment Note: Undergraduate students must enroll in Educ. 4751, and graduate students must enroll in Educ. 6751.
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| | 01 | M------ | 4:00P-5:50P | TBA | John Duvall | Paper/Project/Take Home | 5 | 3 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | Spring continues the year-long Teaching-Learning and Curriculum & Instruction sequence. Teaching-Learning will meet for 3-5 days before the semester begins for orientation to student teaching which takes place concurrently with this course. Course topics and discussion further develop knowledge in a variety of areas that are experienced during student teaching such as the refinement of pedagogy strategies and skills; the analysis of instruction; social, political, and legal issues of schooling; and the Missouri Educator Evaluation System (MEES) for certification. Additional topics include: creation and development of engaging and challenging standards-based curriculum; understanding diverse cultural perspectives of emergent bilingual students and how to select appropriate strategies for addressing individual needs in meeting curriculum objectives; incorporating strategies for individual student needs based on diverse backgrounds and prior experiences to deliver differentiated instruction; creating a positive learning environment through effective classroom management using strategies based on research and pedagogically sound techniques; developing reflective practices to improve teaching while understanding the importance of utilizing professional learning opportunities in school districts and professional organizations; understanding the importance of communication, professional relationships, and collaboration with teachers, administrators, families, and the community; and, understanding the nature of professional, ethical, behavior and the need to adhere to district policies and school procedures.Prerequisite: Admission to the Teacher Education Program. Enrollment Note: Undergraduate students must enroll in Educ. 4821, and graduate students must enroll in Educ. 6821.
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| | 01 | M------ | 4:30P-7:20P | Seigle / 148 | Jessica Bockskopf | No Final | 10 | 6 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | Description: | This course guides students through an elementary field experience that provides an orientation for student teachers. Fifty hours of field work in an elementary classroom are required for each student. Students observe and document classroom environment characteristics, professional teacher behaviors, and student behaviors; work with students individually and/or in small groups; prepare and teach a lesson. They learn classroom technologies such as SMART Board and digital video recording and editing. Course topics, observation, and discussion include: understanding diverse cultural perspectives of emergent bilingual students and how to select appropriate strategies for addressing individual needs in meeting curriculum objectives; incorporate strategies for individual student needs based on diverse backgrounds and prior experiences to deliver differentiated instruction; creating a positive learning environment through effective classroom management using strategies based on research and pedagogically sound techniques; develop reflective practices to improve teaching while understanding the importance of utilizing professional learning opportunities in school districts and professional organizations. Understand importance of communication, professional relationships, and collaboration with teachers, administrators, families, and the community. Understand the nature of professional, ethical behavior and the need to adhere to district policies and school procedures.
Prerequisite: Admission to the Teacher Education Program. Enrollment Note: Undergraduate students must enroll in Educ. 4841, and graduate students must enroll in Educ. 6841.
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| | 01 | -T----- | 2:00P-3:50P | Seigle / 148 | Kerri Fair | Paper/Project/Take Home | 10 | 2 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | MTWRF-- | 8:30A-2:50P | (None) / | Jessica Bockskopf | No Final | 10 | 4 | 0 | | Desc: | Graduate students must register for Satisfactory/Unsatisfactory and Undergraduates must register for Pass/Fail. |
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| | 01 | MTWRF-- | 8:30A-2:50P | (None) / | Jessica Bockskopf | No Final | 10 | 2 | 0 | | Desc: | Graduate students must register for Satisfactory/Unsatisfactory and Undergraduates must register for Pass/Fail. |
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| | 01 | M-W---- | 10:00A-11:20A | TBA | Lisa Gilbert | Project | 0 | 0 | 13 | | |
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