School of Teaching & Learning
Courses Intended Primarily for Doctoral Students
Summer 2012
EDE 7047: Issues in Teacher Education—Professional Development and Teacher
Learning
Dr. Alyson Adams
Summer C, Wednesdays, 5:00pm-9:15pm
Current educational reforms focus on improving teacher practice, which requires intense
commitment to improving teacher knowledge and skills and then the translation of that
new learning into classroom contexts. In this course we will examine teacher learning
within professional development, the essential elements of high quality professional
development, how to measure the impact of professional development, and multiple ways
in which professional development is being played out in district, state, and national
contexts. This cross-disciplinary course will help doctoral students from any content area
prepare to work with inservice teachers at multiple levels.
EME 7938: Seminar in Educational Media
Professor Kara Dawson
Summer A—TBA
This course is the first of a three-part seminar series designed to support doctoral students
studying Educational Technology. This series is designed to engage students at the
highest cognitive level and requires extensive independent literature evaluation,
conceptualization, writing, and the involves process of giving, receiving and applying
constructive criticism. Students in this course will:
1. Develop a broader perspective of Educational Technology and their scholarly identity
within the field.
2. Critically analyze and synthesize seminal works within the general field and within
specialization areas.
3. Develop the habits of mind necessary to be scholars in continual pursuit of new
knowledge and ideas.
4. Develop the habits of mind necessary to be scholars who continually disseminate new
knowledge and ideas in written format.
5. Develop and refine the process of scholarly peer review.
6. Enculturate into scholarly Educational Technology community via engaged
participation.
Note: students who are not specializing in Educational Technology should contact the
instructor before enrolling.
EDG 6931: Qualitative Research Design in Curriculum and Instruction
Dr. Brianna Kennedy-Lewis
Summer C: Tuesdays, 12:30pm-4:45pm
This course is tentatively scheduled to meet on Tuesdays from 12:30-4:45, though we
will modify our meeting times to best serve the needs of the group. This course will
guide students through the process of designing an independent research project from
conception through the IRB process. We will discuss the roles of epistemology, research
paradigms, and theoretical frameworks in guiding choices of methodology and data
collection methods. These choices will be grounded in a thorough review of the literature
to identify relevant problems in students’ areas of interest in curriculum and
instruction. At the conclusion of the course, students will be prepared to implement their
proposed study. This course is open to Ph.D. students with an interest in research related
to curriculum and instruction and who have completed at least one doctoral level course
in qualitative research methods. Students should enter the course with a defined area of
interest for their study.
Fall 2012
EME 6609: Instructional Design
Albert Ritzhaupt
WEB Course
This course focuses on the application of instructional design principles to the
development of instruction. Topics include contemporary issues and trends in
instructional design, foundations in learning research, requirements for instruction, task
and needs analysis, learning situations and instructional models, learner characteristics,
hardware and software innovations, assessing instructional outcomes, and factors
affecting utilization.
EDF 6520: History of Education
Dr. Sevan Terzian
Tuesdays, 4:05pm-7:05pm
This course surveys the history of American education from the Colonial Era to the present. It
treats the changing character of education in the context of broader social and cultural
developments. The course attempts to provide both knowledge of the history of American
education and an appreciation of historical perspectives as ways of understanding contemporary
education. Although much of our discussion will center on the evolution of the public school
system in the United States, we will also consider education more generally as a form of
communication that is not bound to a particular institution or setting. Thus we will find that the
study of the history of education lends itself to a consideration of social, political, religious,
cultural, and economic factors. It also allows us to see what different groups of Americans have
hoped (and feared) that their children would learn.
EDG 6931: ESOL Issues—Family-School-Community Partnerships for ELLs
Dr. Maria Coady
Tuesdays, 1:55pm-4:55pm
This doctoral level seminar focuses on key issues related to students from diverse
linguistic and cultural backgrounds. The seminar takes a “strengths-based” perspective
of students and families. In this seminar, we will read and discuss theoretical papers and
empirical studies that examine teachers of diverse students and English language learners
(ELLs) and what teachers do to facilitate student learning. Specifically, we will examine
how teachers in today’s educational climate of high-stakes testing, teacher evaluation,
and data-drive instruction (a) leverage human and material resources and (b) navigate the
educational policies that affect diverse students’ learning. Class products will include a
review of literature related to the topic and the co-development (fieldwork) of a familyschool-community initiative / project that will act as a resource for teachers who work
with students from diverse backgrounds.
EDG 6931: Academic Writing
Dr. Zhihui Fang
Wednesdays, 1:55pm-4:55pm
This seminar is designed to enhance the capacity of doctoral students from all academic
disciplines to write for academic purposes. It guides students through the entire process
of academic writing that includes understanding the task at hand, planning the work,
conducting library research, reading to gather information, developing audience
awareness, appropriating discursive resources, working with other people’s ideas and
voices, and using feedback and editing to improve writing. The course focuses on
exploring the ways in which language is used as a creative resource for presenting
information, structuring text, embedding perspectives, developing argument, referencing
sources, and addressing audience needs in academic writing. It combines focused
discussion of key features and issues of academic writing with practical applications
through critical analysis of model essays as well as careful critique of students’ own
writing. The course also provides an insider¹s perspective on writing for scholarly
publications, including journal/publisher selection, manuscript review process,
overcoming rejections, and tips for getting published.
LAE 6365: Teaching Language & Composition
Dr. Jane Townsend
Thursdays, 12:50pm-3:50pm
This is a graduate-level methods course with a focus on the teaching of writing. Part of
the secondary English Proteach program, it's a course that could also be useful to other
graduate students interested in writing pedagogy and in improving their own
writing. Students engage in an Online Writing Partnership to mentor a group of
secondary students at P.K. Yonge Developmental Research School by responding online
to drafts of writing in multiple genres, and they also participate in a face-to-face writing
workshop with their P.K. partners. Additionally, students will develop a small in-thefield exploration project on a topic of personal interest and work on their own writing in a
variety of genres.
LAE 6939: Literacy, Family, & Culture
Dr. Danling Fu
Thursdays, 5:10pm-8:10pm
This graduate seminar is to broaden our perspectives on literacy, learning and teaching by
taking a close look at the literacy patterns of students in an underprivileged class and
culture. We will examine the interactive patterns, learning styles and life experiences of
students who are different from those in the mainstream culture and discuss how
students’ home culture (life experience) influences their school learning and performance
and how the school culture and environment impact upon them as learners. Through
extensive reading and discussing about the school and home literacy experiences of
students with various backgrounds and inquiring about students’ literacy performance at
school and home, hopefully, we will reach an understanding of those students with
diverse backgrounds and gain an appreciation and respect for their dialects, home
cultures and choice of living style. Also, we will re-examine our conception of
“Literacy” and our perception of those students and their families while exploring our
roles in providing equal and just education for the people of the underprivileged.
EDG 7224: Critical Pedagogy
Dr. Elizabeth Bondy
Mondays, 1:55pm-4:55pm
Adults, older girls, shops, magazine, newspapers, window signs—all the world had
agreed that a blue-eyed, pink-skinned doll was what every girl treasured. “Here,” they
said, “this is beautiful, and if you are on this day ‘worthy’ you may have it.”
Toni Morrison (from The Bluest Eye)
Who determines what and who is to be treasured or deemed worthy? What is the impact
on those who are deemed worthy and those who are not? And, what is the school’s role in
communicating these messages about who is good, bad, right, wrong, smart, not smart,
normal and not normal? Critical pedagogy provides an ideological lens and practical tools
for examining and revisioning school structures, processes, and practices that advantage
some students and disadvantage others. The critical perspective is based on the
assumption that educational equity is not a reality in U.S. schools. It is based on the
commitment that all educators must work to realize the American dream of justice for all.
In the seminar we will read classics by Paulo Freire and Derrick Bell as well as current
texts by Hinchey, Kumashiro, and Sensoy and DiAngelo. Please email Buffy Bondy
(bondy@coe.ufl.edu) with questions.
EDG 7303: Teacher Learning and Socialization in Poverty Schools
Dr. Dorene Ross
Thursdays, 1:55pm-4:55pm
For at least two decades, teacher educators have focused a great deal of attention on
preparing teachers to work with children who live in poverty and who often come from
different social, racial, and/or ethnic backgrounds than their teachers. While we have
learned a great deal and increased the focus on these issues in teacher education
programs, novice teachers continue to find low-income schools challenging contexts in
which to teach. In 2002 Berry, Hopkins-Thompson, & Hoke reported that up to 50% of
new teachers leave these contexts within three years. Emerging data suggest current
evaluation models are likely to increase this level of attrition in our most challenged
schools. Stopping this revolving door of novice teachers in high poverty schools is our
greatest challenge, and our greatest opportunity as teacher educators. In this course we
will tackle this challenge by engaging in a collaborative exploration of theory, research
and practical implications related to teacher education content and pedagogy, teacher
learning and socialization, and the impact of social class and diversity on educational
outcomes at all levels.
EDG 6931: Issues in Curriculum Development & Evaluation”
Dr. Linda Jones
Wednesdays, 5:10pm-8:10pm
This seminar is specifically designed for advanced graduate students both inside and
outside the College of Education who have an interest in curriculum-related issues
associated with both formal (school-based) and informal K-12 and post-secondary
education. Using an iterative cycle of interactive discussion, critical reflection, and
practical application, students will explore theoretical, practical, philosophical, political,
policy-related, and research-related issues associated with the successful funding,
development, evaluation, dissemination, and institutionalization of large-scale
(national/international) and small-scale (local/state) curriculum programs and resources
for both commercial publishing companies and non-profit agencies/organizations.
The following course is for master’s students but doctoral students are welcome:
LAE 6616: “Seminar: Literature Across the Content Areas”
Professor Ruth Lowery
Tuesdays, 12:50pm-3:50pm
This seminar is a graduate level study of literature for children and adolescents. The
course will focus on selecting, interpreting, critiquing and using children’s literature
across the major subject areas including reading, mathematics, social studies and science.
Doctoral students enrolled in the course have opportunities to conduct in-depth literature
reviews and research papers.