Introduction to Urban Education
An introduction to the major challenges confronting urban education. Urban schools are examined within the context of the social, political, and economic factors that affect the practice of education in urban centers. Designed for the upper-level undergraduate and graduate students who are interested in urban schools but are not enrolled in the urban education program.
Introduction to Comparative Education
Educational systems of various countries, with attention to the political, economic, and other institutional bases for education. (Foundations in Education.)
Education in American Culture
American education from the national origins of industrialization and urbanization in the nineteenth century to the current ages of cybernetics and the megalopolis. (Foundations in Education.)
Philosophical Analysis in Education
Application of techniques of conceptual analysis to educational concepts such as teaching and learning. (Foundations in Education.)
Issues in Urban Education
Examines problems and possibilities for change in urban schools, with a focus on urban communities and the urban environment as well as the schools. Environmental factors include the changing economics, politics, social, and fiscal configurations of cities; racial, class, and cultural diversity; demographic shifts; national, state, and local policies; and the state of local communities. These provide the backdrop for examining effective practices for improving urban schools, including issues in curriculum and instruction; school and district organization; partnerships; and community involvement.
Issues in Higher Education
Historical and sociological bases of current movements in colleges and universities in the U.S. (Foundations in Education.)
Theories in Urban Education
Presents selected theoretical frameworks and theorists that are relevant to the field, and emphasizes the development of students' ability to think theoretically. Theories address social inequality (class, race, gender culture); education and schooling; youth identity; and organizations. Case studies and examples from the Philadelphia environment are used to apply theories to policy and practice in urban education. Extensive student participation is required.
Because the Urban Education Program is interdisciplinary and draws on faculty from across the University, it is critical that students become acquainted with faculty whose research styles and interests will contribute to their course of study by, for example, serving on their dissertation committees. Requires students to design and complete a project with a faculty member outside the program. In consultation with their advisers, students will identify an affiliated member with whom to work and then create and complete an independent study. This research can take several forms, e.g. collecting and analyzing data, conducting an extensive literature review, or utilizing secondary data.
The Origins of Urban Education
A reading and discussion class based on the most important secondary literature in urban history and the history of urban education. The course will use Philadelphia as a case study. Topics in urban history will include: the geography and functional differentiation of urban space; the political economy of cities; urban demographics with a special emphasis on racial and ethnic minorities; urban political and social institutions; the cite as educator, including regional and cite planning and urban material culture. Topics in urban educational history will include: race and ethnicity in the history of urban education; the politics of urban education; the history of social class; and the opportunity structure in urban education.
Provides each student with the experience of completing an independent study research project. Students will be required to formulate a research question, conduct a thorough review of the relevant literature on the topic, design a small study to be carried out throughout the year and write up the results. While this project may be directly related to the student's dissertation research, it does not serve as a replacement of that research endeavor. Each student will be expected to present his/her work in a public setting.
Qualitative Data Collection
Provides a foundation for conducting ethnographic research. Students are expected to develop a research question, develop a data collection plan, and collect qualitative data over the course of the semester.
Doctor of Education Dissertation
Registration limited to doctoral candidates who have successfully completed the preliminary examination and the minimum hours of course work required for the degree. Continuous registration during the fall and spring terms is required until the dissertation has been completed and accepted by the Graduate Board.