0400. Introduction to
Urban Schools (3 s.h.)
Explores major issues in urban education and the programs and practices to address them. Topics include effective policies and practices for urban schools, including parent and community involvement, school violence, small learning communities, and so on. Offered every term, including summer.
This course is designed to help students understand the social, political, and economic factors which shape urban schools. The focus is on both perennial and emerging issues affecting the urban environment and schools and on major policies relating to those issues (e.g. equity, accountability, school finance). The class requires several critiques of educational literature, as well as an extensive review of the literature on a substantive topic related to urban education. Offered every Fall term.
Introduces models, practices, and theories for developing partnerships between schools, universities, community-based groups/agencies, and neighborhoods. Among the models studied are various types of partnerships, community organizing, family centers, and community schools. The course emphasizes the manifold issues which emerge when partnerships involve participants who cross the boundaries of class, race, gender, professions, culture, and language. Includes field visits and field work. Offered Spring term.
Presents models for service learning with particular emphasis on those that contribute to urban community development and community building. Students conduct a participatory community study and design a service learning project that meets authentic community needs. Offered every year, Fall term.
This course introduces some important theoretical frameworks and theorists that inform research in urban education. The emphasis in on the contributions of the social sciences. Theories are discussed in the context of urban education and are applied to major issues of interest to the class. Each student select an issue (which she/he may have begun to explore in Urban Education 500) round which written and oral presentations are based. Teams of students also lead class discussion on the work of selected theorists.
0610. Independent Research in Urban Education (3
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.
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.
0810. Research Practicum (3
This is a doctoral level course. It 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.
0812. Qualitative Data
Collection (3 s.h.)
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.
Dissertation (3-9 s.h.)
Registration limited to doctoral candidates who have successfully completed the minimum hours of course work required for the degree, the preliminary examination, and the dissertation proposal. Continuous registration during the fall and spring terms is required until the dissertation has been completed and accepted by the Graduate Board.