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College of Education 243 Ritter Hall, Degree Programs: Master
of Education and Doctor
of Education and Curriculum Instruction
and Technology in Education
Program Offerings: Educational Leadership
and Policy Studies Program Offerings: Urban Education Supervisory Certification
Program Psychological Studies
in Education Adult and Organizational
Development Counselling
Psychology Educational Psychology School Psychology Physical Education
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Urban Education (Interdisciplinary) Direct inquiries to: Dr. Kathleen M. Shaw, Coordinator, 242 Ritter
Hall, Temple University, Philadelphia, PA 19122.
Graduate Faculty William Cutler, Associate Professor, Ph.D., Cornell University; Erin McNamara Horvat, Assistant Professor, Ph.D., UCLA, Novella Z. Keith, Associate Professor, Ph.D., Rutgers University; Kathleen M. Shaw, Ph.D., Assistant Professor, University of Michigan.
General Statement This program offers the Master of Education (Ed.M.) and Doctor of Philosophy (Ph.D.) degrees. This program is designed to meet the demand for sensitive and well-trained leaders in the field of urban education, who can integrate knowledge from diverse fields, conduct research, and work toward solutions to a myriad of problems. Cross-departmental and cross-disciplinary courses provide a broad understanding of the field, while student-faculty collaboration on research and service projects enables students to attain an in-depth, reflective, and practical understanding of the realities of urban education. Students will gain advanced knowledge and skills in the following areas:
Areas of Specialization Coursework is tailored to the student's interests and selected in consultation with the student's academic adviser. Students can focus on such areas as learning, research methodology, urban schools, urban economics, minority groups, strategic management, and other program areas designed to meet their needs. Courses are taken in the College of Education; the departments of Geography and Urban Studies, African-American Studies, Sociology, Political Science, and Anthropology in the College of Liberal Arts; and the department of Economics and other relevant program areas in the Fox School of Business and Management. Courses in other departments may also be part of the student's curriculum, based on each student's needs and interests.
Research projects, field internships, and interdisciplinary electives, chosen in consultation with an adviser, are an integral part of the coursework. Students who are matriculated in the program may seek certification in other programs and departments.
Course Descriptions -Urban Education 400. Introduction to Urban Education. (3 s.h.) 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.
500. Issues in Urban Education. (3 s.h.) 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.
600. Theories in Urban Education. (3 s.h.) 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.
610. Independent Study. (3 s.h.) 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.
650. The Origins of Urban Education. (3 s.h.) 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.
810. Research Practicum. (3 s.h.) 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.
812. 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.
999. Doctor of Education Dissertation. (3-12 s.h.) 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.
Note: Students should also consult the course offerings of the Department of Educational Leadership and Policy Studies as well as programs mentioned in the Program Description. The following is a partial list of relevant courses. Foundations of Education 411. Introduction to Comparative Education. (3 s.h.) Educational systems of various countries, with attention to the political, economic, and other institutional bases for education.
435. Education in American Culture. (3 s.h.) American education from the national origins of industrialization and urbanization in the nineteenth century to the current ages of cybernetics and the megalopolis.
451. Philosophical Analysis in Education. (3 s.h.) Application of techniques of conceptual analysis to educational concepts such as teaching and learning.
541. Issues in Higher Education. (3 s.h.) Historical and sociological bases of current movements in colleges and universities in the U.S.
Related Courses College of Education Educational Administration College of Liberal Arts African American Studies The Fox School of Business and Management Economics |