Advanced investigations of selected topics and problems in curriculum theory, program design, and research design at one of the following levels: elementary school, secondary school, higher education, all-level. The equivalent of three lecture hours a week for one semester.

An exploration of the relationship between families and schooling in the United States through racial, class-based, linguistic, cultural, and global perspectives, using multiple theoretical frameworks to both understand and challenge current approaches towards parental involvement in school.

Application of the findings of linguistics to the teaching of languages. Three lecture hours a week for one semester.

Engaging in the design and production process through work with a client on an interactive, web-based application through new media technology tools. Emphasis on industry standard technology: graphics, video, audio, animation, and web development.

Explores current research, theories, and strategies of computer-supported collaborative learning. Includes web-based activities focused on collaborative inquiry and writing, and approaches to project-based and foreign language learning.

Examines the philosophical, rhetorical, practical, and evaluative bases for constructivist approaches to instructional design. Students visit one constructivist classroom at the kindergarten through grade twelve level, and one at the college level.

The historical development of science, technology, engineering, and mathematics curricula in the United States from the mid-nineteenth century to the present. Discusses politics, equity, the development of technology, and theories of learning; and examines current curricular trends.

Explores human-computer interaction (HCI), emphasizing designs and strategies for new media through various evaluations and hands-on activities. Examining the use of new media from the perspectives of information design, interaction design, and interface design; and using industry standard new media tools to illustrate understanding.

An overview of feminist social-action theory and research. Studies social action within the local community setting and with community projects.

Explores the provisions of state and federal legislation regarding high-stakes testing, including the implications for culturally and linguistically diverse student populations, the motivations for use, and the impact upon curricula, teaching, and student academic performance.

Current theories, research, and strategies related to the planning and management of learning technology projects. Exploration of funding proposals, strategic planning, and the use of planning tools such as surveys, inventory forms, project management aids, and decision-support systems.

Explores local educational and community resources for teaching from a multicultural and global perspective. Curriculum and Instruction 385G (Topic 58) and 385G (Topic: International Austin: Multicultural Classrooms) may not both be counted.

Explores various theories related to science, technology, engineering, and mathematics epistemology. Includes memory and the structure of knowledge, problem solving and reasoning, and the foundations of learning.

Curriculum and Instruction 385G (Topic 61) and 385G (Topic: Literacy Development: International Perspectives) may not both be counted.

Considers the cultural production of identity and identity politics and agency within a cultural, political, racial, gender, and activist framework in relation to education.

Critically analyzes scholars of early childhood education research, practice, and curricula. Questions assumptions about early childhood education; beliefs, theories, and ideas about working with young children, their families, and the communities in which they live and work. Curriculum and Instruction 185G, 385G (Topic 38) and Curriculum and Instruction 185G, 385G (Topic 86) may not both be counted.

Investigates policy from a critical policy analysis perspective. Considers the importance of context, discourses, players, and policy articulations that influence policy development primarily in education and areas such as immigration and the economy.

Introduction to critical pedagogy, focusing on theoretical foundations and methodologies of teaching and curriculum. Explores approaches to education oriented toward the development of critical consciousness, empowerment, and social action.

Explores the roles and experiences associated with women and girls in the broad field of education. Subjects related to women across a diverse social terrain are targeted including: historical scholarship, research, theoretical frameworks and policy issues.

Offers an overview of methods, materials, and assessments used in the reading and writing instruction at the elementary level. Focuses primarily on classroom and school level processes with additional consideration of the instruction for special needs learners.

Investigates the role of race and ethnicity as key organizing principles of society. Themes include individual and institutional racism, reproduction theory, cultural and structural assimilation, critical race theory, epistemology, anti-racist and culturally relevant pedagogy.

Investigation of theories of popular culture, cultural difference, and cultural politics, and their applications in educational research and practice. Focuses on the relation between culture and power, with attention to issues of identity as well as social structure.

Identifies and explores contemporary problems in science and mathematics education through collaboration with a practitioner in the field.

Designed as a collaborative, critical examination of teacher/action research, particularly in relation to the exploration of classroom discourse. Focuses on the rationale, issues, and implications of the teacher research movement within education and on the research strategies and techniques that can be used by teachers in conducting research in their own classroom settings.

Focuses on the sociocultural investigation of language, particularly as it pertains to educational settings. Traces the historical emergence of the related fields of sociolinguistics and linguistic anthropology, exploring how each of these scholarly traditions approaches the study of language, identifying key points of overlap and tension between the two fields, and discussing recent examples of inter-disciplinary scholarship. Issues to be addressed include linguistic variation, language and identity, bilingualism and multilingualism, language ideologies, and classroom discourse.

Studies a historical range of theorists who have tried to explain childhood and early learning in the fields of anthropology, psychology, philosophy, education, and child development.

Considers ways in which the literacy practices of youth in out-of-school settings and the literacy work of schools might productively inform each other, and examines the purposes, processes, and outcomes of this literacy work.

Examines how scholars have utilized cultural theory and cultural knowledge to situate and respond to: the identity, role and responsibility of "being" a teacher; the pedagogic functioning of teaching; and teacher preparation. Particular emphasis is placed on how these factors concern the education of historically marginalized student population.

Explores the relationships among speech, writing, and technology across human history, in contemporary cultures, in individual lives, and in processes of education. Situates discussions of "new literacies" in the context of the history of literacy.

Develops a stance of inquiry into teaching from a social practices framework. Emphasis will be on formulating thoughtful and theoretical questions to enhance the quality of interactions with children in classrooms; making ideologies that operate within the school literacy communities explicit; and looking through informed and critical lenses at each aspect of literacy instruction.

Explores and critically analyzes current issues, coalitions, and legislation related to physical education and develops the understanding and skills necessary to impact the future directions.

Investigates the history and philosophy of participatory action research, including that done by and for Chicanas. A research project benefiting Chicanas and other young, Latina females in a public educational setting will be required.

Explores current historical and theoretical writings of Chicana women feminist theorists. Themes include patriarchy, domination/resistance politics, epistemology, contestation, social reproduction, identity and difference and how these connect to schooling practices, policies, and politics.

Provides a historical and contemporary overview of Mexican American children's schooling experiences that consider tracking, bilingual education, school finance, higher education access, and standardized testing.

Discusses philosophical orientations such as progressivism, post-modernism, humanism, and social reconstruction. Of particular value to those in the doctoral program in physical education teacher education.

Focuses on shifts in reading pedagogy in relation to changing societal conditions in the United States from colonial times through the 1980s. Engages with instructional materials and investigate practices through readings and course lectures. Considers historical research methods including oral history.

Examines the historical and contemporary philosophies, practices, and pedagogies for Black education. Includes culturally responsive pedagogy, African-centered pedagogy and curriculum, multicultural curriculum and critical race theory.

Examines the relationship between culture and literacy from a variety of theoretical perspectives including New Literacy Studies, identity and agency, sociocritical literacy and critical race theory with a particular emphasis on discourse and social change.

Examines the complexity of the change process, especially in relation to the introduction of digital technologies in the PK-12 school context.

An examination of play as a meaningful aspect of curriculum and child development; philosophical, psychological, and educational perspectives on play; and the grounding of educational play research in broader fields of inquiry.

An examination of current research regarding physical education curriculum paradigms, reform initiatives, and physical activity interventions as related to curriculum.

An introduction to research practices in the field of early childhood education. Classic studies and research reviews in various facets of early childhood education will be reviewed. Subjects include: child development, early childhood program models and evaluation, curriculum (including concept development and play), parent involvement, and teacher education in early education.

Includes theories and research topics relevant to teaching and learning literacy in two languages, Spanish and English. Discussion of the ways in which sociocultural, linguistic, and academic factors influence biliteracy development.

With a sociological lens, an examination of the constructs of the child and childhood through a range of social, political, educational, and economic contexts.

An analysis of oral and written language learning from interdisciplinary perspectives and within a variety of contexts, both within and outside of school settings. Particular attention is paid to issues of pedagogy, non-standard" dialects of English, second-language learning, and multiliteracies.

An exploration of the central issues and theoretical orientations of curriculum theory and practice in early childhood and elementary public school programs in the United States.

An intensive exploration of social constructivism, particularly Vygotskian theory and research. Classroom interactions, teaching and learning, parent and family contributions to education, cultural influences, and other contextually applicable aspects of education will be explored.

Explores the implications of the perception of language as alternately a right, a resource, and a problem. Emphasis is on the development of linguistic support movements (bilingual, ESL, AAVE/Ebonics, etc.) as well as implicit and explicit language policies in the United States and in other countries.

An investigation of sociological, psychological, and anthropological perspectives of immigration theory and immigration post-1965 as they apply to educational research and immigrant youth in United States schools.

Focuses on the theoretical foundations of biliteracy theories and new literacy studies.

Explores the policy and classroom implications of language assessment and evaluation practices, including review and critique of the assessment of English language proficiency for language minority students, standardized language assessment tools, and informal classroom-based methods for assessing language.

An examination of specific approaches to early childhood education including as the Montessori approach; programs such as Head Start; and critical analysis of how these various models of early childhood education define their role within the education of the young child as well as define the role of the child, teacher, and family. Philosophical, theoretical, historical, and empirical approaches to the field will be investigated.