Students include primary, secondary and post-secondary educational practitioners. First, we are committed to a program of study that addresses issues of social justice in all aspects of education. Second, we teach and use a strengths and asset-based inquiry approach that enables you to embrace your own strengths and to identify and build on the strengths of others as stepping stones to powerful leadership. Third, we engage you in exploring cutting edge research and practices that will enable you to design and lead educational systems in and for the future.
The Ph. Our mission is to teach students to wield the tools of research to change disparities in educational experiences and student outcomes. As part of the evolution of education research, the field of education will require Ph. Rather than train traditional faculty members to solely generate knowledge documenting outcomes and processes in education, we will cultivate future faculty and researchers to serve and partner with communities through their research in order to affect educational change in regional, national, and international settings.
With a focus on equity, equality, and justice, the program will train students to engage in research that can address problematic educational settings, practices, and policies. The program will explicitly articulate the links between university faculty, students, education practitioners, community members, policy-makers, and educational stakeholders. In addition to gaining a core foundational knowledge in theory, methods, and research in education, students in the Ph.
Education Studies Education M. Candidates who complete this teacher training program also qualify for the California Preliminary Education Specialist: Deaf and Hard of Hearing Instruction Credential and the Preliminary Multiple Subject Teaching Credential with a Bilingual Authorization in American Sign Language for elementary and alternative education school teachers.
EDS's teacher training program is designed to prepare teachers to work in various types of school settings from residential school classrooms to local public school classrooms for deaf and hard of hearing children. This course exposes students to past and present systemic policies that influence the practices and efficiency of the P—20 system. Students will explore the barriers and facilitators of successful policy interventions at the local, state, and federal levels of education policy.
Attention is given to each segment of the educational continuum, exposing students to strategies for transforming the educational system to ensure equitable opportunities to learn and achieve.
Introduction to quantitative concepts, descriptive statistics, and fundamentals of statistical inference in social science.
Emphasis on applying statistical concepts—how to select the appropriate statistical techniques, execute those techniques, examine assumptions necessary for the techniques to work appropriately, interpret analytic results, and summarize findings in a professional manner. Hands-on computer-based practice of quantitative analyses will be an integral part of the course. In this course, students will extend their knowledge of statistical methods based on the general linear model, including correlation, regression, analysis of variance, and analysis of covariance to address questions that emerge in educational and social science research.
Students will address a variety of substantive research questions by analyzing data and fitting increasingly sophisticated analytic models. Prerequisites: EDS This course offers an introduction to mixed methods research in education studies. Participants will learn how qualitative and quantitative data can be integrated to capture the perspectives of individuals and organizations to answer complex research questions. The course will cover formulating research questions, collecting and analyzing different types of data, choosing appropriate mixed methods designs, and interpreting mixed methods results.
ED82 major or consent of instructor. This course will guide doctoral students in conducting rigorous case study research in the social sciences and the field of education. The course will address case study design, data collection, data analysis, and reporting.
This will be accomplished through training on these stages of case study research. It will also provide hands-on experience designing case studies and analyzing case study data. The course will equip students with all the necessary tools to conduct independent case studies.
Prerequisites: ED82 and ED79 majors, or consent of instructor. Universities are exploring new ways to convey the relevance of research directly to interested stakeholders beyond the academy. In this course, students will learn and practice a variety of strategies and tools for communicating their scholarship to a range of audiences, actively participate in discussion of education equity and access, and coconstruct meaningful partnerships with education stakeholders.
May be taken for credit two times. This course integrates a variety of social and behavioral science perspectives and research methodologies in examining topics of central relevance to education. Students have opportunities to design and apply to educational-research questions a variety of methodologies, including survey, interview, ethnographic, case study, video data analysis, and discourse analysis methods.
This is the first of a three-course series. Prerequisites: admission into the EdD program or consent of instructor. This is the second of a three-course series. Students have opportunities to design and apply to educational research questions a variety of methodologies, including survey, interview, ethnographic, case study, video data analysis, and discourse analysis methods. This is the third of a three-course series.
This course addresses more advanced topics in research design and methodology. Students hone the requisite research skills to conduct dissertation research. Students gain varied hands-on experiences in collecting and analyzing data relevant to schooling, as well as learn how to develop, manage, and analyze large data files. Students create a research agenda and develop skills needed in proposal writing: development, organization and coherence, conceptualization of research design, and attention to audience and writing style.
This seminar provides an opportunity for doctoral candidates to present and critique in-progress dissertation research and writing. Topics addressed will also include writing for professional publications and presenting research findings to varied audiences. This seminar will examine basic approaches to the study of human development, drawing on theory, research, and methods from multiple disciplines to study how children and adults develop within the context of cultural communities.
It includes discussion of cultural practices as mediators on developmental outcomes, notions of universals and diversity, and individualism and familism. We will discuss the complex ways that individual and sociocultural factors interact in learning and development.
This course provides an introduction to qualitative approaches in education research. Students explore various qualitative methods and analytic strategies and gain hands-on experiences analyzing qualitative data collected on topics relevant to the study of education. The assigned readings include scholarship on the philosophical underpinnings and practice of qualitative research and varied examples of published qualitative research studies.
This course series addresses special topics in education research and data analysis. Students explore a faculty-specified qualitative research method and analytic approach.
Approaches may include case studies, video analysis, mixed methods, naturalistic observations, ethnography, and netnography. The assigned readings include scholarship on the practice and philosophical underpinnings of the specified qualitative research approach and examples of published qualitative studies. This course series addresses special topics in quantitative education research and data analysis. Students explore a faculty-specified quantitative research method and analytic approach.
Approaches may include social network analysis, hierarchical linear modeling, latent class analysis, and structural equation modeling. The readings include scholarship on the practice and philosophical underpinnings of the specified quantitative research approach and examples of published quantitative studies.
This seminar integrates a range of perspectives to understand the contexts of teaching and change. There are three main foci: 1 how the profession of teaching in PK—16 is shaped by factors in the broader policy, political, and social context; 2 change, change agentry, and obstacles to change in educational institutions; 3 design-based research models to effect changes in the context of teaching.
An international comparative approach is critical to consider levers for educational improvement. Introduction to critical race theory CRT and education provides a foundation for students who are interested in learning more about critical race theory in education. Students will read seminal and new scholarship in CRT.
Students will gain a solid breadth of knowledge from the field of CRT and identify possible applications and opportunities for future research in education.
This course provides a framework for understanding school reform movements that integrates relevant theory and research from a number of academic disciplines. This course examines schooling from an anthropological perspective, focusing on the impact of social and cultural forces on teaching and learning in US public schools using comparative materials from other societies and settings.
The interaction of individual and collective voice, language, and identity are discussed as they bear on the ways that culture moves through important social institutions such as schools. This course will present the evolution of leadership thought and theory, with an emphasis on the distinction between, and interrelatedness of, effective management and leadership. The ethics of leadership practice and epistemological perspectives of emerging leadership styles will be explored, and students will have opportunities to reflect on the nature of leadership as it is practiced in educational settings.
Applying critical, self-reflective leadership practice through structured activities is also an element of this course. A major emphasis will be on evaluating research on which theories and practice are based.
This course will address theories and practices for achieving schools and classrooms that are informed by and built around the participation of diverse communities and cultures.
The emphasis is on how leadership intersects with sociohistorical and sociocultural theories that suggest that the organization of schools and instruction is critical to student inclusion and outcomes. A basic premise of this course is that a socially just learning theory begins with using all of the resources and knowledge of families, communities, and cultures in formulating policy and practice. This course will present multiple theories of organizational change, explore group processes and identify models of decision making, and analyze human motivation theories.
Establishing and nurturing a purpose-driven organization, while dealing with competing demands, will be discussed. A major emphasis in this course is on people as agents of change and on the creation of high-quality ethical and productive workplaces where employees can achieve success and satisfaction, while advancing the mission of the educational organization. This course will investigate the skills and dispositions needed for students to lead the development of learning organizations.
Faculty will teach and model concepts of working with people within educational organizations and programs. This course addresses interdisciplinary influences on leadership practice within learning organizations. This course explores topical issues in the field of leadership.
It focuses on recent developments that have broad implications for research and practice in educational leadership. EDS A is one of three courses in the series. EDS B is one of three courses in the series. EDS C. EDS C is one of three courses in the series. EDS A. This first course in a three-course series focuses on the importance of data interpretation. Students hone the requisite research skills to conduct dissertation research as it pertains to gathering, collecting, analyzing, and reporting quantitative data in a meaningful way.
This course provides an overview of data use in educational systems as well as an introduction to survey design and inferential statistics. Students create a research agenda to develop skills needed in proposal writing. EDS B. Students will learn and practice the core qualitative data collection approaches of observing and interviewing. This course focuses on analyzing quantitative data. Students will deepen knowledge and skill on data collection and analysis and use data to prepare and report findings.
Students will also explore other research methods of their choosing and will develop and conduct a small pilot study relevant to dissertation topics.
This is the first in a four-course series. This is the second in a four-course series. This is the third in a four-course series. This is the fourth course in a four-course series.
Students will develop a research proposal appropriate for MA thesis, begin to gather and analyze data. Prerequisites: MA candidate and consent of instructor. This is the first in a three-course series.
This is the second course in a three-course series. This course will provide students with time, resources, and guidance for the purpose of developing a review of literature on a student-related topic, which typically becomes the focus of the dissertation research project. Students will be expected to use a variety of research tools in order to discover and identify relevant information.
This is the first course in a three-course series. Program faculty and visiting lecturers present leadership research in progress. Serves as a forum to discuss current research in educational leadership. This is the first course of a two-course series.
Prerequisites: graduate student status or consent of instructor. This is the second course in a two-course series. Prerequisites: EDS A, and graduate student status or consent of instructor. The RAC will introduce students to transformational research and practice in education through involvement in faculty-led research teams. The RAC will provide a structured environment for mentoring through engagement in collaborative research activities.
Each RAC will conceptualize and conduct research that is likely to result in student presentations at educational conferences and in student publications. The RAC also provides support for the analysis and write-up of dissertation research. May be repeated for credit up to eighteen times for a maximum of units. Study and analysis of specific topics under the guidance of a faculty member.
Offered for repeated registration. Directed research on dissertation topic for students who have been admitted to candidacy for the EdD or PhD program. May be taken for credit up to four times for a maximum of forty-eight units. May be taken for credit five times.
Toggle navigation. Education Studies Program [ undergraduate program graduate program faculty ] All courses, faculty listings, and curricular and degree requirements described herein are subject to change or deletion without notice. Courses For course descriptions not found in the UC San Diego General Catalog —22 , please contact the department for more information.
Introduction to Principles of Learning 4 Students will study discipline-specific principles of effective learning, including critical thinking, problem solving, collaboration, and group communication. EDS 21S. Writing and Learning—Triton Transition 4 Reading, writing, and speaking exercises will introduce students to the teaching conventions and learning expectations of American universities.
EDS 22S. Education in Cuba—Field Experience 4 This course provides a combination of seminar work and intensive field experience after the end of the spring quarter, during special summer session.
Success and Satisfaction in the Second Year of Higher Education: Research Trends and Conclusions 2 Course focuses on challenges that confront college students in their second year of higher education and solutions. American Higher Education and the Collegiate Experience 4 This course is designed to help students think critically about multicultural issues in higher education, as well as the purpose of higher education within the larger context of society.
Introduction to Teaching Science 2 Explores routine challenges and exceptional difficulties students often have in learning science. Explorations in Education 2 Undergraduate students are placed in local schools and other educational settings within the community.
Explorations in Secondary STEM Education 2 Undergraduate students explore current practices and issues in public education focusing on STEM secondary education grades 6—12 through readings, guest speakers, seminars, and observations in math, science, and computer science classrooms at local schools.
First-year Student Seminar in Education Studies 1 The First-year Student Seminar Program is designed to provide new students with the opportunity to explore an intellectual topic with a faculty member in a small seminar setting. Upper Division EDS Introduction to Qualitative Methods in Education Research 4 Introductory course addressing topics in qualitative research method and analytic approaches, including methods such as case studies, video analysis, interviews, observations, and ethnography.
Introduction to Quantitative Methods in Education Research 4 Introduction to quantitative fundamentals of statistical inference in education research. Teaching and Learning Physics 4 How people learn and understand key concepts in physics. Early Learning Environments for Diverse Learners 4 In this online course, students examine the diverse contexts in which children develop. Child, Family, and Community Partnerships with Schools 4 This course examines how early education programs collaborate with socioculturally diverse families to support child development.
EDS GS. More Information. Toggle navigation. Living and learning together Program Melissa Wolf Transform Education in a Diverse Society. Undergraduate More Information.
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