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Educational Leadership Master's M. Faculty Elementary Education Master's M. Faculty School Psychology Specialist Ed. Bridges to the Future Master's M. Contact Us education umass. Amherst MA Directions. EDUC Understanding Research in Language, Literacy, and Culture The purpose of this course is to apprentice new doctoral students to the ways in which researchers interested in the intersection between the fields of language, literacy and culture approach the activity of conducting, reading and writing research.

How science is taught, for example, is not independent of the time teachers spend planning their programs or how they believe their efforts will be evaluated. How school subjects are defined and the time allocated to them influence what students are able to learn. What options exist for the organization of the school curriculum? How do evaluation practices influence the priorities of both teachers and students and how can such practices be designed so that they support, rather than inhibit the achievement of educational aims? The CTE Area helps graduate students learn how to think about such questions and how to develop the specialized understanding and research skills needed to study and improve educational practice.

CTE - Elementary Education The Elementary Education specialization is designed for students interested in exploring and contributing to scholarship and teaching related to issues of pedagogy, curriculum design and implementation, school reform, equity and equality, as they relate to elementary schools, classrooms, and educators. The specialization aims to prepare scholars, practitioners, and leaders to address a range of important questions in the field of elementary education and elementary teacher education.

The Stanford Graduate School of Education includes a number of faculty whose scholarship and teaching take place in the context of elementary schools and classrooms and who have an interest in, and enthusiasm for, cultivating scholars in the field of elementary education. Students collaborate closely with faculty on research, teaching, and the design of their graduate programs. Students also make good use of the wider resources available at Stanford, routinely enrolling in courses across the University.

Admission depends on a combination of factors, including successful teaching or related experience, strong academic achievement, professional accomplishments, GRE scores, and the fit between student interests and background on the one hand and faculty availability and research areas on the other.

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Students in this area are able to study linguistic, psychological, social, historical, and cultural issues related to oral and written language, as well as focus on the preparation of prospective teachers of literacy, language, and English language arts. The program seeks to produce scholars who are able to provide intellectual leadership in the field and to work at the intersection of theory and practice. The Graduate School of Education has multiple faculty who study different facets of literacy. As part of their programs, students are encouraged to take courses in the English, linguistics, sociology, history, and psychology departments as well as in the Graduate School of Education.

Although there are no degree prerequisites for admission to the program in Literacy, Language, and English Education , many applicants have undergraduate degrees in English, literacy education, linguistics, anthropology, psychology, or other related areas. Admission depends on a combination of factors, including successful teaching experience, strong academic achievement, professional accomplishments, and GRE scores, as well as the fit among student interests, program offerings, and faculty availability and research areas.

The program explores core issues of teaching and learning and, most broadly, engages the very nature of historical consciousness: What does it mean to live in a present suffused by the past? How can the skills of historical reasoning be leveraged to help us understand digital information that confronts us in the present? Taught well, history fosters tolerance for complexity and intolerance for simple answers.

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How can schools teach young people to discern reasoned interpretations from stances that seek to extinguish--not promote--critical judgment? What can educators do to cultivate historical reasoning and teach young people that there's more to the past than just names and dates? Cutting-edge research shows that even elementary school children can learn to think historically, but such classrooms are rare. How can we design bold pedagogies and adventuresome curriculum so that such classrooms become the rule, not the exception--for all students, not just the privileged?

New technologies offer a potential answer but one that has yet to be realized. Digital media allow year-olds to enter on-line archives that a few years ago required flights across the country and layers of written consent. How can we mobilize such technologies so that students embrace the rich complexity of the documentary record? How can we prepare future teachers who can turn digital materials into programs for advancing students' understanding?

How do we develop curriculum that allows students to see through the falsehoods and deceptions that pervade the Internet? But more important than any set of prior experiences is a boundless curiosity to understand how the past shapes understanding in the present and how we can learn more about designing effective educational programs.

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Many backgrounds prepare one for successful graduate study in this Ph. Successful candidates will probably possess an academic background in one or more of the following areas: history, anthropology, geography, cognitive science, computer science, cultural studies, American Studies, philosophy, political science, psychology, or sociology.

For those interested in mathematics education, there are opportunities to work with several faculty who are studying mathematics teaching and learning, within and outside CTE and Stanford GSE. Current research projects are addressing issues of equity, interactions between teaching and student learning, the impact of different mathematics teaching and curricular approaches, and lesson study teacher professional development.

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CRC Press Online - Series: IRA's Literacy Studies Series

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Christine Edmunds. Teacher Inquiry. Anthony Clarke. The Routledge Handbook of Educational Linguistics. Martha Bigelow. Sarah Webb. Hodder Education. Talk and Interaction in Social Research Methods.

Paul Drew. Teaching Emergent Bilingual Students. Patrick Proctor. Constructions of Literacy. Elizabeth Birr Moje. Theoretical Frameworks in College Student Research. Terrell Lamont Strayhorn. Adolescent Literacies and the Gendered Self. Barbara J. Literacies, Sexualities, and Gender. Perspectives on Conceptual Change. Gritsavage,Laurie M. Fyfe,Marie Hardenbrook. How to write a great review. The review must be at least 50 characters long.

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