Examination of ethnographic theory, methods, and techniques of researching language, literacy, and culture in educational settings. It involves conceptualizing and conducting a full ethnographic study and learning how to use reflection on the fieldwork experiences to construct (or deconstruct) and articulate the theoretical basis, methods, and findings of your research. The course is organized to highlight both knowledge acquisition and reflection. Year-long course.

Prerequisite: Doctoral status, 9 credits of study in Doctoral program.

This course examines the political, philosophical, and pedagogical foundations of multicultural education through various approaches to knowledge construction and production that shape from education institutions to teaching culturally and linguistically diverse student populations. The course presents perspectives on issues of access and provision of high quality public education particularly for students in underserved communities (Latinos in the U.S./Indigenous peoples in the Americas).

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Overview of research in mathematics education, science education, and learning technologies. Synopses of MSLT faculty research agendas. Development of students? topics for research. (For first-year doctoral students.)

Lecture, discussion, field experience. Purpose, problems, issues, strategies, and materials in teaching science at the middle and high school level. Required for licensure.

Lecture, discussion, field experience. Purpose, problems, issues, strategies, and materials in teaching mathematics at the middle and high school level. Required for licensure.

Historical and legal landmarks in special education from a national and international perspective. Sociological, philosophical, and cultural perspectives addressed. A field component, introduction of the IEP, and the community special education approach.

Provides students with a solid foundation in educational and psychological testing and measurement skills.