Department of Curriculum & Instruction

Overview

We are a community of more than 30 faculty and 500 undergraduate and graduate students who are engaged in critical scholarship, practice, and praxis, and who address the most pressing issues in education, both locally and globally. The department develops scholars, researchers and leaders in the areas of curriculum and instruction; literacy (language and culture); math and science education; bilingual/ESL education; and teacher education.

We do this through undergraduate, master's and PhD course work, and through research. Our programs are designed to attract students who are committed to social, racial and economic justice.

Our work in the department supports the mission of the College of Education by preparing high-quality educators and researchers to work effectively in Chicago neighborhood schools, institutions of higher education, and other urban educational and community agencies. Our educators and research become leaders in urban education locally, nationally and internationally.

Centers, Labs & Clinics

Department Faculty

Affiliated Faculty

Curriculum and Instruction Courses

  • 400 Anthropology & Education

    Hours
    4
    Prerequisites
    • Consent of the instructor
    • Recommended background: ED 100, and ED 135, and ED 205; and ANTH 100 or ANTH 101

    This course uses an anthropological approach in the study of formal and informal educational processes to understand the relationship between education, culture and society as represented in ethnographic texts. 3 undergraduate hours. 4 graduate hours.

  • 401 Methods of Reading: Early Literacy in Urban Classrooms.

    Hours
    3

    Exploration of literacy assessment and teaching (including decoding, early writing, spelling, oral language, and comprehension), with a focus on learning to read and write.
    Course Information: Previously listed as ED 257.

  • 402 Reading and Writing in the Content Areas: Intermediate Literacy in Urban Classrooms

    Hours
    3
    Prerequisites

    CI 401 and junior standing or above and admission to the Bachelor of Arts in Elementary Education program.

    Exploration of advanced aspects of literacy instruction (e.g., comprehension, writing, literacy in the content areas), with a focus on reading and writing to learn.
    Course Information: Previously listed as ED 340.

  • 403 Literacy in the Disciplines: Adolescent Literacy in Urban Classrooms

    Hours
    3
    Prerequisites

    Junior standing or above and admission to the B.A. in Urban Education, Concentration in Elementary Education Program. Successful completion of CI 402.

    Exploration of using literacy in disciplinary content areas, including building prior knowledge and specialized vocabulary.
    Course Information: Previously listed as ED 341.

  • 403 Literacy in the Disciplines: Adolescent Literacy in Urban Classrooms

    Hours
    3
    Prerequisites

    Junior standing or above and admission to the B.A. in Urban Education, Concentration in Elementary Education Program. Successful completion of CI 402.

    Exploration of using literacy in disciplinary content areas, including building prior knowledge and specialized vocabulary.
    Course Information: Previously listed as ED 341.

  • 404 Teaching and Learning Mathematics in the Urban Elementary Classroom

    Hours
    3
    Prerequisites

    Junior standing or above and admission to the Bachelor of Arts in Urban Education, Concentration in Elementary Education, and MATH 140 and MATH 141 or the equivalent courses.

    Helps prospective elementary teachers create a foundation from which they can develop an exemplary mathematics teaching practice.
    Course Information: Previously listed as ED 342.

  • 406 Teaching and Learning Social Sciences in the Urban Elementary Classroom

    Hours
    3
    Prerequisites

    Junior standing or above and admission to the Bachelor of Arts in Urban Education, Concentration in Elementary Education.

    Models effective teaching of history and social sciences in urban classroom grades 1-6, in a way that is inclusive of diverse peoples, cultures, and histories. Students learn to teach core concepts, intellectual skills, and participatory dispositions.
    Course Information: Previously listed as ED 344.

  • 410 Literature, Social Studies, and the Arts in the Elementary School

    Hours
    4

    Theory and practice in curriculum development, planning instruction, and assessing learning in elementary classrooms. Literature, social studies, and the arts content foci.

  • 411 Creating Learning Environments in the Elementary School

    Hours
    3
    Prerequisites
    • Graduate standing 
    • CI 412

    Examination of beliefs about teaching culture and learning in urban America in relation to the creation of learning environments with emphasis on application of state standards in classrooms and the development of a electronic teaching portfolio. 30 hours of fieldwork required.

  • 412 Dynamics of Learning Environments

    Hours
    3
    Prerequisites
    • Graduate standing
    • Enrollment in M.Ed. in Elementary Education Program

    Exploration of multiculturalism and bilingualism/biculturalism in schools and families. Continued development of electronic portfolio for meeting Illinois professional teaching and technology standards.

  • 413 Foundations of Literacy Instruction, K-8

    Hours
    4
    Prerequisites

    Graduate standing

    For prospective teachers, introduction to teaching literacy K-8; examining cognitive, social, developmental perspectives; relationships between language and literacy; connections to school subjects; aligning instruction, assessment, standards. Extensive computer use required. Word processing on writing; search engines for examining literacy curriculum, professional organizations, email networks.

  • 414 Middle and High School Literacy

    Hours
    3
    Prerequisites
    • Junior standing or above
    • Consent of the instructor

    Focuses on the teaching of reading and writing strategies appropriate for disciplinary learning and expression. Field work required.

  • 428 Curriculum and Teaching in Secondary Education

    Hours
    3
    Prerequisites
    • Open only to Master's degree students in the Secondary Education Program\
    • Consent of the instructor

    Introduction to the study of curriculum and teaching. Specifically designed for graduate students wanting to become middle and high school teachers, students who are newly admitted to the secondary education program. Credit is not given for CI 428 if the student has credit for ED 430. Field work required.

  • 430 Teaching Middle Grades Social Sciences: Content and Methods

    Hours
    3
    Prerequisites

    Junior standing or above; or consent of the instructor. Restricted to students in the College of Education and Secondary History Education Program students in LAS.

    Models effective teaching of history and the social sciences in the urban elementary classroom grades 5-8, in a way that is inclusive of the diverse peoples, cultures, and histories that make up our society.

  • 450 Literacy and Society

    Hours
    4
    Prerequisites

    Graduate standing

    Explores the significant role of literacy in cognition, law, economics, social and personal life and its implications for teaching and learning. Extensive computer use required.

  • 451 Foundations of Writing

    Hours
    3
    Prerequisites

    CI 401 and CI 402. Recommended background: Admission to the M.Ed. in Instructional Leadership: Literacy, Language and Learning, or the B.A. in Urban Education program.

    Introduction to writing research, theory and practice, including writing development, processes, digital writing, pedagogy, assessment. Combines academic study of writing theory/research with guided inquiry into writing processes and pedagogy.

    Course Information:

    • 3 undergraduate hours. 4 graduate hours.
    • Previously listed as CI 544.
    • Extensive computer use required.

     

  • 452 Children's and Young Adult Literature and Media

    Hours
    4

    Overview of trade books and media for children from preschool through adolescence. Emphasizes critically reading, selecting, evaluating materials appropriate for developmental stages, curricular connections, and students in our multicultural society.
    Course Information:

      3 undergraduate hours. 4 graduate hours.

    • Previously listed as CI 546.
  • 453 Digital Literacies and Learning

    Hours
    4

    Theoretical foundations of digital literacies and learning focusing on critical interpretation/production involving texts, tools, and technologies that are online, mobile, and/or networked. Includes methods for teaching digital literacies P-12.

  • 464 Bilingualism and Literacy in a Second Language

    Hours
    4
    Prerequisites

    CI 481 or ED 258; or consent of the instructor

    Theoretical foundations of second language acquisition and the teaching of English as second language. Methods and materials for teaching reading and writing in bilingual/ESL settings.

  • 472 Language Proficiency Assessment and ESL Instruction

    Hours
    4
    Prerequisites

    CI 481 or ED 258; or consent of the instructor

    English language proficiency assessment instruments and procedures; effective planning and ESL instructional practices; methods, materials, and technology resources for teaching ESL in K-12 school settings.

  • 475 Teaching and Learning of the Natural Sciences

    Hours
    3
    Prerequisites

    Graduate standing; or consent of the instructor.

    Prepares teacher candidates with the knowledge, skills and dispositions needed for teaching science in urban contexts by investigating big questions and concepts in natural sciences education. Course Information: Previously listed as CI 530. Field work required.
    Class Schedule Information: To be properly registered, students must enroll in one Lecture-Discussion and one Practice.

  • 481 Foundations and Current Issues in Educating English Language Learners

    Hours
    4
    Prerequisites

    Junior standing or above

    Philosophical, theoretical, socio-cultural and educational examination of learning and achievement issues that culturally and linguistically diverse students face in American schools. Field work required.

  • 482 Assessment and Instruction: A Multilingual/Multicultural Perspective

    Hours
    4
    Prerequisites

    CI 481 or ED 258; or consent of the instructor

    Methods and materials for teaching English language learners (ELLs) in bilingual/ESL classrooms. Emphasis upon curricular and methodological practices, assessment for academic placement, and instruction.

  • 484 Curriculum and Instruction in the Middle School

    Hours
    3
    Prerequisites
    • EPSY 255 or both ED 200 and ED 210; or graduate standing and either ED 402 or ED 403, and ED 421
    • Approval of the of the College of Education.

    Philosophy, curriculum, and instructional methods for teaching middle grade students (grades five through eight). Content area reading is included.

  • 494 Special Topics in Curriculum and Instruction

    Hours
    4
    Prerequisites

    Consent of the instructor

    Exploration of an area not covered in existing course offerings. Content varies. May be repeated to a maximum of 12 hours. Students may register in more than one section per term.

  • 500 Proseminar in Curriculum and Instruction

    Hours
    1
    Prerequisites
    • Admission to the Ph.D. in Education program
    • Consent of instructor

    Research-oriented colloquia on issues in curriculum and instruction. Serves as introduction to faculty research interests. Provides opportunity to consider issues in research design. Satisfactory/Unsatisfactory grading only. May be repeated.

  • 503 Advanced Foundations of Literacy Instruction, K-8

    Hours
    4
    Prerequisites
    • CI 450; or consent of the instructor
    • Open to Master's degree students and Ph.D. degree students.
    • Recommended background: Admission to M.Ed. in Instructional Leadership: Literacy, Language and Culture.

    Introduction to teaching literacy K-8; examining cognitive, social, developmental perspectives; relationships between language and literacy; connections to other school subjects; aligning instruction, assessment, standards. Extensive computer use required [word processing on writing; search engines for examining literacy curriculum, professional organizations, email networks].

  • 504 Secondary Literacy

    Hours
    4

    Focuses on the foundations of literacy and on the literacy processes of middle and secondary students and how these processes apply to reading and writing in the disciplines. Field work required.

  • 505 Integrated Reading and Writing Instruction

    Hours
    4
    Prerequisites

    CI 413; or consent of the instructor

    Examination of the reading-writing relationship. Specific instructional strategies for teaching reading and writing together in the elementary grades.

  • 507 Teaching and Learning Mathematics in the Elementary School

    Hours
    4

    For prospective teachers, integrating mathematics content with teaching and learning issues, including adapting and developing curriculum, planning, classroom interactions, and assessment in K-9 classrooms. Recommended background: Admission to M.Ed. in Instructional Leadership Concentration in Elementary Education program

  • 508 Teaching and Learning Science in the Elementary School

    Hours
    4

    For prospective teachers, development of multiple frameworks for facilitating the learning of science in students of various abilities, cultures, and backgrounds. Recommended background: Admission to M.Ed. in Instructional Leadership Concentration in Elementary Education program.

  • 509 Reading and Writing with Young Children

    Hours
    4
    Prerequisites
    • ED 422
    • Consent of the instructor.

    The early writing and reading behaviors of children and how these develop during the primary grades. Observation, teaching, and assessing are emphasized.

  • 511 Student Teaching in the Elementary Grades I

    Hours
    6
    Prerequisites
    • Completion of all professional education courses and program requirements
    • Must enroll concurrently in CI 512

    Culminating course in graduate elementary teacher education. Meets Illinois State Board of Education requirements for certification.

  • 512 Student Teaching in the Elementary Grades II

    Hours
    6
    Prerequisites
    • Graduate standing
    • Concurrent registration in CI 511 required

    The culminating course in the graduate elementary teacher education sequence. Meets Illinois State Board of Education requirements for certification.

  • 516 Research on Mathematics Teachers and Teaching

    Hours
    4

    Grounds students in research on mathematics teachers and teaching, while situating the literature within the broader sociopolitical context. Course information: Recommended Background Experience in STEM (science, technology, engineering, mathematics) education or a related field such as learning sciences.

  • 517 The Sociopolitical Context of Mathematics and Science Education

    Hours
    4
    Prerequisites
    • Admission to the Ph.D. in Mathematics and Science Education; or consent of the instructor
    • Recommended background: Experience in STEM (science, technology, engineering, mathematics) education

    Examines the sociopolitical context of mathematics and science education to understand how these domains interact with local, global, sociopolitical forces and movements.

  • 518 Race, Identity, and Agency in Mathematics and Science Education

    Hours
    4

    Explores an emerging literature that is situated at the intersection of scholarship on race, identity, and critical mathematics and science education. Participants will analyze the theories and methods that inform these literatures. Recommended Background: Experience in STEM (science, technology, engineering, mathematics) education or a related field such as learning sciences.

  • 519 Research on the Learning of Mathematics

    Hours
    4

    Examines research on the learning of mathematics, including: whole number concepts and operations, rational numbers and proportional reasoning, algebra, functions, geometry, probability and statistics, problem solving, and proof. Recommended Background:Experience in STEM (science, technology, engineering, mathematics) education or a related field such as learning sciences.

  • 520 The K-12 Mathematics Curriculum: Theory, Politics and Reform

    Hours
    4
    Prerequisites

    Consent of the instructor

    A look at the K-12 curriculum from three perspectives: theoretical (epistemological, learning, teaching), political (whose interests are served) and practical (implementation issues in schools).

  • 525 Assessment and Instruction for Struggling Readers, K-12, Part 1

    Hours
    4
    Prerequisites
    • CI 450
    • CI 503 or CI 504
    • Consent of the instructor

    Theoretical and practical issues concerning the etiology of reading problems and clinical diagnostic techniques. Children with reading problems are diagnosed and taught in the practicum component.

  • 526 Assessment and Instruction for Struggling Readers, K-12, Part 2

    Hours
    4
    Prerequisites

    CI 525

    Continued study of theoretical and practical issues concerning the etiology of literacy problems and clinical diagnostic and instructional techniques. Practicum inolves tutoring clients in the UIC Reading Clinic.

  • 527 Reading Specialists as Literacy Leaders

    Hours
    4
    Prerequisites
    • CI 450
    • CI 503
    • CI 504

    Theories and practices related to the role of the reading specialist, including management and evaluation of support systems, programs, personnel, and professional development in literacy.

  • 528 Assessing Literacy in Classrooms

    Hours
    4
    Prerequisites
    • CI 450
    • CI 503
    • CI 504
    • Consent of the instructor.
    • Open only to Master's degree students
    • Recommended background: Admission to M.Ed. in Instructional Leadership: Literacy, Language and Culture

    Introduction to and practicum in K-12 classroom literacy assessment and its relation to literacy instruction. Addresses purposes of and techniques for conducting/interpreting specific literacy assessments. Extensive computer use required [word processing on writing; search engines for examining literacy curriculum, professional organizations, email networks, use of power point, excel and SPSS].

  • 529 Secondary Science Education in Urban Settings

    Hours
    4

    Introduction to the study of curriculum and teaching for those interested in urban education and who want to become secondary science teachers at the middle and high school levels. 4 hours. Field work required. Recommended background: An undergraduate degree in a science field. Class Information: To be properly registered, students must enroll in one Lecture-Discussion and one Practice.

  • 530 The Learning and Teaching of Secondary Science in Urban Schools

    Hours
    4

    Prepares science teacher candidates with the knowledge, skills and dispositions needed for teaching secondary science in urban contexts. Field experience required.

  • 531 Curriculum, Instruction, and Assessment for Equity in Secondary Science Education

    Hours
    5
    Prerequisites

    CI 529; or consent of the instructor.

    Developing practices of science teaching in urban secondary contexts, including understanding students and context in order to design lesson plans, differentiate instruction, enact classroom discipline, assess learning, and reflect on practices. Course Information: Field work required.
    Class Schedule Information: To be properly registered, students must enroll in one Lecture-Discussion and one Clinical Practice.

  • 533 Language and Literacy Policy

    Hours
    4

    Introduction to key issues and polices related to language and literacy instruction, particularly in schools and with linguistically and culturally diverse students. Examination of major historical movements and polices at the national, state, and local level.

  • 534 Languages and Literacies In and Out of School

    Hours
    4

    Theoretical foundations of languages, literacies, and learning within, across, and outside the boundaries of classrooms and schools. Considers contexts such as online spaces, homes, community centers, workplaces, and after-school programs.

  • 535 Studies in Literacy Research and Teacher Inquiry

    Hours
    4
    Prerequisites
    • CI 450 or CI 503 or CI 504
    • Consent of the instructor 
    • Admission to the M.Ed. in Instructional Leadership: Language, Literacy and Culture program or consent of the instructor.

    Analysis of methodologies and topics of reading research; decision-making processes for effective literacy instruction based on research; skills and strategies in designing teacher inquiry. Extensive computer use required [word processing on writing; search engines for identifying research studies, including teacher researcher websites].

  • 536 Colloquium on Literacy

    Hours
    1
    Prerequisites
    • Enrollment in a graduate specialization in reading
    • Consent of the instructor

    Various areas of reading, writing, and literacy including research on learning, instruction, and use. Satisfactory/Unsatisfactory grading only. May be repeated to a maximum of 12 hours.

  • 538 Literacy Instruction that Raises Achievement for All Students

    Hours
    4
    Prerequisites

    Consent of the instructor.

    Study of/practicum in reading and writing instructional strategies, P-12. Addresses interventions/programs for students with literacy difficulties. Children/youth with such difficulties are assessed and taught in course practicum component. Course Information: Field work required.
    Class Schedule Information: To be properly registered, students must enroll in one Lecture-Discussion and one Clinical Practice.

  • 539 Internship in Instructional Leadership

    Hours
    4
    Prerequisites

    CI 532

    Conceptualization, development, implementation, analysis, and interpretation of a curriculum and/or instructional improvement in an educational setting (supervised by university faculty and leadership from the setting). May be repeated to a maximum of 8 hours.

  • 540 Linguistics for Teachers

    Hours
    4

    Introduction to linguistic concepts as they apply to teaching in monolingual and bilingual classrooms. Relation of linguistic theory to theories of language and cognition.

  • 541 Oral Language: Its Development and Role in the Classroom

    Hours
    4
    Prerequisites
    • CI 450
    • Either CI 503 or CI 504
    • Restricted to graduate students in education, psychology, or English

    Analysis of oral language development and children's varying patterns of language use; analysis of talk in classroom settings and instructional decision-making processes to assess and optimize student learning. Extensive computer use required. Field work required.

  • 542 Improving School/District Literacy Achievement

    Hours
    4
    Prerequisites
    • CI 450
    • CI 503
    • CI 504

    Review of research on school/factors implicated in improvement of literacy achievement. Role of empirical evidence (best practices, scientifically based research, research synthesis, beat the odds studies) in school decision making and policy.

  • 544 Foundations of Writing

    Hours
    4
    Prerequisites
    • CI 450
    • Recommended background: Admission to the M.Ed. in Instructional Leadership: Literacy, Language and Culture.

    Introduction to K-8 writing research, theory and practice, including writing development, processes, text pedagogy, assessment. Combination of academic study of writing with guided inquiry. Computer use required [word processing on writing; search engines for examining literacy curriculum, professional organizations, email networks, use of power point and web-page composers].

  • 545 Educational Evaluation

    Hours
    4
    Prerequisites

    Admission to Ph.D. in Education program

    Examination of theoretical and operational assumptions of alternative evaluation models; analysis and critique of evaluation case-studies.

  • 546 Children's and Adolescent Literature

    Hours
    4
    Prerequisites
    • CI 450
    • CI 503
    • CI 504
    • Consent of the instructor

    Overview of trade books written for children from preschool through adolescence. Emphasizes critically reading, selecting, evaluating books appropriate for developmental stages, curricular connections, and students in our multicultural society.

  • 548 Leading Improvement of Literacy Learning

    Hours
    4
    Prerequisites

    Consent of the instructor

    Leadership development to promote effective reading and writing instruction across the curriculum with particular attention paid to effective organizational and instructional strategies for PreK-12 students. Same as EDPS 548.

  • 549 Critical Pedagogy: Practice and Theory

    Hours
    4
    Prerequisites

    Consent of the instructor

    Examine theory and practice of social justice teaching in schools, including: history liberatory pedagogies, culturally relevant and critical pedagogies, funds of knowledge, critical multiculturalism and anti-racist pedagogy, critical race theory. Same as EDPS 549.

  • 550 Conflicts in Curriculum

    Hours
    4
    Prerequisites

    Admission to a graduate program in education

    Analysis of theoretical models for curriculum development, special attention to alternative, and often conflicting viewpoints about the particulars of the development process.

  • 551 Practitioner Research in Science Contexts

    Hours
    4

    Introduction to practitioner research as a valid form of research, a change agent process, and lifelong professional development. Students examine practitioner research literature and methodologies and conduct their own study in science education. Recommended background: An interest in science education and science-related field context in which to do practitioner research.

  • 552 Curriculum and Cultural Context

    Hours
    4
    Prerequisites

    CI 574 or consent of instructor

    Influence of cultural, political, sociological, and economic factors on curriculum, at the instructional, institutional, societal, and ideological levels.

  • 553 History of Curriculum Thought

    Hours
    4
    Prerequisites

    CI 574 or consent of the instructor

    Analysis of selected documents on curriculum theory and policy from antiquity to present; secondary treatments and primary sources; interaction of theory and practice.

  • 556 Proseminar in Literacy, Language and Culture

    Hours
    4

    Socialization of students into field through intensive introduction to literacy, its relationship to language and culture, using the collective knowledge and research experience of faculty. Emphases on developing student inquiry in urban contexts. Restricted to first year doctoral students with a specialization in Literacy, Language, and Culture.

  • 557 Proseminar in Literacy, Language, and Culture

    Hours
    4

    Socialization of students into field through intensive introduction to literacy, its relationship to language and culture, using the collective knowledge and research experience of faculty. Emphases on developing student inquiry in urban contexts. Restricted to first year doctoral students with a specialization in Literacy, Language, and Culture.

  • 558 The Historical and Philosophical Bases of Literacy and Literacy Instruction

    Hours
    4
    Prerequisites

    Consent of the instructor

    Critical examination of historical and philosophical bases of current literacy and literacy instruction from social, cultural, and psychological perspectives. Emphases on historical patterns of reading and writing instruction in the U.S.

  • 559 The Social and Cultural Contexts of Literacy and Literacy Instruction

    Hours
    4
    Prerequisites

    Consent of the instructor

    Critical examination of theoretical and methodological orientations that inform the study of socio-cultural influences on the definition and practices of literacy in classrooms, at school level, and in out of school contexts.

  • 562 Design and Conduct of Literacy Research

    Hours
    4
    Prerequisites

    Consent of the instructor

    Design principles for the study of literacy development and education. Emphasis is on examining lines of literacy research from multiple design perspectives; relationship between research design and theory and epistemology. Field work required. Computer use required.

  • 563 Analysis of Research in Literacy

    Hours
    4
    Prerequisites
    • CI 581 or CI 586
    • Consent of the instructor

    Critical analyses of literacy-related research methods, their implications for interpreting research, the forms in which research is published; manuscript review process, and ethical considerations that inform all of the above.

  • 564 Design and Conduct of Literacy Research

    Hours
    4
    Prerequisites
    • ED 502
    • ED 503
    • CI 563
    • Priority in enrollment will be given to students admitted into Literacy, Language, and Culture doctoral program.

    Introduction to design principles informing the study of literacy development and education. Emphasis on conducting literacy research from multiple design perspectives; and the relationship between epistemology, theory, and research design.

  • 566 Research on Science Curriculum

    Hours
    4
    Prerequisites

    Graduate standing and admission to the Math & Science Education concentration or consent of the instructor.

    Examines issues related to K-12 science curriculum in school classrooms and how they are related to teaching and learning science.

  • 567 Research on Science Teaching and Teacher Education

    Hours
    4
    Prerequisites

    Graduate standing and admission to the Math & Science Education concentration or consent of the instructor.

    Examines issues related to teaching science in and out of schools and to the preparation and development of teachers of science.

  • 568 Research in Children's and Adolescent Literature

    Hours
    4
    Prerequisites

    Consent of the instructor and an undergraduate or master's level survey course on children's/adolescent literature

    Topical seminar that examines research on a specific area of children's or adolescent literature such as multicultural literature, picture books, nonfiction texts, or the development of literacy understanding in children/adolescents. May be repeated to a maximum of 8 hours.

  • 570 Critical Issues in Science Education

    Hours
    4
    Prerequisites

     Admission to a graduate program in the College of Education or consent of the instructor

    Explores the nature of scientific activity and educational issues, such as constructivism, discourse, gender and multicultural issues, assessment, the role of technology, and teacher research.

  • 571 Integrating Mathematics, Science, and ESL

    Hours
    4
    Prerequisites

     CI 481 or consent of the instructor

    Curriculum and instructional issues and practice related to the integration of mathematics, science, and English as a Second Language development.

  • 572 Assessment in Science and Math Education

    Hours
    4
    Prerequisites

    Admission to graduate study in education or consent of the instructor

    Explores different purposes of assessment, generates principles to guide assessment, studies "new" assessment practices, and explores ways to implement them in science and mathematics classes.

  • 573 Multimodality, Multiliteracies, and Science and Mathematics Education

    Hours
    4
    Prerequisites

    Admission to the Math and Science Education concentration or to the M.Ed. in Instructional Leadership?Strand B; or consent of the instructor

    Examines how different forms of communication influence learning and teaching of science and mathematics in formal and informal settings.

  • 574 Foundations of Curriculum Studies

    Hours
    4
    Prerequisites

    ED 430 or admission to the Ph.D. in Education program or the Ph.D. in Public Policy Analysis program

    Curriculum as area of inquiry; historical, philosophical, cultural, and related foundations; variations on curriculum theory and practice; alternative paradigms of curriculum inquiry.

  • 575 Seminar in Research Issues with English Language Learners

    Hours
    4
    Prerequisites

    CI 481

    Selected topics on research in the education of language minority students for advanced M.Ed. and Ph.D. students. Topics vary each semester. May be repeated to a maximum of 12 hours.

  • 577 Literacy In and Out of School

    Hours
    4
    Prerequisites

    Consent of the instructor

    Analysis of literacy practices in formal and informal contexts. Focus on community and family contributions to literacy learning; emphasis on consequences of cultural congruity and discontinuity between in and out of school literacy practices.

  • 578 Advanced Studies in Qualitative Research Methods

    Hours
    4
    Prerequisites

    ED 502

    The dynamics of data collection and analysis, the use of theory and interdisciplinary frameworks, and writing up and presenting original research.

  • 579 Bi-Literacy: Theory, Research, and Practice

    Hours
    4
    Prerequisites

    Consent of the instructor

    Theoretical foundations, research paradigms, and issues focusing on bilingual and bi-literacy practices in and between home, school and community contexts.

  • 581 Perspectives on Reading: Theory, Research and Practice

    Hours
    4
    Prerequisites

    Priority will be given to students admitted into the Literacy, Language, and Culture doctoral program

    Introduction of doctoral students to perspectives underlying theory, research, and practices related to understanding reading and reading instruction. Study of how research and practice is framed, shaped, and constrained by theoretical perspectives.

  • 582 Research Perspectives on Literacy in the Disciplines

    Hours
    4
    Prerequisites

    Consent of the instructor

    Literacy is an integral part of expertise in the major fields of study. This course reviews the research in literacy and its related constructs in the disciplines of mathematics, science, history, and English.

  • 583 Early Literacy: Theory Research and Practice

    Hours
    4
    Prerequisites
    • CI 503
    • Consent of the instructor

    Analysis of theories and research focusing on the initial phases of young children's acquisition of reading and writing, with emphasis on issues related to instruction.

  • 584 Semiotics, Literacy, and Learning

    Hours
    4
    Prerequisites

    Consent of the instructor

    Theory and research focusing on language and literacy as they relate to other embodied forms of meaning-making; how these varied meanings are socially and culturally mediated; the ways in which they enable and constrain processes of learning.

  • 585 Seminar in Literacy Studies

    Hours
    4
    Prerequisites

    CI 563 or the equivalent or consent of instructor

    Selected topics in literacy theory, research and practice for advanced Ph.D. students. Topics vary each semester. May be repeated to a maximum of 12 hours.

  • 586 Perspectives on Writing Instruction: Theory, Research, and Practice

    Hours
    4
    Prerequisites
    • CI 544
    • Consent of the instructor
    • Priority in enrollment will be given to students admitted into Literacy, Language, and Culture doctoral program.

    An examination of research and theoretical perspectives on writing and multimodal text construction including critical reflection on perspectives that have contributed to changes in the ways we view texts, writing, writers, and instruction.

  • 587 Literacy Assessment: Theory, Research, and Practice

    Hours
    4
    Prerequisites
    • CI 503
    • Consent of the instructor

    Theory and practice in literacy assessment. Measurement issues unique to literacy assessment, including word recognition, vocabulary, comprehension and writing. Critical consideration of how assessment both enables and constrains instruction.

  • 589 Literacy and Learning Technologies: Theory, Research and Practic

    Hours
    4
    Prerequisites

    Consent of the instructor

    Critical analyses of how technologically based, multimedia transform instruction with a focus on the design of strategies to enhance written, visual and oral literacies using linear and non linear software and on-line environments.

  • 590 Alternative Paradigms of Qualitative Research in Education

    Hours
    4
    Prerequisites
    • CI 578 or consent of instructor
    • Admission to Ph.D. in Education program or Ph.D. in Public Policy Analysis program

    Methodology, cases, and rationale for action research, educational criticism, critical ethnography, historiography, and phenomenological hermeneutics as alternatives in qualitative research in education.

  • 592 Apprenticeship in Teacher Education

    Hours
    4
    Prerequisites

    Consent of the instructor and program coordinator

    Faculty guidance and supervision of doctoral students' teaching experience related to curriculum and instruction. Variable credit (1-4 hrs) given based upon scope of students' teaching responsibilities, and proposed reflection on them.

  • 593 Ph.D. Research Project

    Hours
    8
    Prerequisites

    Admission to the Ph.D. in Education program

    Students design, implement, and analyze results of a research problem in this area of specialization. Completed study is reviewed by faculty. May be repeated to a maximum of 8 hours.

  • 594 Special Topics in Curriculum and Instruction

    Hours
    4
    Prerequisites

    Consent of instructor

    Seminar on a preannounced topic focusing on methodology, research and educational implications of recent models of learning, problem solving and thinking. May be repeated to a maximum of 12 hours. Students may register in more than one section per term.

  • 596 Independent Study

    Hours
    4
    Prerequisites

    Consent of study adviser

    Students design, implement and analyze the results of a research problem in this area of specialization. May be repeated to a maximum of 12 hours. Students may register in more than one section per term.

  • 599 Thesis Research

    Hours
    16
    Prerequisites

    Consent of the dissertation advisor

    Research on the topic of the student's dissertation. Satisfactory/Unsatisfactory grading only. May be repeated. Students may register in more than one section per term.

Department Contact

Sharon Earthely
Administrative Aide
Office Phone
(312) 996-4508
Office Fax
(312) 996-8134
Location
3252 ETMSW
Mailing Address
1040 W. Harrison St. M/C 147
Chicago, IL 60607
Karen Dop
Karen Dop
Business/Administrative Associate
Office Phone
(312) 996-4509
Office Fax
(312) 996-8134
Location
3252 EPASW
Mailing Address
1040 W. Harrison St. M/C 147
Chicago, IL 60607
Department of Curriculum & Instruction
1040 W. Harrison M/C 147 3252 EPASW
Chicago, IL 60607