Name of CPED-Influenced Program: Teaching and Learning Policy
39 months but no summer. Participants are mid-career professionals from professional and advocacy groups as well as public schools. No residency requirements. Most course taught face-to-face. See discussion of program below.
Program pedagogy engages students in active learning throughout and immerses them in collaborative problem solving that is relevant to their professional responsibilities. Efforts are made to ensure that the curriculum and the pedagogy foster the transfer of what is learned to the improvement of educational policy and practice. Courses are taught in various formats, including ten week courses, yearlong seminars, intensive week-end sessions, and some online sessions.
Embedded in most courses are authentic cases that engage students in addressing current challenges they are likely to face in their professional lives, both now and in the future.
Laboratories of Practice:
Research laboratories focus on developing each student’s repertoire of analytical skills. Students in the program work in teams using primary and secondary sources of data and information in their work. They prepare for the labs by taking formal courses on epistemology and multivariate statistics. At their best, these experiences are integrated with other course work. For example, last year students took a five credit course on human resource development in education from researchers at the American Institutes for Research (AIR). In this course, students studied how one mounts a large randomized trial and dealt with the analysis of data while learning about core issues of recruitment, compensation, working conditions and continuing professional development. University faculty joined the AIR team in facilitating this course and linking it to others students had taken. Students earn a total of eight credits in four research laboratories.
The capstone experience will:
- Require the use of “meta-proficiencies” developed across the curriculum; e.g., systems thinking, design of systematic inquiry, and applications of learning theory.
- Focus on authentic and meaningful policies and practices that motivate, facilitate transfer, and contribute to the solution of a substantial problem.
- Serve the interests of an organizational client.
- Involve collaborative problem-solving while allowing assessment of individuals.
- Be completed within a 12-month period (with prior preparation). Student teams (usually four members) are advised by a faculty committee and have a primary advisor (who receives course load credit). Students meet with faculty and clients regularly.
Description of each year of the Program:
EDCI 780 Theory and Research on Teaching
EDCI 888A Seminar in Education Policy: Closing the Achievement Gap (2)
EDCI 790 Epistemological Bases of Educational
Research (3 )
EDCI 788X Quantitative Applications for Teaching and Learning Policy (3)
EDCI 782 Power, Privilege, Diversity and Teaching (3)
EDCI 888B Seminar in Education Policy: Closing the Achievement Gap (2)
EDCI 788a Organizational Theory in Practice
EDCI 898 Pre-candidacy Research—Research Laboratories (4 )
EDCI 888C Seminar in Educational Policy: Accountability (2 )
EDCI 788Y School Improvement and
Organizational Change (3 )
EDCI 888D Seminar in Education Policy: Accountability (2)
EDCI 898 Pre-candidacy Research: Laboratories of Practice (2)
EDPL 673 Economic Evaluation of Education (3 )
EDCI 784 Teaching, Professional Development,
and School Change (3 credits) AIR
EDCI 898 Pre-candidacy Research: laboratory of Practice (2)
EDCI 787 Disciplinary Knowledge, School Subjects and Educational Reform (3)s) Van Sledright
EDCI 880 Doctoral Proposal Seminar (3 credits)
EDCI 788S The Politics of Policy Development
and Adoption (2)
EDCI 788Y Policy Development & Evaluation: Focus on Special Education (3)
EDCI 898 Pre-candidacy Research: Dissertation Readiness (3)
EDCI 899 Doctoral Dissertation (6 )