EPS 590

Spring 2019 All Classes

All Classes

Advanced Graduate Seminar

SHOW FINAL EXAM SCHEDULE

Credit: 4 hours.

Seminar in educational policy studies; sections offered in the following fields: (a) history of education; (b) philosophy of education; (c) comparative education; (d) social foundations of education; (e) philosophy of educational research; and (f) historical methods in education.

May be repeated. Prerequisite: Consent of instructor.

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EPS 590 class schedule data for spring 2019
CRN	Type	Section	Time	Day	Location	Instructor	Section Details
64210	Online	A	6:00PM -8:00PM	W	n.a.	Burbules, N	Part of Term: A Date Range: 01/14/19-03/08/19 Section Title: Role of Theory in Ed Research Section Info: Title: The Role of Theory in Educational Research All research is guided by theory. Theory provides a vocabulary, a set of laws or generalizations, a background literature, and a conceptual framework for any effort to plan, design, and execute a research study. There is no theory-free inquiry. This is true in the social sciences as well as the natural sciences. All research seeks to explain phenomena: a theory provides an explanation for those explanations. However, these theoretical assumptions are often implicit and unreflective. Researchers may think they have no theory, or have a theory that is so taken for granted that they don't recognize it as an assumed theory. Much of educational research suffers from this lack of theoretical self-awareness. Like any other aspect of research, theories are falsifiable. They must stand the test of evidence - which may go against them. The goal of the class is not to identify the "right" or "best" theory, but to make the identification and selection of a theory more critical and reflective. Any major theory has insights, and each has limitations.
33115	Lecture-Discussion	AQR	4:00PM -6:50PM	M	389 Education Building	Dyson, A	Part of Term: 1 Date Range: 01/14/19-05/01/19 Special Approval: Instructor Approval Required Section Title: Adv Qualitative Research
56189	Online	B	7:00PM -8:30PM	M	n.a.	Gandhi, R Herman, T	Part of Term: B Date Range: 03/11/19-05/01/19 Section Title: Learning from Gandhi Section Info: Title - Learning from Gandhi: Towards a Common Humanity This eight-week course looks at the education of Gandhi in the 1880s and early 1890s, first in a rustic corner of India and then in London. It examines crucial phases in Gandhi's life and struggles and their impact on his approach to education, on the equation between an imperial power and its colonies, and on equations between a colony's diverse populations. Tensions in Gandhi's life between family and country, between India and the British Empire, between India's Hindus and Muslims, and between "high" and "low" castes are examined for their bearing on Gandhi's teaching and his educational philosophy. Begun in 1893, when he was 23, Gandhi's lifelong interactions with African-Americans, which were kept up without his ever visiting the United States and which culminated in the adoption of Gandhi's techniques by leaders of the American Civil Rights Movement, form part of the course.
57508	Lecture-Discussion	BF	9:00AM -11:50AM	M	376 Education Building	Brown, R	Part of Term: 1 Date Range: 01/14/19-05/01/19 Section Title: Black Feminisms Section Info: Title: Black Feminisms
47135	Online	C	6:00PM -9:00PM	M	n.a.	Dixson, A	Part of Term: B Date Range: 03/11/19-05/01/19 Section Title: Critical Race Theory Section Info: Title: Critical Race, Theory, and Ed Research Recommended Prerequisite: EPS 531
52017	Online	ON2	7:00PM -8:30PM	M	n.a.	Gandhi, R Herman, T	Part of Term: B Date Range: 03/11/19-05/01/19 Section Title: Learning from Gandhi Section Info: Title - Learning from Gandhi: Towards a Common Humanity This eight-week course looks at the education of Gandhi in the 1880s and early 1890s, first in a rustic corner of India and then in London. It examines crucial phases in Gandhi's life and struggles and their impact on his approach to education, on the equation between an imperial power and its colonies, and on equations between a colony's diverse populations. Tensions in Gandhi's life between family and country, between India and the British Empire, between India's Hindus and Muslims, and between "high" and "low" castes are examined for their bearing on Gandhi's teaching and his educational philosophy. Begun in 1893, when he was 23, Gandhi's lifelong interactions with African-Americans, which were kept up without his ever visiting the United States and which culminated in the adoption of Gandhi's techniques by leaders of the American Civil Rights Movement, form part of the course. Restriction(s): Restricted to EDM: Educ Org & Ldrshp -- UIUC, EDM:Educatnl Psychology -UIUC, EDM: Ed Policy St - UIUC, NDEG: Curr & Inst OnLine -UIUC, EDM:Human Resource Ed - UIUC, NDEG: HRE Online -UIUC, EDD:Ed Pol Org &Ldshp Onl-UIUC, EDM:Ed Pol Org&Ldrshp Onl-UIUC, NDEG:Ed Pol Org&LdrshpOnl-UIUC, EDM: Ed Policy St - UIUC, NDEG: Curr & Inst OnLine -UIUC, EDM:Ed Pol Org&Ldrshp Onl-UIUC, or NDEG:Ed Pol Org&LdrshpOnl-UIUC.
48960	Online	ONL	6:00PM -8:00PM	W	n.a.	Burbules, N	Part of Term: A Date Range: 01/14/19-03/08/19 Section Title: Role of Theory in Ed Research Section Info: Title: The Role of Theory in Educational Research All research is guided by theory. Theory provides a vocabulary, a set of laws or generalizations, a background literature, and a conceptual framework for any effort to plan, design, and execute a research study. There is no theory-free inquiry. This is true in the social sciences as well as the natural sciences. All research seeks to explain phenomena: a theory provides an explanation for those explanations. However, these theoretical assumptions are often implicit and unreflective. Researchers may think they have no theory, or have a theory that is so taken for granted that they don't recognize it as an assumed theory. Much of educational research suffers from this lack of theoretical self-awareness. Like any other aspect of research, theories are falsifiable. They must stand the test of evidence - which may go against them. The goal of the class is not to identify the "right" or "best" theory, but to make the identification and selection of a theory more critical and reflective. Any major theory has insights, and each has limitations. Restriction(s): Restricted to EDM: Educ Org & Ldrshp -- UIUC, EDM:Educatnl Psychology -UIUC, EDM: Ed Policy St - UIUC, NDEG: Curr & Inst OnLine -UIUC, EDM:Human Resource Ed - UIUC, NDEG: HRE Online -UIUC, EDD:Ed Pol Org &Ldshp Onl-UIUC, EDM:Ed Pol Org&Ldrshp Onl-UIUC, NDEG:Ed Pol Org&LdrshpOnl-UIUC, EDM: Ed Policy St - UIUC, NDEG: Curr & Inst OnLine -UIUC, EDM:Ed Pol Org&Ldrshp Onl-UIUC, or NDEG:Ed Pol Org&LdrshpOnl-UIUC.
48979	Lecture-Discussion	WT3	1:00PM -3:50PM	T	382 Education Building	Trent, W	Part of Term: 1 Date Range: 01/14/19-05/01/19 Section Title: Education & Stratification