EPS 590

Summer 2020 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.

My Favorites

My Schedule

Section Status updates every 10 minutes.

EPS 590 class schedule data for summer 2020
	CRN	Type	Section	Time	Day	Location	Instructor	Section Details
	33615	Online	A	5:30PM -7:30PM	M	n.a.	Cope, W Francis, K Mattingly, S Tzirides, A	Date Range: 05/18/20-06/28/20 Section Title: Meaning Patterns Section Info: EdM students will meet from 5:30-6:30pm and EdD students will meet from 6:30-7:30pm. Sessions will be recorded, so attendance at these times is not required. This course addresses the ways in which knowledge is represented, with special reference to the knowledge representations of teachers and learners. Its interdisciplinary bases are functional linguistics, semiotics, philosophy, history of ideas, media/communication studies, and ontology in computer science. The focal point of the course is the five questions about meaning posed by Cope and Kalantzis in their transpositional grammar: “what is this about?” (reference); “who or what is doing this?” (agency); “what holds this together?” (structure); “how does this fit with its surroundings?” (context); and “what is this for?” (interest). Along these lines of inquiry, a transpositional grammar addresses language, image, embodied action, object and space. “Transposition” refers to the movement across these various forms of meaning, intensified in the era of pervasively multimodal, digitally-mediated communications. Applied to education, not only does this provide a valuable heuristic to reframe literacy teaching and learning (the original impulse for the development of this grammar). It also offers an integrated account of meaning-to-learn across all subject areas, including pedagogical content knowledge and learner knowledge representations. Conceived in the broader terms of social-scientific research methods, transpositional grammar is an attempt to overcome the narrowness and logocentrism of “the language turn” which dominated social sciences in the twentieth century. In a practical sense, semiotics of the kind explored in this course also provides tools for reading and interpreting multimodal texts and research data. Restriction(s): Restricted to Graduate - Urbana-Champaign.
	40663	Online	QM	1:00PM -3:50PM	W	n.a.	Kang, H Nam, Y	Part of Term: S2 Date Range: 06/15/20-08/06/20 Section Title: Qualitative Methods Section Info: This course aims to provide foundations in designing and conducting qualitative research in education. Included in the topics are formulating research questions, conducting document analysis, observations, and interviews, taking field notes, analyzing and interpreting qualitative data, and writing up qualitative findings. Readings for this course will cover the practical aspects of conducting qualitative research, as well as theoretical frameworks and researcher reflexivity.