B EDUC 315 History of Education in the United States (5) I&S
A historical survey of education. Emphasis on relationship between idea and practice. Topics include education and colonialism, formation of state school systems, progressive education, policy and practice, equal access and opportunity, education and social structure, and standards and reform.
Instructor Course Description: Jon P. Howeiler
B EDUC 320 Education and Society (3) I&S
Examines educational problems, policy, and practice from interdisciplinary perspective. Explores the tensions between education values and goals throughout the history of public schooling in the United States and develops critical perspectives through which to evaluate current proposals for school reform.
B EDUC 402 Human Growth and Learning (5) I&S
Focuses on recent research in the area of child and adolescent learning and on the relationship of learning to human growth and development. Credit/no credit only.
B EDUC 405 Context of Learning and Schooling (3) I&S
Surveys major themes of historical, legal, philosophical, political, ethical and social contexts of learning and schooling in American society. Integrates several disciplines as the foundation from which to view the instructional process.
B EDUC 408 Knowing, Teaching, and Assessing in Multicultural Education and Social Studies (5) I&S
Provides students with classroom methods, materials, and assessment strategies for teaching social studies in elementary schools. Grounded in democratic beliefs and assumes citizenship participation as an essential part of a free, humane, and civic community.
B EDUC 409 Knowing, Teaching, and Assessing in: Reading, Writing and Communicating (4)
The first in a two-course sequence that builds connections about literacy. Discusses the content and process of literacy and participation in reading, writing, and communicating activities.
B EDUC 410 Knowing, Teaching, and Assessing in Reading, Writing and Communicating (4)
The second of two courses. In both university and K-12 settings, examines ways to incorporate children's literature, writing, and oral discourse into the curriculum. Merges theory and practice to create a defensible, integrated approach to literacy instruction.
B EDUC 416 I Instructional Design and Assessment (4) Eisele
Explores the major concepts, theories, and research related to the development of learning opportunities for children that support individual students' development, acquisition of knowledge, and motivation. Focuses on strategies for implementation of instruction in schools
B EDUC 417 Families, Communities and Schools (3)
Examines the fundamental values and assumptions that animate our educational endeavor through families, communities, and schools. Topics include changing demographics, community resources and involvement, and diversity of families. Credit/no credit only.
B EDUC 419 Knowing, Teaching, and Assessing in Mathematics (3)
Introduces the nature of mathematics as an exciting way to interpret the world and as an elegant way to solve problems. Emphasizes using mathematical thinking to discover order and represent patterns rather than memorizing mathematical rules to be followed.
B EDUC 421 Knowing, Teaching, and Assessing in: Earth, Physical, and Life Sciences (3)
Introduces the nature of science as subject matter, as a process of inquiry, and as a fascinating way to make sense of the world. Emphasizes the techniques, attitudes, skills, and competencies needed to become a scientifically literate citizen.
B EDUC 423 Knowing, Teaching, Assessing in Health, Fitness and Issues of Abuse (3)
Examines health and fitness as it relates to children's development of responsibility health promoting behaviors; how to identify physical, emotional, sexual, and substance abuse; teacher report responsibilities; and methods of teaching about abuse/prevention. Open to Bothell Teacher Certification Program students only.
B EDUC 427 Reflections on Professional Practice Seminar: Becoming a Professional Educator (3) I&S
Through readings and reflective writing, students explore teacher as a member of a professional community and as a learner, teacher as agent of social justice, and the personal, social, and professional responsibilities of teaching.
B EDUC 437 Current Issues in Technology (1-3, max. 9)
Sequenced and concentrated instruction and collaborative work in instructional technology to be integrated with other quarterly course work. Credit/no credit only.
B EDUC 452 Service Learning Practicum in Education (2, max. 6) I&S
To be taken concurrently with any two or three credit UW Bothell Education courses. Requires approximately 40 hours of service learning in a school and/or other appropriate setting approved by the course instructor.
B EDUC 456 Adolescents in School and Society (5) I&S
Discusses some of the transformations of consciousness that occur in adolescence and examines how social structures, particularly formal schooling, help shape those transformations.
B EDUC 461 Educational Implications of Gender Inequality (5)
Examines the historical foundations of gender inequality in education, discuss gender as a factor in access to education, and explores recommended classroom practices designed to reduce gender inequality.
B EDUC 475 Global Perspectives on Diversity and Citizenship Education (3) I&S
Explores the relationship between diversity and citizenship education in a select group of nation-states. Discusses challenges experienced by citizens in those nation-states as the nations respond to diversity while trying to maintain national cohesion.
B EDUC 493 Environmental Education (3) I&S
Analyze various environmental programs and prepare an individualized project. Learn to apply ecological concepts in the classroom and learn how to teach about various environmental education programs.
B EDUC 501 Inquiry in Education (3)
Introduces tools for looking closely at classrooms and professional practice. Explores a professional question through gathering information, collegial discussion with their peers, and readings that offer multiple perspectives.
B EDUC 502 Teachers' Self-Understanding (3)
Uses readings and writing autobiography and examining key concepts in multicultural education as a basis for creating the reflective space necessary for teachers to better understand how personal elements of their lives, formed historically and culturally, influence their teaching and relationships with students.
B EDUC 504 Theories of Organizational Change and School Reform (3)
Explores theories of organizational change and school reform. Practical strategies on how to be comfortable with and facilitate change in educational situations.
B EDUC 505 Professional Seminar 5 (3)
Continues the exploration begun in B EDUC 504 of the teacher's role as collaborator, site-based decision maker, change agent, and leader. Examines leadership strategies and research skills.
B EDUC 507 Reviewing the Literature (2, max. 4)
Explores how to locate, synthesize, and analyze professional literature on a topic and how to write a review of that literature. Allows in-depth study of the question students will be pursuing for their culminating project.
B EDUC 518 Observing and Describing Children and Their Work (3)
Focuses on observation and description of children and their work. Learn skills of observation as well as a process of systematic collaborative inquiry that validates teachers' knowledge of their students while also generating new knowledge. Study the work of teacher researchers who base their work on thoughtful observations of children.
B EDUC 519 Classroom Discourse (3)
Examines how classroom talk creates and conveys multiple and complex notions of self, roles, status, learning, and subject matter. Addresses what discourse is present in classrooms and how can it be best used to facilitate teaching and learning.
B EDUC 521 Using Multicultural Literature in the Classroom (3)
The dimensions of multicultural education serve as a framework for educators to review and compile bibliographies of books and compile bibliographies of books that can be used with students in the classroom. Discusses books for children and adults. Discussion and reflection on concepts such as essentialism and representation. Selection and evaluation of books to infuse multicultural content into the curriculum.
B EDUC 522 Education and the American Dream (3)
Considers tensions inherent in the deep American belief that individuals can reach unlimited potential through success in school. Looks at ways in which the American educational system has been created within American beliefs in equal opportunity based on merit, yet remains an institution that sorts individuals for very unequal futures.
B EDUC 523 Improving Human Relations in Schools (3)
Addresses issues related to teaching in a pluralistic society. Explores the historical foundations of intergroup education, theories supporting the human relations approach and teaching strategies, materials, and assessment that can be used to improve human relations.
B EDUC 525 Evaluating Curricula, Programs, and Institutions (3)
Examines the extent to which curricula, programs, and institutions effectively meet objectives. Examines terminology, models, standards, and practices in program evaluation from a perspective useful to practicing teachers and other professionals. Discusses political realities, social demands for accountability, and ethical considerations in program evaluation.
B EDUC 527 Educational Theorists and Reformers (3, max. 6)
Provides an in-depth study of the work of prominent educators whose contributions have significantly impacted understandings of the nature of learning, teaching, and schooling.
B EDUC 531 Current Issues in Teaching (1-6, max 25)
Examines current issues confront classroom teachers: new assessment methods, classroom management, collaborative learning, Washington State Essential Academic Learning Requirements, national standards in mathematics and science.
B EDUC 533 Computers in the Classroom: Issues and Uses (3)
Examines the dynamics of instruction and interaction in classrooms while preparing students for worlds that do not yet exist. Essential questions include issues of equity, disengagement, and the quality of learning and knowing in a diverse and complex society. Uses current technology to enhance computer skills, create and evaluate quality learning experiences, and explore issues of equal access for all.
B EDUC 535 Teaching for Conceptual Change (3)
Some claim that teaching is the art of changing what people think or do. Examines what teachers can do to challenge how students think, how students think about subjects or how to solve problems, and concepts that teachers have about subject matter and about teaching. Explores what students think and how to effectively challenge students' thinking.
B EDUC 536 Teacher Leadership: Renewing, Revitalizing, Reframing (3)
Develops and promotes in teachers the knowledge, skills and "conditions of the heart" necessary to be a teacher leader. Based on the premise that teachers need to be active participants in the formation of a future that positively impacts the lives of students and professional community of schools.
B EDUC 537 Assessment (3)
Explores authentic assessment, portfolios, minds-on activities, standardized testing, and quizzes to determine what students know. Explores how assessment fits into the larger picture of social justice issues including schools as society's sorting mechanism. Teachers critically examine suggested practices and theoretical implications while addressing assessment in their own classroom.
B EDUC 538 Learning in Groups (3)
Explores the social dynamics of learning in small and large groups. Explores the elements of effective cooperative learning strategies, the factors contributing to inclusive and effective cooperative learning strategies, the factors contributing to inclusive and effective whole-class instruction, and the appropriateness of other grouping arrangements. Focuses on enabling teachers to create conditions that encourage the full participation of all students in their own learning, particularly in heterogeneous settings.
B EDUC 542 Pre-assessment Seminar (2)
Thorough examination of requirements for the professional growth plan and related performance indicators necessary to meet the standards for the Washington State Professional Certificate. Provides theoretical frameworks and conceptual foundations to help participants design and organize a written plan for completing the PGP requirements. Credit/no credit only.
B EDUC 546 Professional Growth Seminar (1-2, max. 6)
Development and implementation of concrete strategies and tools for meeting the performance indicators contained in the professional growth plan. Research-based practical aspects of curriculum design, instructional environments, using and communicating student achievement data for instructional improvement and increasing family involvement, and options for on-going professional growth activities. Credit/no credit only.
B EDUC 548 Culminating Seminar (1-2, max. 6)
Refines and prepares for submission all materials necessary to fulfill requirements for Washington State Professional Certification as specified in the PGP and to facilitate deep reflection. Engages in thoughtful analyses, constructive feedback, and final revisions prior to submitting final PGP portfolio. Credit/no credit only.
B EDUC 555 Building Partnerships: Home, School, and Community (5)
Examines the forms of collaboration, contention, and controversy in the relationship between schools, the families of students, and local communities from historical, sociological, and political perspectives.
B EDUC 569 Educational Policy, School Politics and Teacher Power (3)
Teachers work in a complex web of political relationships, contested values, and competing ideas in schools. Exercises help participants understand teachers' (K-12) and policymakers' roles in school politics and develop frameworks from which to base the responsible exercise of autonomy in schools.
B EDUC 570 PrProblems in Qualitative Research Methodology (3-5, max. 5)
Examines a specific qualitative research methodology on a rotating basis. Examples of different methodologies may include action research, archival studies, biography, case study, classroom observation, ethnograhy, feminist studies, grounded theory, histograhy, narrative studies, phenomenological studies, policy research, and sociolinguistics.
B EDUC 578 Reflections on Learning Mathematics (3)
Explores the power and beauty of mathematics and the richness of "twofold seeing" in the learning of mathematics. Examines ways that teaching which alternate and interact with perspectives- such as the geometric and algebraic in mathematics- honors the complexity of human learning.
B EDUC 579 The Power and Beauty of Mathematics (3)
Examines how mathematics helps us discover the rules and structures that underlie patterns and regularities in our world. Illustrates how an integrated curriculum combined with inquiry-based methodology can be used to explore some of the mathematical foundations on which the world rests.
B EDUC 587 Science, School Knowledge, and Contemporary Social Issues (3)
Explores the impact of science on society as well as the vision for the teaching of science currently being advocated by those involved with science education reform. Discusses contemporary social issues, such as the ethical dilemmas presented by scientific advancements and science education reform issues.
B EDUC 591 Special Topics in Education (1-5, max. 10)
Instructor Course Description: Heather Anne Zimmerman
B EDUC 595 Professional Portfolio (3-5, max. 10)
Provides an opportunity for students to reflect on learning and professional growth through the construction of a culminating portfolio. Serves to document and deepen understanding of the competencies gained as a result of participation in the program. Prerequisite: completion of all M.Ed. coursework. Credit/no credit only.
B EDUC 596 Professional Paper (2-5, max. 10)
Complete a professional paper under the advisement of a faculty member in the program following submission and approval of a description of the proposed paper. Extends over two quarters and includes a public presentation of the completed work. Credit/no credit only. Prerequisite: completion of all M.ED coursework..
B EDUC 597 Proposal Writing (2-5, max. 15)
First course in a three-course sequence of a culminating project focused on change in an education setting. Designed in collaboration with faculty advisors as an application and extension of the theory and research studied and generated in the master's program. Credit/no credit only.
B EDUC 598 Project Implementation (2-5, max. 15)
Second course in a three-course sequence of a culminating project focused on the implementation of a project designed to create change in an educational setting. Credit/no credit only.
B EDUC 599 Culminating Project (2-5, max. 15)
Third course in a three-course sequence of a culminating project focused on an analysis, synthesis, and final write-u of a project implementation experience. Credit/no credit only.