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dc.contributor.advisorThurman, S. Kenneth
dc.creatorCampbell, Janis Moore
dc.date.accessioned2020-10-21T14:26:55Z
dc.date.available2020-10-21T14:26:55Z
dc.date.issued2016
dc.identifier.other965642514
dc.identifier.urihttp://hdl.handle.net/20.500.12613/897
dc.description.abstractThis qualitative study examines the teaching of urban education in introductory and foundational college courses. The research positions course syllabi as ubiquitous public documents that socialize students into discourse communities, and is framed within theories of social constructivism. An examination of course objectives, course assignments, and core required texts revealed varying levels of consistency in the stated learning outcomes on all (n = 31) syllabi. Overall, five conceptual approaches to introductory courses in urban education emerged: 1) schools and the social order; 2) historical perspective; 3) education policy analysis; 4) professional practice, pedagogy and research persona; and 5) teacher as change agent. Shared organizing features of all syllabi included references to education inequity, social stratification, structural racism, poverty, and social justice; however, the degree of topic emphasis varied substantially. Closer alignment between course objectives and course assignments was identified in two conceptual frameworks: a) schools and the social order and b) education policy analysis. However, minimal alignment between course objectives and assignments was identified on syllabi in c) professional practice, pedagogy; d) teacher as change agent; and e) historical perspective approaches. A review of core texts on the syllabi revealed notable consensus about required titles. Urban education is a field of study inhabited by many different academic disciplines. These findings suggest that for the field’s introductory courses, greater coherence of conceptual approaches and closer alignment of assignments with objectives deserve to be carefully considered.
dc.format.extent191 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation
dc.subjectTeacher Education
dc.subjectEducation, Higher
dc.subjectCourse Syllabi
dc.subjectInter-disciplinary Approaches to Urban Education
dc.subjectTeacher Education
dc.subjectUrban Education
dc.titleTheme & Variations: a content analysis of syllabi in introduction to urban education courses
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberSmith, Michael W. (Michael William)
dc.contributor.committeememberDavis, James Earl
dc.contributor.committeememberSchifter, Catherine
dc.contributor.committeememberFarley, Frank
dc.description.departmentEducational Psychology
dc.relation.doihttp://dx.doi.org/10.34944/dspace/879
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-10-21T14:26:55Z


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