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Arizona State University College of Education Curriculum and Instruction Science Education Mathematics Education Languag

Arizona State University College of Education Curriculum and Instruction Science Education Mathematics Education Language and Literacy. Team Members. Concentration Area Faculty

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Arizona State University College of Education Curriculum and Instruction Science Education Mathematics Education Languag

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  1. Arizona State UniversityCollege of EducationCurriculum and InstructionScience EducationMathematics EducationLanguage and Literacy

  2. Team Members Concentration Area Faculty Dale R. Baker, Thomas Barone, Carol Edelsky, Alfinio Flores, Sarah Hudelson, James Klein, Carlos Ovando, Robert B. Rutherford, & Josephine Young Observers Thomas Barone & James Klein Graduate Students Katie Barclay, Faryl Kander, Thomas Rothery, & Sibel Uysal

  3. First year: Introduction to Discipline and Department • Ability to: • Critically Analyze and Conduct Research • Work Collaboratively • Develop an Interdisciplinary Focus • Teach in a University Setting • Engage in Service Associated with Faculty Positions and Professional Positions

  4. How Courses & Expectations Differ From the Undergraduate Program • Small Seminars • Theoretical • Emphasize on Critical Analysis • Reading and Analysis of Primary Sources • Product Based Assessment • Increased Writing and Discussion • Students Define What and How They Learn

  5. Introduction to the Depth and Breadth of the Field • Professional Meetings • Core Courses in Curriculum Theory and Data Analysis • Survey Courses of Key Ideas and Research • Mentors and Committee Members in Academic Departments and Education

  6. Incorporating Students into the Community of the Department • Research and Teaching Internships • Participation in Funded Projects • RA and GA Assistantships • Social Activities • Student Members on Departmental Committees (e.g., searches)

  7. Introduction to Research • Reading and Critiquing Research • Working on Mentor’s Research • Pilot Studies • Preparing and Giving Presentations • Publishing with Mentor • Grant Writing • Reviewing for Journals • Research or Data Analysis in Courses

  8. Significant Transitions Comprehensive Exam • after coursework • written and oral evidence of mastery of the field and ability to synthesize knowledge and experiences Proposal Development and Defense • After comprehensive exam • Description of the literature and methodology that supports the research

  9. Dissertation and Defense • Determined By Interest and Participation in Mentor’s Research • Directed By the Mentor and the Committee • Written Dissertation and Public Oral Defense • Defenses Scheduled With An Expectation of Success

  10. Optional other Commonalities • Core Courses

  11. Innovation Increased Doctoral Student Participation in: • Preparing Future Faculty Program • Spencer Foundation Activities

  12. Novel Idea • Alternative Forms of Comprehensive Exam

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