All SCWIBLES fellows are strongly encouraged to take EDUC 230 Science Education: Research and Practice, taught every Fall by Prof. Doris Ash. In addition, SCWIBLES fellows are encouraged to complete a Designated Emphasis (graduate minor) in Education, which is focused on cross-cultural science and math education. Graduate students who have completed or are participating in the Designated Emphasis have priority for SCWIBLES fellowships. Requirements for the Designated Emphasis in Education and enrollment form are available here, and summarized below.
Requirements of the Designated Emphasis in Education
The Designated Emphasis in Education enables doctoral students in other departments to pursue interests in education and obtain formal certification of a “minor” level of competence in the field of education. The requirements for obtaining a Designated Emphasis in Education are the following:
(1) Have a designated graduate adviser from among the faculty in education. This adviser will be in addition to the graduate adviser from the student’s home department. The education adviser must serve on the student’s qualifying examination committee and, as appropriate, may also serve on the student’s dissertation committee.
(2) Complete at least two of the following three core courses in education:
•EDUC 261, Thinking, Learning, and Teaching
•EDUC 262, Social and Cultural Context of Education
•EDUC 263, Foundations of Educational Reform
(3) Complete additional courses as needed to total five graduate courses in education, no more than one of which may be a directed readings course (Independent Studies). Courses must be approved by the student’s graduate adviser in education. Courses in other departments focused on education may be approved by petition to the Education Department’s Doctoral Programs Committee.
(4) Prepare a significant piece of writing in some area of education. This writing may take the form of a substantial position paper (seminar paper, QE paper, dissertation chapter, master’s thesis) grounded in the literature of educational research, as determined by the graduate adviser in education.
Education is an institutional field in which scholars from a wide variety of disciplines—including sociology, psychology, politics, economics, mathematics and science—have scholarly interests. A Designated Emphasis in Education enables graduate students from other departments to ground their work in theory and research on important issues in education.
The Education Department’s core courses, EDUC 261 and 262, are offered every year; and EDUC 263 is offered biennially. The department typically offers six doctoral courses during each year across five concentrations: language, literacy, and culture; teachers and teacher development; mathematics and science education; learning and teaching, and social and cultural contexts of education. The Education Department annually admits 7-10 Ph.D. students, leaving adequate room for doctoral students from other departments to take courses in education.
The Department of Education faculty and their scholarly interests are available at:
Among the faculty with professional interests most closely allied to SCWIBLES are Doris Ash, Judit Moschkovich, Kip Téllez, George Bunch, Eduardo Mosqueda, Jerome Shaw, and Gordon Wells.
Additional Education course offerings are available at:
Some Education courses of particular interest to SCWIBLES Fellows
177. Teaching Culturally and Linguistically Diverse Students Math and Science. W, each yr
Examines equity issues in the learning and teaching of math and science in culturally and linguistically diverse school settings. Draws on multicultural, bilingual, and math/science education perspectives. Intended for undergraduate majors considering a K–12 teaching career. Satisfies an elective requirement for the minor in education program. Prior completion of course 180 is advised. Enrollment limited to 25. E. Mosqueda
205. Teaching, Learning, and Schooling in a Diverse Society: Multiple Subject
Required for master’s students in education. Three basic units comprise the subject matter: teaching/learning, with such topics as development, learning, pedagogy, and socialization theories; second, schooling, as the context of teaching/learning both in its existent structures and its reform movements; third, the sociocultural context in which educational institutions exist, topics such as cultural and historical forces, political and economic condition, family, and community structures. (Formerly course 250.) Enrollment restricted to graduate students. C. Wells
221. Science Learning and Teaching in Elementary Classrooms. W
Examines constructivist and sociocultural approaches to the learning and teaching of science in elementary classrooms, including beliefs about the nature of science and theories of how children learn science. Provides a critical overview of curricula, instructional theories, and multiple approaches to teaching the “big ideas” in elementary science. Students are billed a materials fee. (Formerly course 212A.) Enrollment restricted to graduate students admitted to the credential program. Enrollment limited to 50. J. Shaw
228. Math Education: Research and Practice. F
Examines research on the learning and teaching of mathematics. Topics include the nature of mathematics cognition and learning, how children learn mathematics, mathematical discourse, and perspectives on addressing diversity in mathematics classrooms. Course is required for M.A./credential students in secondary (single subject) mathematics and of Ph.D. students in mathematics education. (Formerly course 213B.) Enrollment restricted to graduate students admitted to the secondary mathematics M.A./credential program and to Ph.D. students in the Education Department. Graduate students in other departments admitted by permission of the instructor. Enrollment limited to 25. J. Moschkovich
229. Teaching Mathematics in the Secondary Classroom. W
Examines constructivist and sociocultural approaches to teaching mathematics in the secondary classroom. Course will provide an introduction to mathematics teaching standards and a critical overview of curricula, instructional theories, and multiple approaches to teaching the “big ideas” in secondary mathematics. Required for mathematics secondary credential. (Formerly course 213C.) Prerequisite(s): course 213B. Enrollment restricted to graduate students admitted to the credential program. Enrollment limited to 50. A. England
230. Science Education: Research and Practice. F, every year
Examines theoretical approaches to the learning and teaching of science including the nature of scientific knowledge, theories of how children learn science, approaches to scientific discourse, and perspectives on addressing diversity in science classrooms. Course is required for single subjects science credential. (Formerly course 212B.) Enrollment restricted to program enrollees. Enrollment limited to 50. D. Ash
231. Teaching Science in the Secondary Classroom. W
Examines constructivist and sociocultural approaches to teaching science in secondary classrooms. Course will provide a critical overview of curricula, instructional theories, and multiple approaches to teaching the “big ideas” in science. Students are billed a materials fee. (Formerly course 212C.) Enrollment restricted to program enrollees. Enrollment limited to 50. The Staff.
261. Thinking, Learning, and Teaching. F
Examines multiple theoretical perspectives on thinking, learning, and teaching; the development of the whole person in a variety of cultural contexts; the roles thinking, learning, and teaching play in that development; and how researchers’ and educators’ conceptions shape instruction. Enrollment restricted to graduate students. Enrollment limited to 15. C. Wells
262. Social and Cultural Context of Education. W
Application of anthropological and sociological theories to study of education. Examines social, cultural, and linguistic context of schooling with particular attention to role of race, class, culture, power, and language in influencing schooling outcomes. Enrollment restricted to graduate students. Enrollment limited to 15. C. Cruz
263. Foundations of Educational Reform. S
Provides students with multiple analytic perspectives from which to examine important educational issues by analyzing political, historical, and philosophical origins of educational reform in the U.S. and internationally. Enrollment restricted to graduate students. Enrollment limited to 15. R. Ogawa
264. Research on Teacher Development and Teacher Education. S
Addresses personal and professional development of teachers. Explores models of teacher education with specific attention to methods and processes by which teachers can be better prepared to work with culturally and linguistically diverse students. Enrollment restricted to graduate students. Enrollment limited to 20. K. Tellez
268. Schools, Communities, and Families. F
Examines the nexus of schools, communities, and families, and, in particular, how collaboration across institutional boundaries can facilitate school and community reform. Enrollment restricted to graduate students. Enrollment limited to 15. R. Glass
281. Conceptual Change in Science and Mathematics. W, every 2-3 yrs
Examines approaches in cognitive science, mathematics education, and science education to documenting student conceptions in science and mathematics, defining conceptual change, and describing relationship between conceptual change and learning with understanding. (Formerly course 267A.) Enrollment restricted to graduate students. Enrollment limited to 12. J. Moschkovich
282. Informal Learning in Sciences and Mathematics. S, every 2-3 yrs
Explores research on learning outside of school in multiple settings such as museums, after-school clubs, aquariums, workplaces, and homes. Readings draw from multiple fields and disciplines, including cognitive psychology, cognitive anthropology, cognitive science, education, museum education and evaluation, science, and mathematics education. Examine theoretical approaches to describing and understanding how people learn science and mathematics outside of school, empirical studies documenting learning in multiple non-school settings, and diversity issues in out-of-school settings. (Formerly course 267B.) Enrollment restricted to graduate students. Enrollment limited to 20. D. Ash
283. Equity and Social Justice in Mathematics and Science Education
Examines the theory, research, policy and practice of social justice and equity in mathematics and science education in local, national, and international contexts. Emphasizes the promotion of equity and critical mathematics and science literacy in schools and communities. (Formerly course 267C.) Enrollment restricted to graduate students. J. Shaw
284. Gender in Mathematics and Science Education. S, every 2-3 yrs
Explores basic aspects of gender in the fields of mathematics and science education. Discusses historical trends, current dilemmas, and how science and mathematics block or enable access for women. (Formerly course 267D.) Enrollment restricted to graduate students. Enrollment limited to 15. D. Ash
286. Special Topics in Math and Science Education
Focuses on particular issues of theoretical importance to research in mathematics and science education. Topics vary from year to year. Particular issues in cognition, learning, teaching, curriculum, and assessment in mathematics and science education may be covered. Enrollment restricted to graduate students. Enrollment limited to 15. May be repeated for credit. J. Moschkovich, D. Ash, J. Shaw
288. Ethnographies of Education
Offers opportunity to critique a range of book-length ethnographic studies of education focusing on relationship between culture, learning, and schooling in the U.S. with comparative studies from other countries. (Formerly course 268A.) Enrollment restricted to graduate students. Enrollment limited to 12. M. Gibson
297. Independent Study. F,W,S
Students submit petition to sponsoring agency. May be repeated for credit. The Staff