Courses in Education Studies are offered by Yale Faculty whose courses in Yale college are foundational or closely linked to education and by clinical faculty with leadership expertise in the field of education.
There is a widespread consensus that play is an essential component of a developmentally appropriate early childhood curriculum. Research indicates that play enhances a child’s creativity, intellectual development and social emotional development. This course will demonstrate the complicated role that play has in the development of language and literacy skills. A major part of each topic presentation will be a discussion of the role that play has in the curriculum in enhancing each developmental area. Literacy skills include speaking, listening, and attending, reading and writing. Because learning to play, learning language and learning literacy skills are all part of the process of thinking and communication, the course will provide a view which attempts to demonstrate the integration of language, literacy and play in an early childhood education curriculum.
Emotions serve important personal and social functions. Our verbal and nonverbal emotional expressions in our face, body, and voice convey critical information about our thoughts, intentions, and behaviors. Emotions also drive learning, decision making, relationships, mental health, creativity, and much of our overall effectiveness.
In Part 1 of this course, we will explore many questions about the role of emotions and emotional intelligence in everyday life, including: How do emotion and cognition interact? What is emotional intelligence and how is it measured? What function does emotional intelligence serve? Can emotional intelligence be taught? Does training in emotional intelligence have an impact on personal and social functioning or on academic and work performance? As a student in this class, you will have the opportunity to take a variety of assessments, including measures of emotional intelligence in order to gain greater self-awareness and build an action plan for developing your emotional intelligence. In Part 2 of our course, the focus is on the research, theory, educational practices, and federal/state policies that promote the social, emotional, and academic competence of preschool through high school students. We also will explore how a university like Yale might integrate emotional intelligence training for college students.
EDST 162/SOCY162/580: Introduction to Methods In Quantitative Sociology (Fall) Lloyd Greiger
This course provides an introduction to analytical approaches in quantitative sociological research. The class will cover data description and graphical approaches to data analysis, elementary probability theory, the assumptions and properties of bivariate and multivariate linear regression, and regression diagnostics. The course is designed for first year graduate students and advanced undergraduates in Sociology. The material is presented using basic mathematics with the aim of promoting an intuitive understanding of the course material. The class is geared towards sociological thinking – all homework and class examples draw upon detailed application to real data and questions from the existing sociological literature. Students will also learn hands-on data analysis using Stata. The course covers basic building blocks of quantitative data analysis with the goal of training students to be informed consumers of quantitative sociological research. This course is also the starting point for students interested in using quantitative methods in their own research.
This course is about propaganda and power. We will explore some of the ways in which groups keep themselves in power by exploiting images and language that feed into and strengthen pre-existing mythologies, mythologies that justify their higher status position. We will draw in large part on the work of theorists who have grappled with these issues in the US context, reflecting on US racial hierarchies. We will investigate how positively privileged groups construct stereotypes of less privileged groups that serve to justify the status quo. We discuss how schools, the authority and apparatus of science, and the media are enlisted in support of such stereotypes. Finally, we explore how negatively privileged groups have used social movements to undermine the stereotypes that are designed to subjugate them. Throughout, we return to the theme of the threat group hierarchies, and the mechanisms used to maintain them, pose to the possibility of liberal democracy.
EDST 202a / CLCV 202a, Education and Learning in Antiquity (Fall) Sarah Insley
Exploration of educational systems in antiquity, from ideals of education in the Athenian polis to the fusion of classical and Christian models of education in the later Roman Empire. Topics include pedagogical methods and texts, evolution of “school” as an institution, ancient theories of education, and the impact of ancient educational systems on society at large. Course readings combine recent scholarship on ancient education and primary sources in translation
This seminar is about the law that governs elementary and secondary education. We will examine the rights and responsibilities of the various stakeholders in education, learn how the law evolved, and learn how to apply the law in situations arising in school districts throughout the country. The issues to be addressed include the nature and scope of students’, parents’, and teachers’ substantive and procedural rights; educational finance and education adequacy; and equal educational opportunity in a variety of contexts. We will have guests who will share their perspectives on issues in the course. Guests may include school district counsel, a special education administrator, and law students involved in educational reform litigation. Recommended preparation: EDST 110. Preference to Education Studies Scholars.
This course looks at the changing dynamic between cities and suburbs and how schools have been central to this process. Using historical and sociological sources, this course examines the government role in bankrolling the suburbs, desegregating schools, the rise of school choice through magnets and charters, and how the current desegregation of inner ring suburbs and urban gentrification are affecting the landscape of education reform. Part of the course will focus on researching New Haven and its surrounding suburban school systems. Through this course, students develop the following research skills: 1) write, code and interpret field notes 2) evaluate data and the implications of policy 3) predict unexpected outcomes of seemingly neutral policies and 4) synthesize and create reports. By the end of the course, students gain an understanding of how school choice, represented generally as a positive market option has consequences for where people live, the demographics of communities, where children go to school, and the reproduction of inequality.
The nature, purpose and value of a liberal education are widely debated in an America suffering from a fragile economy, high unemployment, and frustration with its education systems. The language employed ranges from lofty mission statements and promises in college recruitment materials to economists’ cost/benefit analyses asking, “what is the return on investment (ROI) of a liberal education?” Threading through the discussions are aspirational and practical notions of the purposes and value of a college education.
At the aspirational level, college is meant to be a transforming experience, liberating oneself from the shackles of parochial experience, unexamined ideas and values, and egocentric perspectives that narrowly circumscribe how we think and feel. On the practical side, especially in these difficult economic times, liberal education is thought to be a luxury taking away time and effort from the ultimate goals of skill mastery and the professional education necessary for an increasingly competitive workplace. “Higher” education in this view has as its primary purpose the securing of higher paying jobs.
This seminar will 1) Explore the evolving nature and purpose of liberal learning 2) Examine how liberal education is threatened by contemporary challenges, and 3) Ask students to reflect upon their Yale experiences throughout the seminar and develop models for strengthening liberal education in America.
Exploration of sociological studies and theoretical and empirical analyses of race, ethnicity, and immigration, with focus on race relations and racial and ethnic differences in outcomes in contemporary U.S. society (post-1960s). Study of the patterns of educational and labor market outcomes, incarceration, and family formation of whites, blacks (African Americans), Hispanics, and Asian Americans in the United States, as well as immigration patterns and how they affect race and ethnic relations.
Public education is the great imperative for America’s representative democracy and a mechanism through which individuals are developed into independent and productive citizens who can survive and thrive in our unique society and economy. Yet despite these noble aims, schools are among the most disparaged institutions in America. Politicians and pundits regularly attack schools, promising policy agendas that will reverse these negative trends. All the while, parents consistently rate the specific schools of their children positively and social scientists point to evidence demonstrating that many of the inequities that present in our schools originate elsewhere.
This course will explore how the family influences the development and maintenance of both normal and abnormal behavior. Psychological, biological and sociocultural factors within the family that contribute to variations in behavior will be discussed. The relationship between the family and such disorders as schizophrenia, depression, anorexia nervosa, and criminality will be examined from a developmental and family systems perspective. Special emphasis will be placed on early childhood experiences within the family and how these influence development. We will also study how recent changes in the family and society (e.g. day care, divorce, increased maternal employment, gay/lesbian families, use of the internet, delayed family life cycle, increased use of medication) have influenced family functioning. Family therapy approaches and techniques will be covered as well as familial factors that contribute to resilience.
This seminar introduces students to studies in the sociology of education. The class emphasizes studies in the United States and also focuses on studies of stratification by race, ethnicity, immigrant status, class, and gender. We also examine empirical studies of youth from early childhood to post-college, and we think more broadly about how longitudinal studies affect our understandings of how schools may help to provide more equal opportunities to students or whether they exacerbate inequality. Interested undergraduates may request to take this course by permission of instructor and completion of the blue form.
In developing countries, the state often plays a limited role in social welfare provision. Instead, citizens depend on non-state actors - such as international NGOs, religious organizations and community associations - to deliver basic goods and services. This course analyzes the causes and the implications of this mode of social service provision. Students will read theoretical and empirical articles on this subject, will debate the merits of the scholarly work, and will conduct original research on a topic related to the themes of the class.
The course begins by examining the causes of the development of welfare states in Europe and North America and then asks why states outside of these regions have not developed similar institutions. The course then considerations the motivations of non-state actors for providing social welfare. Finally, the course considers the consequences of non-state actors’ involvement in social welfare provision. What are the economic, institutional and political effects of having non-state actors provide social services and public goods?