Descriptive, correlational, and inferential procedures for presenting and analyzing school and research data. For students in all fields.
The development and exchange of scholarly information, usually in a small group setting. The scope of work shall consist of research by course registrants, with the exchange of the results of such research through discussion, reports, and/or papers.
The purpose of this course is to deepen the breadth of the students' skillset and knowledge necessary for the design, implementation, analysis, completion, and presentation of a qualitative dissertation study. Foci for this course may include (but are not limited to): (auto)ethnography, content (theme) analysis, deconstruction, (counter) narrative, discourse analysis, narrative analysis, dialogic analysis, video and photo analysis, arts-based qualitative methods, phenomenological study, case study, participant and nonparticipant observation, and focus groups. Special attention will be paid to the process of analyzing data and discerning themes as they are revealed in the data. This course will further acclimate students to the language and practice of qualitative research and help them develop a critical posture capable of differentiating various ways of developing and executing qualitative research for the culmination of a written, visual, and oral presentation of a research proposal. By course's end, students should be confident in their ability to explain and justify the methodological decisions of their study.
Models, purposes served, contextual influences and procedures employed in evaluating educational programs and personnel.
This class is an introduction to the foundations of educational administration and leadership. An open social-systems model of schools provides the theoretical framework that organizes and relates this theory and research to educational administration practice.
The three major East Asian languages, Chinese, Japanese, and Korean, are becoming increasingly popular in American K-16 schools. EAS 480/580 is for advanced undergraduate students and graduate students who wish to become language educators and/or specialists in one of these languages. The first half of the semester focuses on linguistic issues and pedagogical challenges specific to teaching the three East Asian languages (e.g., tones and syllabic features, writing systems,), and we then continue with sociocultural and sociopolitical dimensions of East Asian language teaching.
This course introduces its students to the theories, principles and techniques underlying qualitative research and its application in applied linguistic research. Students apply the data collection and analysis tools and conduct their own qualitative projects during the semester . We begin by exploring the epistemology of qualitative research. The focus is on principles in designing a qualitative research project, such as constructing the research relationship, choosing among different approaches, and situating events in context . We then move to discuss how these theoretical positions are realized in practice through examining common data collection and analysis methods. In the final part, the students present their own projects and reflect on how qualitative methods can contribute to their understanding of specific issues in applied linguistics. Throughout the semester, we also engage in reading and critique of representative qualitative research in applied linguistics- within and beyond the East Asian context.
The overarching goals of this course are two-fold. First, it aims to introduce students to the continuity as well as heterogeneity of the Chinese language(s) in the Sinophone world, including not only Mainland China but Taiwan and Hong Kong as well. Through highlighting issues related to language variation and change, and their relationship to social identity, the course is intended to guide students to understand the complex interaction between linguistic practices and social stratification as well as cultural changes. It focuses on sociolinguistic aspects that are particularly salient to Chinese, such as language and dialect, place, gender, pragmatics, cross-cultural communication, as well as language policy and planning. Secondly, this course strives to provide students with a comparative approach by incorporating studies on Chinese sociolinguistic and those based on other languages such as English. In so doing, it hopes to encourage the students to reflect upon their everyday linguistic experience here in Tucson and compare that with what is happening in the Sinophone world. Graduate-level requirements include reviewing a book and presenting it to the class as well as extra reading in Chinese.
Linguistic study of the phonological, morphological, and syntactic systems of modern Chinese, with particular attention to linguistic analysis. Graduate-level requirements include two presentations and one term paper.
Linguistic study of the phonological, morphological, and syntactic systems of modern Chinese, with particular attention to linguistic analysis. Graduate-level requirements include two presentations and one term paper.