Classes

Doctoral Research Practicum: Research Schools

Semester: 

N/A

Offered: 

2013

Professors Kurt Fischer & Christina Hinton

This yearlong course focuses on doing research in schools, studying cognitive/emotional development and learning and questions of interest to both teachers and students. Students and teachers together will formulate practical questions about what works and how it works in classrooms. The schools with which we work have mostly worked with us for several years to formulate useful research questions. This yearlong course will meet every other week, and students will work with teachers to formulate specific, practically useful research...

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Cognitive Neuroscience and Education

Semester: 

Spring

Offered: 

2012

Professor Gigi Luk

Research in cognitive neuroscience extends our understanding of individual differences in cognitive and brain development. Of particular relevance to educators is the development of the human brain in response to experience and training. The course provides educators with an overview of brain development across the lifespan and methods used in cognitive neuroscience. This foundational knowledge will facilitate understanding of subsequent course modules on brain plasticity in response to life experience and specific training. A key objective of the course is that...

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The Science of Learning, Behavior and Health: Implications for Early-Childhood Policy

Semester: 

Spring

Offered: 

2012

Professor Jack Shonkoff

This course will focus on a critical examination of the relation between the science of early childhood development and the formulation of social policies designed to enhance the well-being and life prospects of young children. Drawing on research from the biological, behavioral, and social sciences, students will learn about how interactions among early life experiences and gene expression shape brain architecture and influence the maturation of biological systems that affect learning, behavior, and both physical and mental health, well into the adult years...

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Doctoral Research Practicum: Models and Methods for Learning and Emotional Development

Semester: 

N/A

Offered: 

2011

Professor Kurt Fischer

In this research practicum, you will learn about using models to analyze learning and development, and you will pick a kind of model and create your own to analyze a question that you are interested in. You can use a model that will help you to analyze data, or you can build an agent-based model to capture a process of learning or development.

The doctoral research practicum focuses on skills for research on learning and teaching pathways and development of cognition and emotion. Models have become dominant in both scientific and social analysis over...

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Researching and Writing a Critical Literature Review

Semester: 

Fall

Offered: 

2011

Professor Eileen McGowan & Librarian Deborah Garson

This yearlong methods seminar guides students through the iterative processes of constructing a
literature review. The seminar has a two-pronged approach. First, it emphasizes the academic
rigor required in identifying, analyzing, and integrating research into a meaningful conceptual
framework. Secondly, it emphasizes the knowledge and understanding of how to conduct
research in an information-rich environment with the skills for finding...

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Research and Evidence: Framing Scientific Research for Public Understanding

Semester: 

Fall

Offered: 

2011

Professor Tina Grotzer

How can educators and scientists help the public understand and act upon research findings? This course is designed to consider issues related to how people understand and consume the products of research. It is intended for a broad audience, both those who are comfortable with science and those who are not. It includes educators in the traditional sense, but also those who focus on media (traditional and viral), curriculum, or computer programs; analyze research for policy purposes; and so on. For those planning to conduct research, it offers important...

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Introduction to Educational Neuroscience

Semester: 

Fall

Offered: 

2011

Professor Todd Rose

This course provides an accessible introduction to neuroscience for educators, and is meant for students with little or no background in the biological sciences.  The course will cover basic brain anatomy and physiology, explore links between brain science and learning, and critically evaluate the promise and pitfalls inherent in using neuroscience to address questions in education.  The course is not about memorizing brain structures, and it is not about mastering all that is modern neuroscience.  The course is fundamentally...

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Interviewing in Qualitative Research

Semester: 

Spring

Offered: 

2011

Professor Mark Warren

This module provides an introduction to qualitative interviewing as a research strategy and
practice. We will briefly introduce some of the theoretical and methodological issues surrounding
interviewing as a research method. But the focus of the course will be on students learning the
craft of interviewing. This will be accomplished primarily through practicing qualitative
interviewing as a research method and reflecting upon that experience.

Interviewing can be thought of as a conversation in relationship, and is therefore inherently an
...

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Observation and Participation in Qualitative Research

Semester: 

Spring

Offered: 

2011

Professor Mica Pollack

This module is a learning-by-doing introduction to doing fieldwork, a core qualitative method. Our goal is to learn how to study everyday life in complex educational settings via observation and participation. We will learn to participant-observe in educational settings by studying a commonly accessible educational setting -- Harvard. (In our inquiry, we will record no names, and we will use other means to mask the identity of anyone observed.) (We will allow individuals to study alternative settings if they are already embedded in them/approved for...

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Educational Effectiveness: Examining Influences on Student Achievement

Semester: 

Spring

Offered: 

2011

Professor Heather Hill

This course is designed to examine the factors affecting student achievement, and to consider policies and programs that might improve it. In particular, we will study a) teachers’ b) schools’ and c) students/parents’ influence on student learning trajectories. Throughout, we will attend to issues of equity, considering whether and how policy-makers and educators can design programs to close the opportunity/achievement gap.

The material in this course is primarily intended to foster future administrators and academics’ knowledge of the existing...

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Partnering: Leadership Skills for a Networked World

Semester: 

Spring

Offered: 

2011

Professor Lee Teitel

We live in a world where, in many sectors, the challenges we face are too complex for most organizations to address by themselves. Even the most powerful, passionate leader of an educational or nonprofit organization is inadequate to achieving her goals without working effectively with others outside the boundaries of her organization. At the same time, the pressure has never been higher on organizations to learn--to adapt to the new demands and opportunities in their environment--and to figure out how to take advantage of the opportunities and challenges of an...

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Integrating Perspectives on Education

Semester: 

N/A

Offered: 

2010

Professors Vivan Louie, Catherine Snow & Hiro Yoshikawa

The mission of HGSE is "to prepare leaders in education and to generate knowledge to
improve student opportunity, achievement, and success." The broad mission of training
doctoral students to work at the nexus of research, policy, and practice motivates the
primary goals we have identified for this course:
1. To introduce students to major scholarship in the field of education through a
combination of classic works in social science, contemporary scholarship, and research
by HGSE faculty and graduate...

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Introduction to Research Methods and Data Analysis in Education

Semester: 

Fall

Offered: 

2010

Professor Katherine Masyn

The primary goals of this class are to introduce fundamental concepts, principles, and
applications of: (1) quantitative research methods; (2) univariate and bivariate descriptive and
inferential data analytic techniques for continuous and categorical data; and (3) simple and
multiple linear regression for continuous outcomes with continuous and categorical predictor
variables.  

By the end of the course, students should be able to:  
• Discuss the key features and assumptions of quantitative research in education;...

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School Reform: Curricular and Instructional Leadership

Semester: 

Fall

Offered: 

2010

Professor Kay Merseth

The primary objective of School Reform: Organizational and Instructional Leadership is to explore the
broad concepts of school reform utilizing the perspectives of organizational and instructional leadership.

The course will help students achieve the following outcomes.
 identify and articulate personal beliefs and perspectives on a variety of school reform policies
 gain awareness of current reform efforts and what others believe about school reform activities in
multiple contexts
 develop skills of leading change and working with...

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