Course Syllabi & Readings

• Anyon: "Social Class and School Knowledge"
• Balfanz, Legters, West, & Weber: "Are NCLB's Measures, Incentives, and Improvement Strategies the Right Ones for the Nation's Low-Performing High Schools?"
• Bryman #1: "Social Science Research Strategies"
• Bryman #2: "The Nature of Quantitative Research"
• Bryman #3: "The Nature of Qualitative Research"
• Carreon, Drake, & Barton: "The Importance of Presence: Immigrant Parents' School Engagement Experiences"
• Chan (#1): "Student Experiences Of a Culturally-Sensitive Curriculum: Ethnic Identity Development Amid Conflicting Stories To Live By"
• Chan (#2): "Teacher Experiences Of Culture In the Curriculum"
• Clarke: “Power Through Voicing Others: Girls’ Positioning of Boys in Literature Circle Discussions”
• Creswell: "Reviewing the Literature"
• DeGennaro: “Learning Designs: An Analysis of Youth-Initiated Technology Use”
• Delpit/Baker: "No Kinda Sense" and "Trilingualism" (combined as one document)
• Dowdy: "Ovuh Dyuh"
• Erevelles: "Understanding curriculum as normalizing text: disability studies meet curriculum theory"
• Guba: "The Alternative Paradigm Dialog"
• Gore: "What Can WeDo For You! Struggling Over Empowerment in Critical and Feminist Pedagogy"
• Helfenbein: "Conjuring Curriculum, Conjuring Control: A Reading of Resistance in
  Harry Potter and the Order of the Phoenix"
• Henry: "Speaking Up and Speaking Out: Examining Voice in a Reading/Writing Program with Adolescent African Carribean Girls"
• Hinchman: "Why Qualitative Research Continues To Thrive"
• Honan, Knobel, Baker, & Davies: "Producing Possible Hannahs: Theory and the Subject of Research"
• Hoover-Dempsey, Bassler, & Brissie: "Explorations in Parent-School Relations"
• Hubbard & Power: "Questions Evolving: How to Refine a Research Question"
• Jackson: "Multiple Annies: Feminist Poststructuralism and the Making of a Teacher"
• Jacobson, Reutzel, & Hollingsworth: "Reading Instruction: Perceptions of Elementary School Principals"
• Ladson-Billings: "I Ain't Writin' Nuttin': Permissions To Fail and Demands To Succeed In Urban Classrooms"
• Lee: "Making Sense After a National Disaster"
• Manfra & Hammond: “Teachers’ Instructional Choices with Student Created Digital Documentaries: Case Studies”
• Mehra: "Lives in Transition: Stories of Three Foreign Elementary Students from India"
• Merriam: "Being a Careful Observer"
• Merriam: "Case Studies as Qualitative Research"
• Moller & Allen: "Connecting, Resisting, and Searching for Safer Places: Students Respond to Mildred Taylor's The Friendship
• Neuman: "Experimental Research"
• Noll: "Experiencing Literacy In and Out of School: Case Studies of Two American Indian Youth"
• Porat: "Who Fired First? Students’ Construction of Meaning From One Textbook
  Account of the Israeli–Arab Conflict"
• Perry: “From storytelling to writing: Transforming literacy practices among Sudanese refugees”
• Phillips: "Postpositivistic Science - Myths and Realities"
• Rheinharz: "Feminist Methods in Social Research" (Chapter 13: Conclusions)
• Sandlin & Milam: “Mixing Pop (Culture) and Politics: Cultural Resistance, Culture Jamming, and Anti-Consumption Activism as Critical Public Pedagogy
• Schultz & Oyler: "We Make This Road as We Walk Together: Sharing Teacher Authority in a Social Action Curriculum Project
• Schmid, et al.: “A Human-Computer Partnership: The Tutor/Child/Computer Triangle Promoting the Acquisition of Early Literacy Skills”
• Self-Brown & Matthews: "Effects of Classroom Structure on Student Achievement Goal Orientation"
• Smulyan: "Feminist Cases of Nonfeminist Subjects: Case Studies of Women Principals"
• St. Pierre: "Methodology in the Fold and the Irruption of Transgressive Data"
• St. Pierre: "Poststructural Feminism in Education: An Overview"
• Stewart, Stewart, & Simons: "The Effect of Neighborhood Context on the College Aspirations of African American Adolescents"
• Ting: "Predicting Asian Americans' Academic Performance in the First Year of College"
• Trofanenko: "More Than a Single Best Narrative: Collective History and the Transformation of Historical Consciousness"
• Tupper & Cappello: "Teaching Treaties as (Un)Usual Narratives: Disrupting the Curricular Commonsense"
• Quinn: "(Post)modern Teachers’ Constructivist Cosmopolitan Selves Making Sense of Soul"
• Weenie: "Curricular Theorizing From the Periphery"
• Zembylas: "Beyond Teacher Cognition and Teacher Beliefs: The Value of the Ethnography of Emotions in Teaching"
• Zembylas & Vrasidas: "Globalization, information and communication technologies, and the prospect of a 'global village': promises of inclusion or electronic colonization?"