ࡱ>   Mbjbj 7q_q_#@*t t "(DDDXXX8LdX?^^"]]]]]]]$`Sc]D]DD]2 LDD] ] NSX0[kXU0]^<?^U[dQx[d`XX[dDYh ]]B?^[dt X : Appendix A SPECIALIZATIONS FOR THE INTERDISCIPLINARY M.A. IN EDUCATION POLICY (EPOL) (Updated August 2023) M.A. students will select a substantive specialization in consultation with their academic advisor. The specialization areas generally will be tied to students professional and academic goals. Although individualized and incorporating an element of student choice, the implementation of this requirement is guided also by the principles that students need to develop depth as well as breadth and that students should focus on areas in which the Education Policy program has a substantial concentration of expertise. To help guide students, the program has developed specializations in five areas: Data Analysis & Research Methods, Early Childhood Education, K-12 Education Reform, Higher Education Policy, and Law and Education Policy. Lists of courses that could be counted under these specializations are outlined below. Students will also have the option of designing their own specialization, with the advice and approval of their advisor. Such specializations might focus on crosscutting themes in education policy (such as accountability, privatization, or diversity and equity), on special populations (such as P-20 education for students with disabilities), or on particular domains in the policy system (such as federal or state level policy). For each specialization, students will take 4 courses (12 credits). The specialization options are as follows and are described on the pages following: Data Analysis & Research Methods Early Childhood Policy Higher Education Policy K-12 Education Policy Law and Education Policy Self-Designed Specialization in Education Policy DATA ANALYSIS & RESEARCH METHODS Rationale The Data Analysis & Research Methods specialization enables students to develop skills in the types of research that are typically used in policy analysis, program evaluation, or descriptive/interpretive studies that can inform policy. Within the specialization, students select one of two strands: a quantitative strand focused on the statistical analysis of large datasets, and a qualitative strand in which students develop skills for gathering and analyzing non-numerical data from interviews, observations, and texts. In consultation with their advisor, students should select their research strand by the end of their first semester of coursework. Shared Requirements (Nine Credits) All students in both the Quantitative and Qualitative strands are required to complete: the two-course sequence of EDPA 4002 and EDPA 5002, Data Analysis for Policy & Decision Making I & II. Note that these courses fulfill the Education Policy MA research methods requirement. In very rare instances, students with directly relevant prior coursework may be exempted from these courses; and one elective course, which may be an additional research methods course, a substantive policy course (approved by the students advisor), or a course in which students apply their research methods skills, such as EDPA 5515: Fieldwork in Education Policy. Quantitative Strand (Nine Credits) In addition to the shared requirements, students in the quantitative strand must also complete: one course in causal inference from the quantitative research methods courses listed below (e.g., EDPA 6002 or EDPE 6023, or an alternative causal inference course approved by the students advisor), one additional course from the list of quantitative research methods courses (or an alternative course approved by the students advisor), and one course from the list of qualitative research methods courses below. Qualitative Strand (Nine Credits) In addition to the shared requirements, students in the qualitative strand must complete: three additional courses from the qualitative research methods courses listed below. Additional Quantitative Research Methods Courses EDPA 6002 Quantitative Methods for Evaluating Education Policies and Programs EDPS 5646 Evaluation of Educational and Social Programs EDPS 5020 Survey Research Methods EDPE 6022 Econometric Methods for Policy Research and Program Evaluation EDPE 6023 Causal Methods for Education Policy Research EDPE 6025 Conducting Field Experiments: Design and Implementation HUDM 4122 Probability and Statistical Interference HUDM 5122 Applied Regression Analysis HUDM 5026 Intro to Data Analysis in R ITSF 5035 Social Analysis of International Large-Scale Assessments Additional Qualitative Research and Mixed-Methods Courses EDPA 4050 Logic and Design of Research EDPS 5057 Qualitative Methods for Education Policy and Social Research C&T 5502 Qualitative Research Methods: Classrooms and Teaching C&T 6011 Introduction to Qualitative Research in Curriculum and Teaching C&T 6021 Qualitative Inquiry: Data Analysis C&T 6036 Power and Method in Collaborative Research ORL 6500 Qualitative Research Methods in Organizations: Design and Data Collection ORL 6501 Qualitative Research Methods in Organizations: Data Analysis and Reporting ITSF 4092 Qualitative Research Methods ITSF 5000 Introductory Methods of Ethnography and Participant Observation ITSF 5001 Advanced Methods of Ethnography and Participant Observation: Fieldwork, Analysis, Reporting ITSF 5007 Race, Class and Schooling: Ethnographic Approaches A&HM 6041 Interview Data and Analysis ORLH 6020 Craft of Interview Research ITSF 5040 Mixed Methods in International Comparative Education ORL 5524 Instrument Design and Validation ORLA 6199 Applied Data Science in Organizations and Leadership ORLA 6641 Advanced Topics in Research Methods and Design ORLA 5530 Action Research in Organizational Behavior A&HH 6041 Historical Method A&HL 4104 Discourse Analysis EARLY CHILDHOOD POLICY Rationale The Early Childhood Policy Specialization is designed to provide students with a foundational knowledge of the policies that impact early childhood pedagogy, practice, workforce development, accountability, financing, and governance. Students will be exposed to the framing issues that contour early childhood policy as well as the ways in which early childhood policy is similar to, and distinguished from, K-12 and Higher Education policy. Having completed the specialization, students will be conversant with the major issues and policies impacting American (and potentially international) early childhood development and education. Required Course C&T 5050 Early Childhood Policy: Prologue to the Future Optional Courses [6000 Level Courses Require Prior Approval of Professor] C&T 4000 Disability, Exclusion, and Schooling C&T 4113 Early Childhood Methods and Programs C&T 4114 Multicultural Approaches to Teaching Young Children C&T 4121 Early Childhood Teaching Strategies within a Social Context C&T 4122 Issues in Parenthood and Education C&T 4615 Young Children and Social Policy: Issues and Problems C&T 5091 Culturally Relevant Education C&T 5513 Seminar in ECE C&T 5514 Seminar in ECE HUDK 4021 Developmental Psychology, Infancy HUDK 4042 Developmental Psychology, Childhood EDPA 5515 Fieldwork in Education Policy (not offered in Spring 2023) EDPA 6013 Early Childhood Development and Education: Integrating Research and Policy Perspectives EDPA 6027 International Perspectives on Early Childhood Policy EDPS 5430 Policy Internship/Practicum HIGHER EDUCATION POLICY Rationale This specialization will expose students to various disciplinary perspectives and key issue areas in higher education policymaking, while making students aware of the organizational breadth of higher education. The aim of the program of study is to prepare students for positions as policy analysts, policy advocates, and educational researcher and academics. Students will be exposed to how various disciplines (economics, law, politics, sociology, and history) have been applied to the analysis of higher and postsecondary education policy. Secondly, the specialization will address important policy issues in higher education, particularly securing higher and more equal rates of access to higher education, improving institutional impacts and ensuring greater and more equal student success, addressing stresses and conflicts concerning higher education finance and public and private provision, and discovering and applying effective mechanisms of public accountability. Finally, the specialization will contextualize these analyses by addressing not just selective institutions but also community colleges, the for-profit sector, and adult and continuing education. Required Course EDPA 4025 Higher Education Policy EDPA 5023 Policy Making for Effective High School to College Transition Course Options EDP 5001 Systemic Improvement in Public Education: Seminar EDP 5301 Systemic Improvement in Public Education: Skills & Practicum EDPA 4013 Education Policy and the Management of Instruction EDPA 4017 Topics in Higher Education Law EDPA 5515 Fieldwork in Education Policy (not offered in Spring 2023) EDPE 4058 Economics of Higher Education [MA version of current doctoral course] EDPS 4030 Sociology of Organizations A&HH 5070 History & Theory of Higher Education ORLD 4050 Introduction to Adult and Continuing Education ORLH 4012 Community Colleges ORLH 4040 The American College Student ORLH 4031 Financial Administration of Higher Education Institutions ORLH 5011 College Teaching and Learning ORLH 5044 Theories in Diversity K-12 EDUCATION POLICY Rationale The K-12 Education Policy specialization prepares students for positions as policy analysts, advocates, and researchers; it also prepares students to bring policy expertise to their work as teachers and leaders in schools and school systems. In this specialization, students learn the perspectives and tools of policy analysis and the policy process; they examine policy-related dimensions of educational practice in K-12 education (including linkages to early childhood and post-secondary education); and they make connections between policy, practice, and the theories and frameworks of the social science disciplines of sociology (organization theory, social stratification, school effects), economics (resource allocation and efficiency), politics (public influence on education, impact of social movements, governance), and law (opportunities and constraints provided through legislation and litigation). Focus is directed on the roles of practitioners, leaders, policy makers, and researchers in the wider education policy process. Students can develop expertise in topics such as the impact of policy on teaching and learning systems; governance and organizational structures; standards, assessment and accountability systems; decentralization and privatization; legal and economic issues; and functions of education in the United States. Course Options EDP 4023 Reimagining Education EDP 5001 Systemic Improvement in Public Education: Seminar EDP 5301 Systemic Improvement in Public Education: Skills & Practicum  EDP 5063 U.S. Education Policy in Historical Perspective EDPA 4013 Education Policy and the Management of Instruction EDPA 4025 Higher Education Policy EDPA 4033 Comprehensive Educational Opportunity EDPA 4046 School Finance: Policy and Practice EDPA 4048 Education Policy Analysis & Implementation EDPA 4503 Schools, Courts and Civic Participation EDPA 4899 Federal Policy Institute EDPA 5016 Education and the Law: Equity Issues EDPA 5023 Policy Making for Effective High School to College Transition EDPA 5086 The Role of the Courts in Education Reform EDPA 5515 Fieldwork in Education Policy (not offered in Spring 2023) EDPE 4050 Economics of Education EDPE 4055 Resource Allocation in Education EDPP 4040 American Politics & Education EDPP 5041 Politics of Centralization and Decentralization EDPP 5042 Urban Politics and Education EDPP 5500 Local Struggle: Educational Activism in NYC since the 1930s EDPS 4030 Sociology of Organizations EDPS 4034 Organizing Schools for Diversity EDPS 5022 Sociology of Education Systems A&HH 4070 History of Education in the United States A&HH 4076 History of Urban Education C&T 5004 School Change C&T 4078 Curriculum and Teaching in Urban Areas C&T 5050 Early Childhood Policy: Prologue to the Future ORLA 5012 Social Context of Education Reform: Public Engagement ORLA 6523 Education Policy, Politics, and Leadership of School Systems ORLA 6552 Research, Theory, and Practice in Education Leadership LAW AND EDUCATION POLICY Rationale This course of study is designed for individuals interested in education policy who wish to focus on the interactions of education law, policy, and practice. It serves, among others: (a) aspiring and current policy analysts, researchers, advocates, and educators interested in learning about the law and its impact on education policy and practice; and (b) aspiring and practicing attorneys and advocates wishing to supplement their legal expertise with knowledge about education, research, and policy. This specialization is strongly interdisciplinary, integrating insights from law, policy, social science research, and education practice. Students in this specialization can study a variety of law-based education-reform initiatives that aim to promote educational equality and equity, such as reducing segregation and concentrated poverty, ensuring that every student has access to an adequate and comprehensive education, serving English learners and students with disabilities, and preventing discrimination against GLBTQ students and staff. They can also investigate recent reform initiatives such as privatization and choice, NCLB, and testing and accountability for students and teachers. There will be opportunities as well to explore issues of law, policy and practice that arise within schools and classrooms, such as curriculum, teacher evaluation, and student assignment. Required courses (at least three of the following) EDPA 4033 Comprehensive Educational Opportunity EDPA 4086 Education & the Law: Speech, Religion, Regulation EDPA 4017 Topics in Higher Education Law EDPA 4503 Schools, Courts, and Civic Participation EDPA 5016 Education and the Law: Equity Issues EDPA 5030 Social Science, Education Policy, and the Courts EDPA 5086 The Role of the Courts in Education Reform Other course options In consultation with their academic advisors, students may also take additional course work relevant to their interests in law and education, including but not limited to: EDP 5001 Systemic Improvement in Public Education: Seminar EDP 5301 Systemic Improvement in Public Education: Skills & Practicum EDP 5063 U.S. Education Policy in Historical Perspective EDPA 4025 Higher Education Policy EDPA 4899 Federal Policy Institute EDPA 5515 Fieldwork in Education Policy (not offered in Spring 2023) EDPE 4055 Resource Allocation in Education EDPH 4076 History of Urban Education EDPP 5041 Politics of Centralization and Decentralization EDPP 5042 Urban Politics and Education EDPP 5045 Race, Ethnicity, and U.S. Educational Policy SELF-DESIGNED SPECIALIZATION Rationale Students have the option of designing their own specialization, with the advice and approval of their advisor. Such specializations might focus on crosscutting themes in education policy (such as accountability, privatization, or diversity and equity), on special populations (such as P-20 education for students with disabilities), or on particular domains in the policy system (such as federal or state level policy). Students should first discuss with their advisor what the focus or theme of their specialization will be and whether it is of sufficient breadth and relevance to justify a specialization as versus just an independent study. Once this has been sufficiently clarified, students should then develop a candidate list of courses these can include courses outside the Department of Education Policy and Social Analysis that fit the focus or theme. This list will then be reviewed by the advisor, and the advisor and student will sign off on a statement that includes the following: 1. The focus or theme of the specialization 2. How the student will be meeting the culminating requirement for the M.A. degree. 3. The list of courses from which the student will be choosing, with a designation of which courses are most likely to be selected (including now EDPA 5515, Fieldwork in Education Policy).  The EPOL faculty has approved 6 credits from EDP 5001 and EDP 5301 courses to count for some specializations. Please review a specific specialization and see if any credits will be approved for it. Always discuss your specialization choices with your academic advisor.  It would be desirable, for the Higher Education Policy specialization, that work involved in the EDP 5001 and EDP 5301 courses involves as much higher education element as possible. Students who seek such credit for the higher education policy specialization should contact their advisor for further information.  The EPOL faculty have approved that 6 credits in EDP 5001 and EDP 5301 courses can be approved by an advisor for this specialization.  In an exceptional case, if an EPOL student in CPRL is working on a CPRL project based substantially on education law, and the student meets the other course requirements of the education-law specialization, the student may, with approval of the law-specialization faculty, count three or even six credits toward the EPOL education-law specialization.  The EPOL faculty have approved that 6 credits in EDP 5001 and EDP 5301 courses can be approved by an advisor for this specialization.     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