Graduate School of Arts and Sciences Bulletin of Yale University
 
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Urban Education Studies Program

35 Whitney, 432.4631
M.A.

Director and Director of Graduate Studies
Jonathon Gillette

Committee of the Yale Teacher Preparation and Education Studies Program
David Berg (Teacher Preparation Program), Jill Campbell (Professor, English), Karen Campe (Teacher Preparation Program), Linda Cole-Taylor (Associate Director, Teacher Preparation Program), Gordon Geballe (Associate Dean, Forestry & Environmental Studies), Jonathon Gillette (Director, Teacher Preparation Program; Lecturer, Sociology and Child Study Center), Judith Hackman (Associate Dean, Yale College), Roger Howe (William B. Kenan Jr. Professor & DGS, Mathematics), Matthew Jacobson (Professor & DGS, American Studies; Professor, History and African American Studies), Wilbur Johnson (Teacher Preparation Program), Frank Keil (Professor, Psychology and Linguistics), Michael Morand (Associate Vice President, New Haven and State Affairs), Barbara Shiller (Teacher Preparation Program), Robert Wyman (Professor, Molecular, Cellular & Development Biology)


The Urban Education Studies Program is a one-year terminal master’s that integrates advanced graduate work with preparation for teaching in an urban setting. Candidates complete an intensive twelve-course study program over a fourteen-month period and gain both a Master of Arts in Urban Education Studies and a State of Connecticut Initial Educator License for grades seven to twelve. Courses begin in the summer for ten weeks along with summer school teaching, continue through the academic year, and end with a final five-week summer course. Students who successfully complete the program are expected to do multi-year teaching in New Haven Public Schools.

Courses

TPRP 590au,Schools, Community, and the Teacher.  Jonathon Gillette.
 TTh 1–2.15
A survey of the important historical shifts in the purpose of education as well as the growing literature on the role of race in achievement. Students identify different philosophical stances and begin to generate their own guiding principles.

TPRP 594c, Education Psychology. Learning Theory and Urban Classrooms.  David Berg.
 HTBA
An introduction to cognitive and social psychology as well as the intersection of adolescence with race and class.

TPRP 595c, Special Education: Legal and Psychological Issues.  Barbara Shiller.
 HTBA
An introduction to the legal mandates of IDEA legislation as well as a survey of the various learning styles of students eligible for special education.

TPRP 598c, An Introduction to Urban Education.  Linda Cole-Taylor.
 HTBA
An introduction to a way of thinking about teaching that involves an understanding of one’s discipline, sociological understanding of context, and psychological knowledge of students.

TPRP 599a, Collaborative Teaching Seminar.  Linda Cole-Taylor.
 HTBA
Daily co-teaching in a local middle or high school classroom. The emphasis is on the ability to enact strategies that generate student learning.

TPRP 600–604au,The Methods of Teaching.
 A design seminar based on translating content knowledge into instructional practice. Participants demonstrate an ability to break down complex concepts in order to develop higher-order learning experiences for students.

TPRP 600au,The Teaching of English.  Wilbur Johnson.
 M 2.30–4.20

TPRP 601au,The Teaching of History.  Linda Cole-Taylor.
 M 2.30–4.20

TPRP 602au,The Teaching of Languages.  Nancy Levy-Konesky.
 M 2.30–4.20

TPRP 603au,The Teaching of Mathematics.  Karen Campe.
 M 2.30–4.20

TPRP 604au,The Teaching of Science.  Michele Raynor.
 M 2.30–4.20

TPRP 620bu,Student Teaching.  Linda Cole-Taylor.
 HTBA
The required practicum in teaching, up to four classes a day, supported by a once-a-week seminar that addresses common issues across sites. (3 course credits)

TPRP 650a, Advanced Issues in Urban Settings.  Jonathon Gillette.
 F 2.30–4.20
This seminar is designed to extend and deepen themes introduced in earlier course work as well as to integrate theoretical understanding with candidates’ daily teaching practice. Topics include developing an initial intellectual identity in one’s academic field and generating alternate understandings of urban students’ behavior.

TPRP 650b, Advanced Issues in Urban Settings.  Jonathon Gillette.
 F 2.30–4.20
Structured like the fall seminar. Topics for the spring include stereotype threat and cross-racial feedback, advances in cognition and their implication for learning theory, theories of student resistance, and theories of organizational change.

TPRP 660c, Theory into Practice.  Jonathon Gillette.
 HTBA
A capstone seminar in which candidates examine the dual dynamics of “teaching against the grain.” Elements include articulating an instructional stance as teachers, and different approaches to creating and managing an alternative class culture.

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