2007: Summer Institutes from the College of Education
Temple Topics in Urban Education
These professional development experiences for teachers and school administrators, offered both as two and three-credit courses, will address some of the most challenging issues in urban education. The institutes will take place June 25th-29th, from 9:00 to 5:00 PM. Topics will include: Inclusive classroom practice and differentiated instruction, curriculum and cultural competence, conflict resolution and mediation, and gender issues in urban education. Each institute will include presentations by several Temple faculty members as well as by expert practitioners who will demonstrate how theory translates into practice. The two-credit courses will involve reading and preparatory work completed in advance of each institute and, for an additional credit, electronic submission of a project or portfolio submitted after the week-long institute. Three graduate credits would count as half of the continuing education requirement under Act 48.
Institute Descriptions
Urban Education 5620: Special Topics in Urban Education: Gender Issues in Urban Education
This institute will investigate the controversy surrounding the gender-based educational achievement gap, which has been so much in the news recently. Why do girls outperform boys on so many measures? Are there biological differences that account for learning differences, or are learning differences the result of gender socialization or both? The course will address topics as varied as the legal challenges and student and teacher attitudes towards single sex education and and will propose best gender-based instructional practices.
Temple faculty will include:
- Professor James Earl Davis, co-author of African American Males in School and Society
- Professor Joan Shapiro, co-author of Gender in Urban Education: Strategies for Student Achievement
- Professor Michael Smith, co-author of Going With the Flow: How to Engage Boys (and Girls) in their Literacy Learning
School Psychology 8780: Topical Seminar in School Psychology: Inclusive Classroom Practices
Professor Jean Boyer
This class is intended to review evidence-based practices that support learners with disabilities in general education settings. Participants in the class will learn how to create an overarching framework consisting of (a) a problem-solving approach; (b) person centered planning; (c) prevention; and (d) data-based decision-making. Selection, design, implementation and monitoring of strategies and techniques at the whole class (tier I) and small groups (tier II) will be examined. Particular attention will be paid to strengthening decision reliability by attending to the social and cultural validity of the inclusion process for classroom communities and individual learners.
AOD 5540: Current Topics in Adult and Organizational Development: Conflict Resolution Education
Professor Tricia Jones
One of the National Education Goals is the creation of safe and constructive learning environments. Although educators are increasingly aware of the need to build community in classrooms, data indicate that too often our schools are not meeting this goal. A key component is conflict resolution education and social and emotional learning.
This institute introduces participants to the broad field of conflict resolution education (including social and emotional learning, anti-bullying programs, peer mediation, negotiation processes, expressive arts and conflict resolution education, restorative justice programs, and bias awareness programs). It provides examples of programs, guidelines for appropriate implementation, and evidence about the efficacy of the programs; gives students an opportunity to interact with experts in the field; and encourages them to consider how they can select, support and assess/evaluate these programs as teachers and administrators. Participants will be engaged in assessments of how their schools and/or districts could design optimal CRE initiatives to meet the needs of their specific students, staff and communities.
Education 9257: Problems in Education: Cultural Competence and Responsiveness for Urban Educators
Professor Steve Ryan
How do teachers meet the learning needs of all students? How can the cultural and linguistic diversity of our classrooms serve as a resource for rigorous student learning? How can administrators support teachers’ learning to develop cultural competence? This institute provides multiple opportunities to explore these questions and others as participants learn practical skills, acquire inquiry strategies, and build their leadership capacity. Collaborative learning among institute participants and with practicing K-12 educators and university faculty will be emphasized.
Registration Information
Tuition
- PA residents
The tuition for the two credit, week-long course is $1022 or $511/credit.
Tuition for the three-credit course for Pennsylvania residents is $1533. - Out-of-state residents
The tuition for out-of-state students is $1492 or $746/credit.
Tuition for the three-credit course for out-of-state residents is $2238.
How to Register
Non-matriculated students (those who are not currently enrolled at Temple) can register online.
