Course Process for a Typical Week Monday class

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Course Process for a Typical Week • Monday class: Read assignment, and come to

Course Process for a Typical Week • Monday class: Read assignment, and come to class prepared to: (1) discuss content of the reading, especially focusing on the quality of the evidence; (2) discuss and organize questions for Wednesday guest regarding effective use of research in practice/policy arena; and (3) prior to class, you should also research public education websites (e. g. , Education Week, New York Times, etc. ) for a better understanding of how the issue has played out in the public and policy arena. • Wednesday class: One person should take lead responsibility for organizing the discussion and hosting the guest. The person should briefly summarize the class discussion from Monday so that the guest will have a context for the discussion. This person will also be responsible for sending a follow-up thank you note to the guest within a week after the class.

Assignment for next Wednesday: Propose Additional Topics Note: we will decide by the end

Assignment for next Wednesday: Propose Additional Topics Note: we will decide by the end of class on Wednesday what our final list of topics will be. Suggested topics so far include (including those listed at the end of the syllabus): • • Classroom organization Juvenile crime Affirmative action in higher education Teaching at the college level Systemic reform Reform activist Governance and finance system

Assignment for Wednesday: YOU Propose or Endorse a Topic • Brief statement of the

Assignment for Wednesday: YOU Propose or Endorse a Topic • Brief statement of the topic, and why it is an interesting case study of the link between research and policy/practice. • At least one suggested reading that summarizes / synthesizes the literature in that area. • Suggested guest.

Final Paper • Analytic paper the compares two or more areas of research and

Final Paper • Analytic paper the compares two or more areas of research and policy/practice, and addresses the following questions: • What accounts for the differences and similarities in the research traditions? • How would you characterize the policy and practice communities with respect to these issues? • What are some hypotheses for the similarities and differences in the ways in which these areas are effective (or not so effective) in using research? What do you think are the right explanations, and why?