Dr. Jurow studies learning by examining people’s everyday practices as they grapple with and solve meaningful problems. The focus of her research has been on the organization of what she calls “consequential learning” in situated social action. By consequential learning, she means changing forms of participation that allow people to be recognized as competent participants in valued and dynamic networks of practice.
keywords
learning as a situated and distributed process, learning in progressive social movements for justice
EDUC 2411 - Educational Psychology for Elementary Schools
Primary Instructor
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Spring 2024
Integrates theories and ideas from elementary school child development, educational psychology and the learning sciences. Explores theories of learning and child development and considers implications for teaching, student engagement and the design of equitable and effective learning environments. Students are required to attend a practicum off-site for this class.
EDUC 5726 - Introduction to Disciplined Inquiry
Primary Instructor
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Fall 2024
Considers various research approaches and methodologies included in education including experimental and quasi-experimental methods; anthropological and case study methods; evaluative research and field studies; correlational; and sociological, historical, and philosophical research. Topics include library research, research criticism, research design, and proposal writing.
EDUC 6804 - Special Topics
Primary Instructor
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Spring 2022
May be repeated up to 12 total credit hours.
EDUC 8250 - Qualitative Research Methods in Education
Primary Instructor
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Fall 2022
This course has three main goals. First, it introduces students to the purposes of qualitative research methods in education foregrounding issues of equity and justice. Second, it develops students� capacity to design consequential qualitative research through consideration of issues including power and ethics. Third, it supports students in reading and analyzing qualitative research with attention to the relationship between theory and data, answerability to communities and contexts, and diverse and creative ways of representing research.
EDUC 8358 - Critical Introduction to Learning Theory and Practice, Part 1
Primary Instructor
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Spring 2019 / Spring 2021 / Spring 2023
This course introduces historical and contemporary perspectives in the learning sciences. Areas of scholarship explored include cognition, behaviorism, and sociocultural approaches. Special attention is paid to the linked histories of these traditions in order to broadly explore what concepts are foundational for critical understanding of cultural, historical, social, embodied, and political aspects of learning. The course explores critiques of relevant fields while also exploring how new ideas and movements are generative for moving research and development toward liberatory aims. Recommended prerequisite: EDUC 6318 or EDUC 8210.
