Courses in Education Studies

Education Studies

Foundations in Education Studies, EDST 110  (Fall 2015, E. Carroll)

This lecture and discussion course explores some of the historical, philosophical, and theoretical underpinnings of the field and helps students understand the critical role of education in society. It examines aspects of education practice, research, and policy, including a close look at education in our local settings of New Haven and Connecticut.  This course is the prerequisite for application to become an Education Studies Scholar. SO

Theory and Practice of Emotional Intelligence, EDST 150 (Fall 2015, M. Brackett)

The role of emotions and emotional intelligence in everyday life and in education. Why emotions matter; how emotional intelligence is defined, measured, and taught; social and emotional learning. Research, theory, educational practices, and government policies that promote students’ social, emotional, and academic competence from preschool through high school.  SO

Child Development, EDST 125a/PSYCH125a/CHLD 125a (Fall 2015, C. Horwitz and N. Close)

The reading of selected material with supervised participant-observer experience in infant programs, a day-care and kindergarten center, or a family day-care center. Regularly scheduled seminar discussions emphasize both theory and practice. As assumption of the course is that it is not possible to understand children—their behavior and development—without understanding their parents and the relationship between child and parent. WR, SO

Theory and Practice of Early Childhood Education: Implications of Curriculum and Policy, EDST 127a/CHLD 127a/PSYCH 127a  (Spring 2016, C. Horwitz)
Development of curricula for preschool children – infants through five-year-olds – in light of current research and child development theory.

Language, Literacy and Play, EDST 128b/PSYCH128b/CHLD128b (Spring 2016, C. Horwitz and N. Close)

This seminar exposes and analyzes the complicated role of play in the development of language and literacy skills among preschool-aged children. Topics include social-emotional, cross-cultural, cognitive, and communicative aspects of play.  WR, SO, RP

The Growing Child in Global Context, EDST 131/CHLD 131 (Fall 2015, E. Christakis)

The effects of poverty, changing demographic and workforce trends, and access to early education and child care on the growing child around the world. Topics include antenatal care, mental and behavioral health, malnutrition and obesity, family support, schooling, sex selection and gender bias, parenting practices, migration and warfare, and child policy challenges in diverse cultural and socioeconomic contexts.  SO

Theory and Practice in American Education, EDST 210 (Fall 2015, R. Hersh)                                      

Topics include the roles played by primary, secondary, and higher education in American society; the idealized purposes, nature and value of education compared to actual practice; the goals of education at all levels and the degree which such goals are being achieved; vocational vs. liberal education, the obligations and limits of formal education in helping students overcome social and economic inequities.   Recommended preparation: EDST 110. Preference to Education Studies Scholars.  SO

Child Care, Society, and Public Policy, EDST 225 (Spring 2016, J. Sager and J. Wagner)

Exploration of societal decisions about where children under the age of five spend their days. Topics include where young children belong; how to regulate, pay for, and support child care arrangements; consideration of gender, race, and family finances; and the profound impact of these decisions on the well-being of children, families, and the economy. Assignments draw heavily on student insights and reflections.  Recommended preparation: EDST 110. Preference to Education Studies Scholars.  SO

American Education and the Law, EDST 230 (Spring 2016, W. Garfinkel)             

This seminar will examine the interactions between American primary and secondary school education and the American legal system, with a focus on historical and contemporary case law.  Topics will include the relationship between schooling and the state; constitutional, statutory and regulatory law governing the rights and responsibilities of educators, students and parents; and equal educational opportunity.  Recommended preparation: EDST 110. Preference to Education Studies Scholars.  SO            

Cities, Suburbs, and School Choice, EDST 240 (Spring 2016, M. Debs)

The changing dynamic between cities and suburbs and the role of individuals and institutions in promoting desegregation or perpetuating segregation since the mid-twentieth century. The government’s role in the expansion of suburbs; desegregating schools; the rise of school choice through magnets and charters; the effects of inner-ring suburban desegregation and of urban gentrification on the landscape of education reform.  Recommended preparation: EDST 110. Preference to Education Studies Scholars.  SO          

Contemporary Challenges to Liberal Education, EDST 250 (Spring 2016, R. Hersh)

The evolving nature and purpose of liberal learning. Ways in which contemporary liberal education is threatened by challenges such as the rising costs of attending liberal arts colleges and disagreements about the purpose and value of higher education. Students evaluate their Yale experience against national liberal education norms and develop models for strengthening liberal education in America.  Recommended preparation: EDST 110. Preference to Education Studies Scholars.  SO, WR         

Urban Inequalities and Educational Inequality, EDST 271/ECON 171/AFAM 469 (Spring 2016, G. Jaynes)

Analysis of contemporary policy problems related to academic under performance in lower income urban schools and the concomitant achievement gaps among various racial and ethnic groups in United States K-12 education. Historical review of opportunity inequalities and policy solutions proposed to ameliorate differences in achievement and job readiness. Students benefit from practical experience and interdisciplinary methods, including a lab component with time spent in a New Haven high school.  Required: any course offered by Education Studies, or one course in history or any social science, either: Anthropology, Economics, Political Science, Psychology, Sociology.  EDST 110 is preferred, although not required.  SO

Texts that Teach in Italian Literature, EDST 318/ITAL 318/LITR 325 (Spring 2016, S. Quinlan)

Ways in which texts can serve as educational tools. Works span the classical period to the modern age, with some attention to visual media. Narratives that indirectly teach certain skills by modeling behaviors through plot devices; characters in literature who are influenced by what they read; the selection and use of specific literature in Italian schools for promoting students’ moral, social, and intellectual development.  HU

Senior Capstone Colloquium and Project, EDST 400 (Spring 2016, E. Carroll)

Culmination of the Education Studies Undergraduate Scholars program. Students conduct a rigorous project on a topic of their choice in education research, policy, and/or practice.  Enrollment limited to senior Education Studies Scholars.


Official Yale College program, course, and classroom location information is found in Yale College Programs of Study, available on line at


ECON 483a: Economics of Inequality

PLSC 827; EPE 389b: Politics, Law, and Economics of Affirmative Action

HPM 594: Qualitative and Mixed Methods

PLSC 240b; EPE 443: Public Schools and Public Policy

PLSC 260a: Public Schools and Politics

PLSC 279a: New Haven and the American City

PLSC 280b: Poverty, Politics, and Policy in the American City

PLSC 342; GLBL 185: Cause and Effect: Research Methods

PSYCH 140a: Developmental Psychology

PSYCH 150b: Social Psychology

PSYCH 200b: Statistics

PSYCH 355a, 356b: Clinical Psychology in the Community

PSYCH 711: Current Work in Child Development and Social Policy

SOCY 134a: Sex and Gender in Society

SOCY 160a: Methods of Inquiry

SOCY 183a: Urban America

SOCY 312b: Identity and Inequality in Urban America

This list of courses eligible for Education Studies elective credit will be reviewed annually by the program’s Director and Advisory Committee.  The Director, in consultation with the Advisory Committee or individual faculty advisors, may approve courses beyond those listed here that meet the objectives of the Education Studies program or the particular interests of a student.