EDUC4231 · Education
Lynch School of Education & Human Development
This capstone inquiry seminar requires teacher candidates to continue to develop an inquiry stance in their practice through the systematic analysis of teaching and learning in their classroom experiences. Grounded in a theory of teacher education for social justice that encourages practitioners to challenge educational inequities by inquiring into practice, this course advances teacher candidates skills in planning, delivering, assessing and analyzing instruction that promotes pupil learning and enhances their life-chances.
Course experience
Averages use the original five-point historical evaluation scale.
Organization
4.6 / 5
How well the course was organized
Challenge
4.4 / 5
How intellectually challenging students found it
Attendance
4.0 / 5
How necessary attendance was
Assignments
4.4 / 5
How helpful assignments were
Weekly effort
~4.5
hours per week
Estimated from the original workload response buckets. Individual sections may differ.
Instructor options
Ratings below reflect only recovered evaluations connected to this course.
Associate Professor of the Practice, Teaching, Curriculum, and Society
4.6 / 5
4.2 / 5
Part Time Faculty, Teaching, Curriculum, and Society
4.7 / 5
3.7 / 5
Part Time Faculty, Teaching, Curriculum, and Society
4.9 / 5
4.4 / 5
2 evaluations for this course
4.6 / 5
3.8 / 5
Across time
Section-level results available in the recovered archive.
Spring 2025
2 sectionsFall 2024
2 sectionsSpring 2024
1 sectionFall 2023
2 sectionsSpring 2023
2 sectionsFall 2022
2 sectionsSpring 2022
2 sectionsFall 2021
1 sectionSpring 2021
2 sectionsFall 2020
2 sectionsSpring 2020
2 sections