EDUC 98:
Service Learning Practicum
For Alternative Spring Break program leaders. The skills and philosophical framework to develop and lead an ASB experience.
Terms: Aut
| Units: 1
EDUC 100A:
EAST House Seminar: Current Issues and Debates in Education
Education and Society Theme (EAST) House seminar. In autumn quarter, faculty and other scholars from around the University discuss the latest issues, debates, and research in the field of Education. In winter quarter, research and practice pertaining to sex, gender, and education are presented by professionals and scholars. In the spring, the seminar provides an inquiry into the culture at Stanford and one's personal values. Through an examination of these topics, students are able to share and develop their varied interests in educational research, policy, and practice. Notes: Attendance at first class required. Seminar meets in the EAST House Dining Hall located at 554 Governor's Ave. The seminar is open to all students at Stanford with first-priority given to pre-assign residents of EAST House followed by other residents of EAST and all other undergraduates. Graduate students are allowed to enroll on a space-available basis. Visitors/auditors are not allowed. The seminar is required for all pre-assigned residents of EAST House and is repeatable for credit.
Terms: Aut
| Units: 1
| Repeatable
for credit
EDUC 101:
Introduction to Teaching and Learning
This course is designed to help undergraduates explore career interests in education; it is the core course for the Undergraduate Minor in Education, and fulfills requirements for Honors in Education. The course considers the philosophy, history, politics, professional practice and social structures of teaching in the United States. Students will read and discuss teaching theory and research, participate in learning activities and visit school teaching sites, as well as examine and analyze artifacts and models of teaching.
Terms: Aut
| Units: 4
EDUC 103A:
Tutoring: Seeing a Child through Literacy (EDUC 203A)
Experience tutoring grade school readers in a low income community near Stanford under supervision. Training in tutoring; the role of instruction in developing literacy; challenges facing low income students and those whose first language is not English. How to see school and print through the eyes of a child. Ravenswood Reads tutors encouraged to enroll. Service Learning Course (certified by Haas Center). May be repeated for credit.
Terms: Aut
| Units: 3-4
| Repeatable
10 times
(up to 40 units total)
EDUC 107:
Education and Inequality: Big Data for Large-Scale Problems (EDUC 207, SOC 107E, SOC 205)
In this course, students will use data from the Stanford Education Data Archive (SEDA) to study the patterns, causes, consequences, and remedies of educational inequality in the US. SEDA is based on 200 million test score records, administrative data, and census data from every public school, school district, and community in the US. The course will include lectures, discussion, and small group research projects using SEDA and other data.
Terms: Aut
| Units: 3-5
EDUC 116N:
Howard Zinn and the Quest for Historical Truth (HISTORY 116N)
With more than two million copies in print, Howard Zinn¿s A People's History is a cultural icon. We will use Zinn¿s book to probe how we determine what was true in the past. A People's History will be our point of departure, but our journey will visit a variety of historical trouble spots: debates about whether the US was founded as a Christian nation, Holocaust denial, and the "Birther" controversy of President Obama.
Terms: Aut
| Units: 3
| UG Reqs: WAY-A-II
EDUC 117N:
Losing My Religion: Secularism and Spirituality in American Lives (AMSTUD 117N, RELIGST 13N)
In this seminar you will explore theory and practice, sociological data, spiritual writing, and case studies in an effort to gain a more nuanced understanding about how religion, spirituality, and secularism attempt to make legible the constellation of concerns, commitments, and behaviors that bridge the moral and the personal, the communal and the national, the sacred, the profane, and the rational. Together we will cultivate critical perspectives on practices and politics, beliefs and belonging that we typically take for granted.
Terms: Aut, Sum
| Units: 2-4
| UG Reqs: WAY-EDP, WAY-SI
EDUC 118S:
Designing Your Stanford (ME 104S)
DYS uses a Design Thinking approach to help Freshmen and Sophomores learn practical tools and ideas to make the most of their Stanford experience. Topics include the purpose of college, major selection, educational wayfinding, and innovating college outcomes - all applied through an introduction to Design Thinking. This seminar class incorporates small group discussion, in-class activities, field exercises, personal reflection, and individual coaching. Admission to be confirmed by email to Axess registered students prior to first class session.
Terms: Aut, Win, Spr
| Units: 2
EDUC 119S:
History of American Indian Education (EDUC 429S, NATIVEAM 119S)
How the federal government placed education at the center of its Indian policy in second half of 19th century, subjecting Native Americans to programs designed to erase native cultures and American Indian responses to those programs. Topics include traditional Indian education, role of religious groups, Meriam Report, Navajo-Hopi Rehabilitation Act, Johnson-O'Malley Act, and public schools.
Terms: Aut
| Units: 5
EDUC 120C:
Education and Society (EDUC 220C, SOC 130, SOC 230)
The effects of schools and schooling on individuals, the stratification system, and society. Education as socializing individuals and as legitimizing social institutions. The social and individual factors affecting the expansion of schooling, individual educational attainment, and the organizational structure of schooling.
Terms: Aut
| Units: 4-5
| UG Reqs: GER:DB-SocSci
EDUC 123:
Community-based Research As Tool for Social Change:Discourses of Equity in Communities & Classrooms (AFRICAAM 130, CSRE 130, EDUC 322)
Issues and strategies for studying oral and written discourse as a means for understanding classrooms, students, and teachers, and teaching and learning in educational contexts. The forms and functions of oral and written language in the classroom, emphasizing teacher-student and peer interaction, and student-produced texts. Individual projects utilize discourse analytic techniques.
Terms: Aut
| Units: 3-5
EDUC 140:
Honors Research
Provides opportunity for research in pursuit of senior honors theses.
Terms: Aut, Win, Spr, Sum
| Units: 1-5
| Repeatable
for credit
Instructors: ;
Alim, H. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Aukerman, M. (PI);
Ball, A. (PI);
Barr, D. (PI);
Barron, B. (PI);
Bettinger, E. (PI);
Blikstein, P. (PI);
Boaler, J. (PI);
Borko, H. (PI);
Brown, B. (PI);
Callan, E. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Cohen, G. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Ehrlich, T. (PI);
Goldenberg, C. (PI);
Goldman, S. (PI);
Gordon, L. (PI);
Grossman, P. (PI);
Gumport, P. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Juel, C. (PI);
Kelman, A. (PI);
Krumboltz, J. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Lit, I. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
Martinez, R. (PI);
McDermott, R. (PI);
McFarland, D. (PI);
Meyerson, D. (PI);
Murata, A. (PI);
O'Hara, S. (PI);
Obradovic, J. (PI);
Osborne, J. (PI);
Osuna, J. (PI);
Padilla, A. (PI);
Pea, R. (PI);
Ramirez, F. (PI);
Rogosa, D. (PI);
Rosa, J. (PI);
Schwartz, D. (PI);
Shulman, L. (PI);
Stevens, M. (PI);
Stipek, D. (PI);
Valdes, G. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wotipka, C. (PI);
reardon, s. (PI)
EDUC 141:
Counterstory and Narrative Inquiry in Literature and Education (EDUC 341)
Counterstory is a method developed in critical legal studies that emerges out of the broad "narrative turn" in the humanities and social science. This course explores the value of this turn, especially for marginalized communities, and the use of counterstory as analysis, critique, and self-expression. Using an interdisciplinary approach, we examine counterstory as it has developed in critical theory, critical pedagogy, and critical race theory literatures, and explore it as a framework for liberation, cultural work, and spiritual exploration.
Terms: Aut
| Units: 3
| UG Reqs: WAY-CE, WAY-EDP
EDUC 145:
Writing Across Languages and Cultures: Research in Writing and Writing Instruction (CSRE 243, EDUC 243)
Theoretical perspectives that have dominated the literature on writing research. Reports, articles, and chapters on writing research, theory, and instruction; current and historical perspectives in writing research and research findings relating to teaching and learning in this area.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-EDP
EDUC 149:
Theory and Issues in the Study of Bilingualism (EDUC 249)
Sociolinguistic perspective. Emphasis is on typologies of bilingualism, the acquisition of bilingual ability, description and measurement, and the nature of societal bilingualism. Prepares students to work with bilingual students and their families and to carry out research in bilingual settings.
Terms: Aut
| Units: 3-5
| UG Reqs: WAY-EDP, WAY-SI
EDUC 171:
Preschool Counts: Engaging Young Children in Math
Restricted to students who participate in a service learning program focused on early math learning. Training for activities in preschool classrooms. Focus is on the teaching of math to young children, but also includes background on issues related to young children's cognitive, language, and social development; classroom management; cultural diversity; and early childhood education programs. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
EDUC 177A:
Well-Being in Immigrant Children & Youth: A Service Learning Course (CHILATST 177A, CSRE 177E, HUMBIO 29A)
This is an interdisciplinary course that will examine the dramatic demographic changes in American society that are challenging the institutions of our country, from health care and education to business and politics. This demographic transformation is occurring first in children and youth, and understanding how social institutions are responding to the needs of immigrant children and youth to support their well-being is the goal of this course.
Terms: Aut, Win
| Units: 3
EDUC 180:
Directed Reading in Education
For undergraduates and master's degree students. (All Areas)
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Adams, C. (PI);
Alim, H. (PI);
Alvarado, A. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Aukerman, M. (PI);
Ball, A. (PI);
Banks, A. (PI);
Barron, B. (PI);
Bayati, M. (PI);
Bettinger, E. (PI);
Blikstein, P. (PI);
Boaler, J. (PI);
Bonnet, G. (PI);
Booker, A. (PI);
Borko, H. (PI);
Brazer, S. (PI);
Brest, P. (PI);
Bromley, P. (PI);
Brown, B. (PI);
Bryk, T. (PI);
Calfee, R. (PI);
Callan, E. (PI);
Carlson, J. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Cohen, G. (PI);
Cotterman, K. (PI);
Cuban, L. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Dee, T. (PI);
Domingue, B. (PI);
Ehrlich, T. (PI);
Eisner, E. (PI);
Emery, D. (PI);
Fogg, B. (PI);
Fong, B. (PI);
Forssell, K. (PI);
Garcia, A. (PI);
Goldenberg, C. (PI);
Goldman, S. (PI);
Gordon, L. (PI);
Grossman, P. (PI);
Gumport, P. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Hoagland, G. (PI);
Imbens, G. (PI);
Juel, C. (PI);
Kamil, M. (PI);
Katz-Lindquist, S. (PI);
Kelman, A. (PI);
Kijima, R. (PI);
Kim, P. (PI);
Kirst, M. (PI);
Koski, W. (PI);
Krumboltz, J. (PI);
Kuboyama, E. (PI);
Kushner, M. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Lee, G. (PI);
Leslie, M. (PI);
Levine, S. (PI);
Lit, I. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
Loyalka, P. (PI);
Lythcott, J. (PI);
Martinez, A. (PI);
Martinez, R. (PI);
McCandliss, B. (PI);
McDermott, R. (PI);
McFarland, D. (PI);
McLaughlin, M. (PI);
Mendoza-Newman, M. (PI);
Meyerson, D. (PI);
Murata, A. (PI);
Nandagopal, K. (PI);
Nasir, N. (PI);
O'Hara, S. (PI);
Obradovic, J. (PI);
Olkin, I. (PI);
Osborne, J. (PI);
Osuna, J. (PI);
Padilla, A. (PI);
Pea, R. (PI);
Perez-Granados, D. (PI);
Peterson, M. (PI);
Phillips, D. (PI);
Pope, D. (PI);
Porteus, A. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Reich, R. (PI);
Rogosa, D. (PI);
Rohlen, T. (PI);
Rosa, J. (PI);
Roth, B. (PI);
Ruiz-Primo, M. (PI);
Schwartz, D. (PI);
Scott, R. (PI);
Shavelson, R. (PI);
Smith, S. (PI);
Solano-Flores, G. (PI);
Sorcar, P. (PI);
Staklis, S. (PI);
Stevens, M. (PI);
Stipek, D. (PI);
Strober, M. (PI);
Suarez, D. (PI);
Thille, C. (PI);
Tyack, D. (PI);
Valdes, G. (PI);
Walker, D. (PI);
Wieman, C. (PI);
Williamson, P. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wise, B. (PI);
Wise, S. (PI);
Wolf, J. (PI);
Wotipka, C. (PI);
Yisrael, D. (PI);
reardon, s. (PI)
EDUC 185:
Master's Thesis
(all areas)
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Alim, H. (PI);
Alvarado, A. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Aukerman, M. (PI);
Ball, A. (PI);
Barron, B. (PI);
Bettinger, E. (PI);
Blikstein, P. (PI);
Boaler, J. (PI);
Booker, A. (PI);
Borko, H. (PI);
Brown, B. (PI);
Bryk, T. (PI);
Calfee, R. (PI);
Callan, E. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Cuban, L. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Goldenberg, C. (PI);
Goldman, S. (PI);
Gordon, L. (PI);
Grossman, P. (PI);
Gumport, P. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Hanushek, E. (PI);
Heath, S. (PI);
Juel, C. (PI);
Kamil, M. (PI);
Kennedy, D. (PI);
Kirst, M. (PI);
Krumboltz, J. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Lit, I. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
Lythcott, J. (PI);
Martinez, A. (PI);
McDermott, R. (PI);
McFarland, D. (PI);
McLaughlin, M. (PI);
Meyerson, D. (PI);
Murata, A. (PI);
Nasir, N. (PI);
O'Hara, S. (PI);
Obradovic, J. (PI);
Olkin, I. (PI);
Osborne, J. (PI);
Padilla, A. (PI);
Pea, R. (PI);
Phillips, D. (PI);
Pope, D. (PI);
Porteus, A. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Reich, R. (PI);
Rickford, J. (PI);
Rogosa, D. (PI);
Schwartz, D. (PI);
Shavelson, R. (PI);
Shulman, L. (PI);
Staklis, S. (PI);
Stevens, M. (PI);
Stipek, D. (PI);
Strober, M. (PI);
Suarez, D. (PI);
Tyack, D. (PI);
Valdes, G. (PI);
Walker, D. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wotipka, C. (PI);
reardon, s. (PI)
EDUC 190:
Directed Research in Education
For undergraduates and master's students. May be repeated for credit. (all areas)
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Alim, H. (PI);
Alvarado, A. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Aukerman, M. (PI);
Ball, A. (PI);
Banks, A. (PI);
Barron, B. (PI);
Bettinger, E. (PI);
Blikstein, P. (PI);
Boaler, J. (PI);
Booker, A. (PI);
Borko, H. (PI);
Brazer, S. (PI);
Brest, P. (PI);
Bromley, P. (PI);
Brown, B. (PI);
Bryk, T. (PI);
Calfee, R. (PI);
Callan, E. (PI);
Carlson, J. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Cohen, G. (PI);
Cuban, L. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Dee, T. (PI);
Domingue, B. (PI);
Ehrlich, T. (PI);
Eisner, E. (PI);
Emery, D. (PI);
Fogg, B. (PI);
Fong, B. (PI);
Forssell, K. (PI);
Garcia, A. (PI);
Goldenberg, C. (PI);
Goldman, S. (PI);
Gordon, L. (PI);
Grossman, P. (PI);
Gumport, P. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Juel, C. (PI);
Kamil, M. (PI);
Kijima, R. (PI);
Kirst, M. (PI);
Krumboltz, J. (PI);
Kuboyama, E. (PI);
Kushner, M. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Levine, S. (PI);
Lit, I. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
Loyalka, P. (PI);
Lythcott, J. (PI);
Martinez, R. (PI);
McCandliss, B. (PI);
McDermott, R. (PI);
McFarland, D. (PI);
McLaughlin, M. (PI);
Meyerson, D. (PI);
Murata, A. (PI);
Nasir, N. (PI);
Nass, C. (PI);
O'Hara, S. (PI);
Obradovic, J. (PI);
Olkin, I. (PI);
Osborne, J. (PI);
Osuna, J. (PI);
Padilla, A. (PI);
Pea, R. (PI);
Phillips, D. (PI);
Pope, D. (PI);
Porteus, A. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Rogosa, D. (PI);
Rohlen, T. (PI);
Rosa, J. (PI);
Ruiz-Primo, M. (PI);
Schwartz, D. (PI);
Scott, R. (PI);
Shavelson, R. (PI);
Solano-Flores, G. (PI);
Sorcar, P. (PI);
Staklis, S. (PI);
Stevens, M. (PI);
Stipek, D. (PI);
Strober, M. (PI);
Suarez, D. (PI);
Thille, C. (PI);
Tyack, D. (PI);
Valdes, G. (PI);
Walker, D. (PI);
Wieman, C. (PI);
Williamson, P. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wolf, J. (PI);
Wotipka, C. (PI);
reardon, s. (PI)
EDUC 193A:
Listen Up! Core Peer Counseling Skills
Topics: verbal and non-verbal skills, open and closed questions, paraphrasing, working with feelings, summarization, and integration. Individual training, group exercises, role play practice with optional video feedback. Sections on relevance to crisis counseling and student life. Guest speakers from University and community agencies. Students develop and apply skills in University settings.
Terms: Aut, Win, Spr
| Units: 2
| Repeatable
for credit
EDUC 193P:
Peer Counseling at the Bridge
Mental health issues such as relationships, substance abuse, sexual assault, depression, eating disorders, academic stressors, suicide, and grief and bereavement. Guest speakers.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
EDUC 193S:
Peer Counseling on Comprehensive Sexual Health
Information on sexually transmitted infections and diseases, and birth control methods. Topics related to sexual health such as communication, societal attitudes and pressures, pregnancy, abortion, and the range of sexual expression. Role-play and peer-education outreach projects. Required for those wishing to counsel at the Sexual Health Peer Resource Center (SHPRC).
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
for credit
EDUC 199A:
Undergraduate Honors Seminar
Required of juniors and seniors in the honors program in the School of Education. Student involvement and apprenticeships in educational research. Participants share ongoing work on their honors thesis. Prerequisite: consent of instructor. May be repeated for credit once.
Terms: Aut
| Units: 3
| Repeatable
2 times
(up to 3 units total)
EDUC 200A:
Introduction to Data Analysis and Interpretation
Primarily for master's students in the School of Education. Focus is on reading literature and interpreting descriptive and inferential statistics, especially those commonly found in education. Topics: basic research design, instrument reliability and validity, description statistics, correlation, t-tests, one-way analysis of variance, and simple and multiple regression. All offerings of this course (whether meeting on Mon & Weds or Tues & Thurs) will be taught identically.
Terms: Aut
| Units: 4
EDUC 200B:
Introduction to Qualitative Research Methods
(Formerly EDUC 151.) Primarily for master's students: An introduction to the core concepts and methods of qualitative research. Through a variety of hands-on learning activities, readings, field experiences, class lectures, and discussions, students will explore the processes and products of qualitative inquiry.nnThis is a graduate level course. No undergraduates may enroll. Priority will be given to GSE students, and final enrollment depends on instructor approval after the first day of class.
Terms: Aut, Win
| Units: 4
EDUC 200C:
Introduction to Statistical Methods in Education
(Formerly EDUC 160.) Basic techniques in descriptive and inferential statistics for educational research will be covered with an emphasis on rigorous preparation for intermediate and advanced courses. Topics include central tendency, variance, probability, distributions, confidence interval, t-test, F-test, correlation, regression, and analysis of variance. Non-parametric statistics and graphical principles for data representation will also be addressed. Students will also be introduced to STATA in preparation for subsequent higher level courses.
Terms: Aut
| Units: 3-4
EDUC 202:
Introduction to Comparative and International Education
Contemporary theoretical debates about educational change and development, and the international dimension of issues in education. Emphasis is on the development of students' abilities to make cross-national and historical comparisons of educational phenomena.
Terms: Aut
| Units: 4
EDUC 203A:
Tutoring: Seeing a Child through Literacy (EDUC 103A)
Experience tutoring grade school readers in a low income community near Stanford under supervision. Training in tutoring; the role of instruction in developing literacy; challenges facing low income students and those whose first language is not English. How to see school and print through the eyes of a child. Ravenswood Reads tutors encouraged to enroll. Service Learning Course (certified by Haas Center). May be repeated for credit.
Terms: Aut
| Units: 3-4
| Repeatable
10 times
(up to 40 units total)
EDUC 204:
Introduction to Philosophy of Education (PHIL 231)
How to think philosophically about educational problems. Recent influential scholarship in philosophy of education. No previous study in philosophy required.
Terms: Aut
| Units: 3
EDUC 206A:
Applied Research Methods in International and Comparative Education I: Introduction
Required for M.A. students in ICE and IEPA. Orientation to the M.A. program and research project; exploration of resources for study and research.
Terms: Aut
| Units: 1-3
EDUC 207:
Education and Inequality: Big Data for Large-Scale Problems (EDUC 107, SOC 107E, SOC 205)
In this course, students will use data from the Stanford Education Data Archive (SEDA) to study the patterns, causes, consequences, and remedies of educational inequality in the US. SEDA is based on 200 million test score records, administrative data, and census data from every public school, school district, and community in the US. The course will include lectures, discussion, and small group research projects using SEDA and other data.
Terms: Aut
| Units: 3-5
EDUC 209A:
Policy, Organization, and Leadership Studies Seminar
This is a required course for all POLS students. The goals of the POLS Seminar (EDUC 209ABC) are to assist students in making the most of their Stanford graduate experience across several dimensions (academic, professional, and social). EDUC 209A is focused on orienting students to the academic and extra-curricular aspects of the experience as quickly as possible, while helping them coalesce as a group and learn how to leverage each other's professional knowledge. Another goals is to help student define their graduate degree goals, so they can plan their year in a very intentional manner that will result in a project or experiences they can highlight during the required Spring quarter POLS Project Forum.
Terms: Aut
| Units: 1-3
EDUC 210:
Policy, Organization, and Leadership Studies Internship Workshop
Forum for POLS students to link their academic learning to real world experience through in-class discussions, presentations, and reflective writing. Fall Quarter is focused on understanding the intern's role within the larger organization. Winter Quarter is outward looking with a focus on understanding the broader fields the students' organizations reside within. Spring Quarter focus is on students learning from and being prepared to teach others.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
EDUC 213:
Introduction to Teaching
Key concepts in teaching and learning; teacher content knowledge and pedagogical content knowledge; student prior knowledge and preconceptions; cognition and metacognition; classroom culture, motivation, and management; teaching diverse populations; comparison of teaching models; analysis of teaching; standards, accountability, and assessment of learning; assessing teaching quality; online learning and teaching.
Terms: Aut
| Units: 3-4
EDUC 215:
LDT Internship Workshop
The required internship is a cornerstone of the LDT program. This course will provide students an opportunity to link their academic learning to real world experience through in-class discussions, presentations, and reflective writing. It will allow the program director to monitor the quality of the experience and provide timely advice and support as needed for an optimal learning experience.nnThe course will meet several times each quarter, adjacent to LDT seminar (Fridays, 12-1). An internship agreement will be required at the beginning of the course signed by the faculty advisor), as well as a reflection paper at the end of the course. Students will take the course for 1 unit, unless they request additional units for unpaid internship hours.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
5 times
(up to 15 units total)
EDUC 220C:
Education and Society (EDUC 120C, SOC 130, SOC 230)
The effects of schools and schooling on individuals, the stratification system, and society. Education as socializing individuals and as legitimizing social institutions. The social and individual factors affecting the expansion of schooling, individual educational attainment, and the organizational structure of schooling.
Terms: Aut
| Units: 4-5
EDUC 220D:
History of School Reform: Origins, Policies, Outcomes, and Explanations (HISTORY 258E)
Required for students in the POLS M.A. program; others welcome. Focus is on 20th-century U.S. Intended and unintended patterns in school change; the paradox of reform that schools are often reforming but never seem to change much; rhetorics of reform and factors that inhibit change. Case studies emphasize the American high school.nnThis course is required for POLS students pursuing the PreK-12 concentration.
Terms: Aut
| Units: 3-5
EDUC 228F:
Becoming Literate in School II
Second in a three-course required sequence of reading and language arts theory and methodology for candidates in the STEP Elementary program. Theories for guiding instruction and curricular choices.
Terms: Aut
| Units: 2
EDUC 229A:
Learning Design and Technology Seminar
Four-quarter required seminar for the LDT master's program. Discussions and activities related to designing for learning with technology. Support for internships and Master's project. Theoretical and practical perspectives, hands-on development, and collaborative efforts. (LDT)
Terms: Aut
| Units: 1
EDUC 232:
Culture, Learning, and Poverty
This course examines the categories and methods used to analyze and explain educational inequalities in the United States from 1950 to present. Approaches to theories of school failure and methods of intervention are distinguished by their ideas on the play of learning, language, cognition, culture, and social class in human development. Particular attention is given to the Culture of Poverty controversies of the 1960s and their recent emergence.
Terms: Aut
| Units: 2-3
EDUC 240:
Adolescent Development and Learning
How do adolescents develop their identities, manage their inner and outer worlds, and learn? Presuppositions: that fruitful instruction takes into account the developmental characteristics of learners and the task demands of specific curricula; and that teachers can promote learning and motivation by mediating among the characteristics of students, the curriculum, and the wider social context of the classroom. Prerequisite: STEP student or consent of instructor. (STEP)
Terms: Aut
| Units: 3
EDUC 243:
Writing Across Languages and Cultures: Research in Writing and Writing Instruction (CSRE 243, EDUC 145)
Theoretical perspectives that have dominated the literature on writing research. Reports, articles, and chapters on writing research, theory, and instruction; current and historical perspectives in writing research and research findings relating to teaching and learning in this area.
Terms: Aut
| Units: 3-5
EDUC 244:
Classroom Management and Leadership
Student and teacher roles in developing a classroom community. Strategies for classroom management within a theoretical framework. STEP secondary only.
Terms: Aut
| Units: 3
EDUC 244F:
Elementary Classroom Leadership and Management
Skills for developing a positive classroom learning environment. Theoretical issues and opportunities to acquire strategies and make links with practice teaching class. STEP elementary only.
Terms: Aut
| Units: 1
EDUC 246B:
Secondary Teaching Seminar
Preparation and practice in issues and strategies for teaching in classrooms with diverse students. Topics: guided observations, building classroom community, classroom interaction processes, topics in special education portfolio development, teacher professionalism, patterns of school organization, teaching contexts, and government educational policy. Classroom observation and student teaching with accompanying seminars during each quarter of STEP year. 16 units required for completion of the program. Prerequisite: STEP student.
Terms: Aut
| Units: 5
EDUC 246F:
Elementary Teaching Seminar
Integrating theory and practice in teacher development. Topics include: equity, democracy, and social justice in the context of teaching and learning; teacher reflection, inquiry, and research; parent/teacher relationships; youth development and community engagement; professional growth and development; teacher leadership and school change processes; preparation for the job search, the STEP Elementary Portfolio, and the STEP Elementary Conference. Prerequisite: STEP student.
Terms: Aut
| Units: 4-6
EDUC 249:
Theory and Issues in the Study of Bilingualism (EDUC 149)
Sociolinguistic perspective. Emphasis is on typologies of bilingualism, the acquisition of bilingual ability, description and measurement, and the nature of societal bilingualism. Prepares students to work with bilingual students and their families and to carry out research in bilingual settings.
Terms: Aut
| Units: 3-5
EDUC 250D:
Using Video as Data in the Learning Sciences
This seminar will focus on key theoretical and methodological advances in the use of digital video-based data in the learning sciences as a fruitful part of a research agenda on teaching, learning, and other educational processes. May be repeat for credit
Terms: Aut
| Units: 1-4
| Repeatable
for credit
EDUC 252:
Introduction to Test Theory
Concepts of reliability and validity; derivation and use of test scales and norms; mathematical models and procedures for test validation, scoring, and interpretation.
Terms: Aut
| Units: 3
EDUC 252L:
Introduction to Test Theory - Lab
This course will cover the material from 252A in an applied setting. Emphasis will be in developing a capacity for applying and interpreting psychometrics techniques to real-world and simulated data.
Terms: Aut
| Units: 2
EDUC 255A:
Experimental Research Designs in Educational Research
The course will cover the following topics: a) the logic of causal inference and the Fisher/Neyman/Rubin counterfactual causal model (Fisher, 1935; Heckman, 1979; Holland, 1986; Neyman, 1990; Rubin, 1978); b) randomized experiments; c) complex randomized experiments in education (cluster randomized trials, multi-site trials, staggered implementation via randomization, etc.); d) policy experiments with randomization; e) meta-analysis; and f) power in randomized experiments; g) the ethics and politics of randomized experiments.
Terms: Aut
| Units: 3-5
EDUC 256:
Psychological and Educational Resilience Among Children and Youth (HUMBIO 149)
Theoretical, methodological, and empirical issues pertaining to the psychological and educational resilience of children and adolescents. Overview of the resilience framework, including current terminology and conceptual and measurement issues. Adaptive systems that enable some children to achieve successful adaptation despite high levels of adversity exposure. How resilience can be studied across multiple levels of analysis, ranging from cell to society. Individual, family, school, and community risk and protective factors that influence children's development and adaptation. Intervention programs designed to foster resilient adaptation in disadvantaged children's populations.
Terms: Aut
| Units: 4
EDUC 258:
Literacy Development and Instruction
Literacy acquisition as a developmental and educational process. Problems that may be encountered as children learn to read. How to disentangle home, community, and school instruction from development.
Terms: Aut
| Units: 3-5
EDUC 262B:
Curriculum and Instruction in English
Approaches to teaching English in the secondary school, including goals for instruction, teaching techniques, and methods of evaluation. STEP secondary only.
Terms: Aut
| Units: 3
EDUC 263B:
Curriculum and Instruction in Mathematics
The purposes and programs of mathematics in the secondary curriculum; teaching materials, methods. Prerequisite: STEP student or consent of instructor. (STEP) 263A. Sum, 263B. Aut, 263C. Win
Terms: Aut
| Units: 3
EDUC 263F:
Quantitative Reasoning in Mathematics II
Second of a three-course sequence in mathematics for STEP elementary teacher candidates. Content, pedagogy, and context. Mathematics subject matter; the orchestration of teaching and learning of elementary mathematics including curriculum, classroom and lesson design, and cases studies. Sociocultural and linguistic diversity, equity, differentiation of instruction, the impact of state and national standards, and home/community connections.
Terms: Aut
| Units: 2
EDUC 264B:
Curriculum and Instruction in World Languages
Approaches to teaching foreign languages in the secondary school, including goals for instruction, teaching techniques, and methods of evaluation. STEP secondary only.
Terms: Aut
| Units: 3
EDUC 264E:
Methods and Materials in Bilingual Classrooms
Restricted to STEP elementary teacher candidates in the BCLAD program. Theories, research, and methods related to instruction of Spanish-English bilingual children, grades K-8. Approaches to dual language instruction, and pedagogical and curricular strategies for the instruction of reading, language arts, science, history, social science, and math in Spanish. Assessment issues and practices with bilingual students. In Spanish.
Terms: Aut
| Units: 2
EDUC 267B:
Curriculum and Instruction in Science
Possible objectives of secondary science teaching and related methods: selection and organization of content and instructional materials; lab and demonstration techniques; evaluation, tests; curricular changes; ties with other subject areas. Prerequisite: STEP student or consent of instructor. (STEP)
Terms: Aut
| Units: 3
EDUC 267E:
Development of Scientific Reasoning and Knowledge
For STEP elementary teacher candidates. Theories and methods of teaching and learning science. How to develop curricula and criteria for critiquing curricula. Students design a science curriculum plan for a real setting. State and national science frameworks and content standards. Alternative teaching approaches; how to select approaches that are compatible with learner experience and lesson objectives. Focus is on the linguistic and cultural diversity of California public school students.
Terms: Aut
| Units: 2
EDUC 268B:
Curriculum and Instruction in History and Social Science
The methodology of history instruction: teaching for historical thinking and reasoning; linking the goals of teaching history with literacy; curriculum trends; and opportunities to develop teaching and resource units. Prerequisite: STEP student.
Terms: Aut
| Units: 3
EDUC 275:
Leading U.S. Schools
The landscape of schooling in the U.S. is dynamic and replete with ideologies, myths, and beliefs. Organizational theory, leadership theory, and empirical research are lenses through which students will develop a deeper and broader understanding of the similarities and differences among private schools, parochial schools, traditional K ¿ 12 schools, charter schools, and alternative schools. Students will connect theory and research to practice by visiting and learning about two or more schools of their choosing.
Terms: Aut
| Units: 3-4
EDUC 281:
Technology for Learners
How can we use technology to improve learning? Many hope that technology will make learning easier, faster, or accessible to more learners. This course explores a variety of approaches to designing tools for learning, the theories behind them, and the research that tests their effectiveness. Strong focus on evaluating and designing new tools for specific learners and subjects. Space is limited. Priority is given to master's students in the LDT Master's Program. Cardinal Course certified by the Haas Center.
Terms: Aut
| Units: 3-4
EDUC 283:
Child Development In and Beyond Schools
(Formerly EDUC 144). How schools form a context for children's social and cognitive development. Focus is on early and middle childhood. Transactional processes between children and learning opportunities in classroom contexts. Topics include: alternative theoretical perspectives on the nature of child development; early experience and fit with traditional school contexts; assessment practices and implications for developing identities as learners; psychological conceptions of motivational processes and alternative perspectives; the role of peer relationships in schools; and new designs for learning environments. Readings address social science and methodological issues. STEP Elementary only.
Terms: Aut
| Units: 2
EDUC 284A:
Designing Equitable Groupwork
Teaching in academically and linguistically heterogeneous classrooms requires a repertoire of pedagogical strategies. Focus is on how to provide access to intellectually challenging curriculum and equal-status interaction for students in diverse classrooms. Emphasis is on group work and its cognitive, social, and linguistic benefits for students. How to prepare for group work, equalize participation, and design learning tasks that support conceptual understanding, mastery of content and language growth. How to assess group products and individual contributions. (STEP)
Terms: Aut
| Units: 1
EDUC 288:
Organizational Analysis (SOC 271)
Principles of organizational behavior and analysis; theories of group and individual behavior; organizational culture; and applications to school organization and design. Case studies.
Terms: Aut
| Units: 4
EDUC 291:
Learning Sciences and Technology Design Research Seminar and Colloquium
Students and faculty present and critique new and original research relevant to the Learning Sciences and Technology Design doctoral program. Goal is to develop a community of scholars who become familiar with each other's work. Practice of the arts of presentation and scholarly dialogue while introducing seminal issues and fundamental works in the field.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
EDUC 299:
Equity and Schooling
(Formerly EDUC 167.) Introduction to the theories and practices of equity and democracy in education. How to think about teaching and schooling in new ways; the individual moral and political reasons for becoming a teacher. (STEP)
Terms: Aut
| Units: 3
EDUC 304:
Critical Theory and Pedagogy
The course samples the work of Critical Theory, proper, critical theory more generally, and critical pedagogy in the schools, as it draws on the educational consequences of a school of thought. The project of critical theory is examined in light of the curricular applications that it has inspired and the scholarly implications of studying education in this seemingly critical theoretical manner. Students will evaluate a particular curricular point of application of these related theoretical developments. Course may be repeated 4 times.
Terms: Aut
| Units: 1-5
| Repeatable
5 times
(up to 25 units total)
EDUC 306A:
Economics of Education in the Global Economy
Case material considers development problems in the U.S. and abroad. Discussion sections on economic aspects of educational development.
Terms: Aut
| Units: 5
EDUC 306Y:
Economic Support Seminar for Education and Economic Development
Core economic concepts that address issues in education in developing and developed countries. Supply and demand, elasticity, discount rates, rate of return analysis, utility functions, and production functions. Corequisite: 306A. (Carnoy)
Terms: Aut
| Units: 1
EDUC 312:
Relational Sociology (SOC 224B)
Conversations, social relationships and social networks are the core features of social life. In this course we explore how conversations, relationships, and social networks not only have their own unique and independent characteristics, but how they shape one another and come to characterize many of the settings we enter and live in. As such, students will be introduced to theories and research methodologies concerning social interaction, social relationships, and social networks, as well as descriptions of how these research strands interrelate to form a larger relational sociology that can be employed to characterize a variety of social phenomenon. This course is suitable to advanced undergraduates and doctoral students.
Terms: Aut
| Units: 4
EDUC 322:
Community-based Research As Tool for Social Change:Discourses of Equity in Communities & Classrooms (AFRICAAM 130, CSRE 130, EDUC 123)
Issues and strategies for studying oral and written discourse as a means for understanding classrooms, students, and teachers, and teaching and learning in educational contexts. The forms and functions of oral and written language in the classroom, emphasizing teacher-student and peer interaction, and student-produced texts. Individual projects utilize discourse analytic techniques.
Terms: Aut
| Units: 3-5
EDUC 325A:
Proseminar 1
Required of and limited to first-year Education doctoral students. Core questions in education: what is taught, to whom, and why; how do people learn; how do teachers teach and how do they learn to teach; how are schools organized; how are educational systems organized; and what are the roles of education in society?
Terms: Aut
| Units: 3
EDUC 327A:
The Conduct of Qualitative Inquiry (SOC 331)
Two quarter sequence for doctoral students to engage in research that anticipates, is a pilot study for, or feeds into their dissertations. Prior approval for dissertation study not required. Students engage in common research processes including: developing interview questions; interviewing; coding, analyzing, and interpreting data; theorizing; and writing up results. Participant observation as needed. Preference to students who intend to enroll in 327C.
Terms: Aut
| Units: 3-4
EDUC 333A:
Understanding Learning Environments
Advanced seminar. Theoretical approaches to learning used to analyze learning environments and develop goals for designing resources and activities to support effective learning practices.
Terms: Aut
| Units: 3
EDUC 339:
Advanced Topics in Quantitative Policy Analysis
For doctoral students. How to develop a researchable question and research design, identify data sources, construct conceptual frameworks, and interpret empirical results. Presentation by student participants and scholars in the field. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
for credit
EDUC 341:
Counterstory and Narrative Inquiry in Literature and Education (EDUC 141)
Counterstory is a method developed in critical legal studies that emerges out of the broad "narrative turn" in the humanities and social science. This course explores the value of this turn, especially for marginalized communities, and the use of counterstory as analysis, critique, and self-expression. Using an interdisciplinary approach, we examine counterstory as it has developed in critical theory, critical pedagogy, and critical race theory literatures, and explore it as a framework for liberation, cultural work, and spiritual exploration.
Terms: Aut
| Units: 3
EDUC 343:
Navigating the Academic Profession
For DARE doctoral fellows only. The roles and responsibilities of faculty members in American colleges and universities in the 21st century. How to become productive faculty members within the higher education enterprise.
Terms: Aut
| Units: 1-2
EDUC 348:
Policy and Practice in Science Education
Values and beliefs that dominate contemporary thinking about the role and practice of science education, what the distinctive features of science are, and the arguments for its value as part of compulsory education. Research on the conceptual and affective outcomes of formal science education, how the changing nature of contemporary society challenges current practice, and the rationale for an alternative pedagogy, curriculum and assessment.
Terms: Aut
| Units: 3-4
EDUC 350:
Workshop on New Research
This course will integrate attendance and participation at the research lectures given by visitors with separate, faculty-led workshops that discuss the presented study, its methodologies, and the research and policy contexts in which it is situated. This workshop will also provide an opportunity for professional development relevant to academic publishing and effective presentation.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
EDUC 360:
Child Development in Contexts of Risk and Adversity
In this course students will learn about theoretical, methodological, and empirical issues pertaining to developmental psychopathology and resilience of children and adolescents. The course focuses on (1) current conceptual and empirical issues; (2) cognitive, affective, and motivational processes that underlie some of the most salient childhood mental health symptoms and disorders; (3) family, school, and cultural factors that contribute to developmental psychopathology and resilience; and (4) cutting-edge analytic methods that are currently employed in studies of developmental psychopathology and resilience.
Terms: Aut
| Units: 3-4
EDUC 361:
Workshop: Networks and Organizations (SOC 361W)
For students doing advanced research. Group comments and criticism on dissertation projects at any phase of completion, including data problems, empirical and theoretical challenges, presentation refinement, and job market presentations. Collaboration, debate, and shaping research ideas. Prerequisite: courses in organizational theory or social network analysis.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
EDUC 374:
Philanthropy and Civil Society (POLISCI 334, SOC 374)
Cross-listed with Law (LAW 781), Political Science (POLISCI 334) and Sociology (SOC 374). Associated with the Center for Philanthropy and Civil Society (PACS). Year-long workshop for doctoral students and advanced undergraduates writing senior theses on the nature of civil society or philanthropy. Focus is on pursuit of progressive research and writing contributing to the current scholarly knowledge of the nonprofit sector and philanthropy. Accomplished in a large part through peer review. Readings include recent scholarship in aforementioned fields. May be repeated for credit for a maximum of 9 units.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
(up to 297 units total)
EDUC 375A:
Seminar on Organizational Theory (MS&E 389, SOC 363A)
The social science literature on organizations assessed through consideration of the major theoretical traditions and lines of research predominant in the field.
Terms: Aut
| Units: 5
EDUC 377C:
Philanthropy: Strategy, Innovation and Social Change
Appropriate for any student driven to effect positive social change from either the for-profit or nonprofit sector, Philanthropy will challenge students to expand their own strategic thinking about philanthropic aspiration and action. In recent decades, philanthropy has become an industry in itself - amounting to over $358 billion in the year 2014. Additionally, the last decade has seen unprecedented innovation in both philanthropy and social value creation. This course explores the key operational and strategic distinctions between traditional philanthropic entities, such as community foundations, private foundations and corporate foundations; and innovative models, including funding intermediaries, open-source platforms, technology-driven philanthropies, impact investing and venture philanthropy. Course work will include readings and case discussions that encourage students to analyze both domestic and global philanthropic strategies as they relate to foundation mission, grantmaking, evaluation, financial management, infrastructure, knowledge management, policy change and board governance. Guest speakers will consist of high profile philanthropists, foundation presidents, social entrepreneurs and Silicon Valley business leaders creating new philanthropic models. The course will also provide students with real-world grantmaking experience in completing nonprofit organizational assessments and making grants to organizations totaling $20,000.
Terms: Aut
| Units: 3
EDUC 377G:
Problem Solving for Social Change
(Also GSBGEN 367). GSB graduates will play important roles in solving many of today's and tomorrow's major societal problems - such as improving educational and health outcomes, conserving energy, and reducing global poverty - which call for actions by nonprofit, business, and hybrid organizations as well as governments. This course teaches skills and bodies of knowledge relevant to these roles through problems and case studies drawn from nonprofit organizations, for-profit social enterprises, and governments, as well as novel financing mechanisms like impact investments and social impact bonds. Topics include designing, implementing, scaling, and evaluating social strategies; systems thinking; decision making under risk; psychological biases that adversely affect people's decisions; methods for influencing individuals' and organization's behavior, ranging from incentives and penalties to "nudges;" and human-centered design. Students who have encountered some of these topics in other courses are likely to gain new perspectives and encounter new challenges in applying them to solving social problems.
Terms: Aut
| Units: 3
EDUC 380:
Supervised Internship
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Alim, H. (PI);
Alvarado, A. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Atkin, J. (PI);
Aukerman, M. (PI);
Ball, A. (PI);
Barron, B. (PI);
Bernert, R. (PI);
Bettinger, E. (PI);
Blikstein, P. (PI);
Booker, A. (PI);
Borko, H. (PI);
Brazer, S. (PI);
Brest, P. (PI);
Bridges, E. (PI);
Brown, B. (PI);
Brown, N. (PI);
Bryk, T. (PI);
Calfee, R. (PI);
Callan, E. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Cohen, G. (PI);
Cuban, L. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Dee, T. (PI);
Ehrlich, T. (PI);
Eisner, E. (PI);
Fogg, B. (PI);
Forssell, K. (PI);
Gage, N. (PI);
Goldenberg, C. (PI);
Goldman, S. (PI);
Gordon, L. (PI);
Greeno, J. (PI);
Grossman, P. (PI);
Gumport, P. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Hanushek, E. (PI);
Heath, S. (PI);
Hoagland, G. (PI);
Juel, C. (PI);
Kamil, M. (PI);
Kelman, A. (PI);
Kennedy, D. (PI);
Kim, P. (PI);
Kirst, M. (PI);
Koski, W. (PI);
Krumboltz, J. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Levin, H. (PI);
Lit, I. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
Lythcott, J. (PI);
March, J. (PI);
Martinez, A. (PI);
Massy, W. (PI);
McDermott, R. (PI);
McFarland, D. (PI);
McLaughlin, M. (PI);
Mendoza-Newman, M. (PI);
Meyerson, D. (PI);
Murata, A. (PI);
Nasir, N. (PI);
Noddings, N. (PI);
O'Hara, S. (PI);
Obradovic, J. (PI);
Olkin, I. (PI);
Osborne, J. (PI);
Padilla, A. (PI);
Pea, R. (PI);
Phillips, D. (PI);
Pope, D. (PI);
Porteus, A. (PI);
Post, L. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Reich, R. (PI);
Rickford, J. (PI);
Rogosa, D. (PI);
Rohlen, T. (PI);
Salinas, N. (PI);
Schwartz, D. (PI);
Shavelson, R. (PI);
Shulman, L. (PI);
Simms, W. (PI);
Spindler, G. (PI);
Staklis, S. (PI);
Stevens, M. (PI);
Stipek, D. (PI);
Stout, F. (PI);
Strober, M. (PI);
Suarez, D. (PI);
Thoresen, C. (PI);
Tyack, D. (PI);
Valdes, G. (PI);
Walker, D. (PI);
Weiler, H. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wotipka, C. (PI);
reardon, s. (PI)
EDUC 387:
Workshop: Comparative Studies of Educational and Political Systems (SOC 311A)
Analysis of quantitative and longitudinal data on national educational systems and political structures. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr
| Units: 1-5
| Repeatable
for credit
EDUC 388F:
Introduction to Academic Language
This course will provide opportunities for pre-service teachers to begin to develop an understanding of language uses, forms, and mechanics through application of a functional approach to academic language. By exploring language structures (phonology, morphology, syntax, semantics) as well as lanauge-in-use (pragmatics and discourse), teacher candidates will be able to better recognize linguistic demands and challenges of students in the classroom.
Terms: Aut
| Units: 1
EDUC 389A:
Race, Ethnicity, and Language: Racial, Ethnic, and Linguistic Formations (ANTHRO 320A, CSRE 389A, LINGUIST 253)
Language, as a cultural resource for shaping our identities, is central to the concepts of race and ethnicity. This seminar explores the linguistic construction of race and ethnicity across a wide variety of contexts and communities. We begin with an examination of the concepts of race and ethnicity and what it means to be "doing race," both as scholarship and as part of our everyday lives. Throughout the course, we will take a comparative perspective and highlight how different racial/ethnic formations (Asian, Black, Latino, Native American, White, etc.) participate in similar, yet different, ways of drawing racial and ethnic distinctions. The seminar will draw heavily on scholarship in (linguistic) anthropology, sociolinguistics and education. We will explore how we talk and don't talk about race, how we both position ourselves and are positioned by others, how the way we talk can have real consequences on the trajectory of our lives, and how, despite this, we all participate in maintaining racial and ethnic hierarchies and inequality more generally, particularly in schools.
Terms: Aut
| Units: 3-4
EDUC 401A:
Mini Courses in Methodology: Statistical Packages for the Social Sciences (SPSS)
Statistical analysis using SPSS, including generating descriptive statistics, drawing graphs, calculating correlation coefficients, conducting t-tests, analysis of variance, and linear regression. Building up datasets, preparing datasets for analysis, conducting statistical analysis, and interpreting results.
Terms: Aut
| Units: 1
EDUC 401B:
Mini Courses in Methodology: Stata
The goal of this course is to familiarize students with the Stata statistical software package for use in quantitative research. By the end of the course, students should be able to import and export data, clean and manage data, conduct standard statistical tests (e.g., correlation, t-test, regression), and produce a graph.
Terms: Aut, Win
| Units: 1
EDUC 404:
Topics in Brazilian Education: Public Policy and Innovation for the 21st Century
The objective of this seminar is to provide students from different backgrounds an opportunity to learn about current issues and debates on Brazilian education. The seminar will cover topics on the history of Brazilian education; an overview of current school reforms at the federal level; educational assessments; education and economic growth; educational equity; teacher labor market; technology and education; early childhood; and higher education to Brazil.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
10 times
(up to 20 units total)
EDUC 425:
Advanced Topics in Research on Self and Stigma
This course focuses on the relevance of self, identity, and stigmatization to understanding and remedying social problems. A key focus will be on how interactions between the self-system and social systems (e.g. schools, workplaces, institutions) drive outcomes over time, including educational and economic inequality. More broadly, class discussion and readings will address a social psychological analysis of intervention and change.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
3 times
(up to 9 units total)
EDUC 429S:
History of American Indian Education (EDUC 119S, NATIVEAM 119S)
How the federal government placed education at the center of its Indian policy in second half of 19th century, subjecting Native Americans to programs designed to erase native cultures and American Indian responses to those programs. Topics include traditional Indian education, role of religious groups, Meriam Report, Navajo-Hopi Rehabilitation Act, Johnson-O'Malley Act, and public schools.
Terms: Aut
| Units: 5
EDUC 437:
Curricular Practical Training
"Curricular Practical Training" independent study sections specifically created for international students in F-1 Visa Status who wish to receive credit and to be paid for internships.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
EDUC 453:
Doctoral Dissertation
For doctoral students only. (all areas)
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Alvarado, A. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Aukerman, M. (PI);
Ball, A. (PI);
Barron, B. (PI);
Bettinger, E. (PI);
Booker, A. (PI);
Borko, H. (PI);
Brown, B. (PI);
Bryk, T. (PI);
Calfee, R. (PI);
Callan, E. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Cohen, G. (PI);
Cuban, L. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Eisner, E. (PI);
Goldenberg, C. (PI);
Goldman, S. (PI);
Gordon, L. (PI);
Grossman, P. (PI);
Gumport, P. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Juel, C. (PI);
Kamil, M. (PI);
Kirst, M. (PI);
Krumboltz, J. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Lit, I. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
Lythcott, J. (PI);
McDermott, R. (PI);
McFarland, D. (PI);
McLaughlin, M. (PI);
Meyerson, D. (PI);
Murata, A. (PI);
Nasir, N. (PI);
Olkin, I. (PI);
Osborne, J. (PI);
Padilla, A. (PI);
Pea, R. (PI);
Phillips, D. (PI);
Pope, D. (PI);
Porteus, A. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Reich, R. (PI);
Rickford, J. (PI);
Rogosa, D. (PI);
Schwartz, D. (PI);
Shavelson, R. (PI);
Staklis, S. (PI);
Stipek, D. (PI);
Strober, M. (PI);
Suarez, D. (PI);
Tyack, D. (PI);
Valdes, G. (PI);
Walker, D. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wotipka, C. (PI);
reardon, s. (PI)
EDUC 460:
Language, Culture, Cognition, and Assessment
Examines the intersection of language, culture, and cognition, and the implications of this intersection in educational assessment. Knowledge from different disciplines is used to reason about assessment from the conceptual, methodological, and social perspectives.
Terms: Aut
| Units: 3
EDUC 465:
Development and Psychological Sciences (DAPS) Faculty Student Seminar
Faculty and students in the DAPS graduate training program will convene to discuss how the disciplines of developmental and psychological sciences impact education, ground these issues in the work of current faculty and advanced student research, discuss professional development issues unique to this area, and share student perspectives on the field and their progress in the program. May be repeat for credit
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
6 times
(up to 6 units total)
EDUC 466:
Doctoral Seminar in Curriculum Research
Required of all doctoral students in CTE, normally during their second year in the program. Students present their ideas regarding a dissertation or other research project, and prepare a short research proposal that often satisfies their second-year review.
Terms: Aut
| Units: 2-4
| Repeatable
for credit
EDUC 470:
Practicum
For advanced graduate students. (all areas)
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Alvarado, A. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Atkin, J. (PI);
Aukerman, M. (PI);
Ball, A. (PI);
Barron, B. (PI);
Bettinger, E. (PI);
Blikstein, P. (PI);
Booker, A. (PI);
Bridges, E. (PI);
Brown, B. (PI);
Brown, N. (PI);
Bryk, T. (PI);
Calfee, R. (PI);
Callan, E. (PI);
Carnoy, M. (PI);
Cuban, L. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Davis, S. (PI);
Eisner, E. (PI);
Fogg, B. (PI);
Gage, N. (PI);
Goldman, S. (PI);
Gordon, L. (PI);
Greeno, J. (PI);
Grossman, P. (PI);
Gumport, P. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Hanushek, E. (PI);
Heath, S. (PI);
Juel, C. (PI);
Kamil, M. (PI);
Kennedy, D. (PI);
Kirst, M. (PI);
Krumboltz, J. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Levin, H. (PI);
Lit, I. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
Lythcott, J. (PI);
March, J. (PI);
Martinez, A. (PI);
Massy, W. (PI);
McDermott, R. (PI);
McFarland, D. (PI);
McLaughlin, M. (PI);
Mendoza-Newman, M. (PI);
Meyerson, D. (PI);
Murata, A. (PI);
Nasir, N. (PI);
Noddings, N. (PI);
Olkin, I. (PI);
Padilla, A. (PI);
Pea, R. (PI);
Perez-Granados, D. (PI);
Phillips, D. (PI);
Pope, D. (PI);
Porteus, A. (PI);
Post, L. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Reich, R. (PI);
Rickford, J. (PI);
Rogosa, D. (PI);
Rohlen, T. (PI);
Schwartz, D. (PI);
Shavelson, R. (PI);
Shulman, L. (PI);
Simms, W. (PI);
Spindler, G. (PI);
Staklis, S. (PI);
Stipek, D. (PI);
Stout, F. (PI);
Strober, M. (PI);
Suarez, D. (PI);
Thoresen, C. (PI);
Tyack, D. (PI);
Valdes, G. (PI);
Walker, D. (PI);
Weiler, H. (PI);
Williamson, J. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wotipka, C. (PI);
reardon, s. (PI)
EDUC 480:
Directed Reading
For advanced graduate students. (all areas)
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Adams, C. (PI);
Alim, H. (PI);
Alvarado, A. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Atkin, J. (PI);
Aukerman, M. (PI);
Ball, A. (PI);
Banks, A. (PI);
Barron, B. (PI);
Bettinger, E. (PI);
Blikstein, P. (PI);
Boaler, J. (PI);
Bonnet, G. (PI);
Booker, A. (PI);
Borko, H. (PI);
Brazer, S. (PI);
Brest, P. (PI);
Bridges, E. (PI);
Bromley, P. (PI);
Brown, B. (PI);
Brown, N. (PI);
Bryk, T. (PI);
Calfee, R. (PI);
Callan, E. (PI);
Carlson, J. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Cohen, G. (PI);
Cotterman, K. (PI);
Cuban, L. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Dee, T. (PI);
Domingue, B. (PI);
Ehrlich, T. (PI);
Eisner, E. (PI);
Emery, D. (PI);
Fogg, B. (PI);
Fong, B. (PI);
Forssell, K. (PI);
Gage, N. (PI);
Garcia, A. (PI);
Gilbert, D. (PI);
Goldenberg, C. (PI);
Goldman, S. (PI);
Gordon, L. (PI);
Greeno, J. (PI);
Grossman, P. (PI);
Gumport, P. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Hanushek, E. (PI);
Haysman, C. (PI);
Heath, S. (PI);
Hoagland, G. (PI);
Juel, C. (PI);
Kamil, M. (PI);
Kelman, A. (PI);
Kennedy, D. (PI);
Kijima, R. (PI);
Kim, P. (PI);
Kirst, M. (PI);
Krumboltz, J. (PI);
Kuboyama, E. (PI);
Kushner, M. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Levin, H. (PI);
Levine, S. (PI);
Lit, I. (PI);
Litvak, L. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
Loyalka, P. (PI);
Lyall, K. (PI);
Lythcott, J. (PI);
March, J. (PI);
Martinez, A. (PI);
Martinez, R. (PI);
Massy, W. (PI);
McCandliss, B. (PI);
McDermott, R. (PI);
McFarland, D. (PI);
McLaughlin, M. (PI);
Mendoza-Newman, M. (PI);
Meyerson, D. (PI);
Murata, A. (PI);
Nandagopal, K. (PI);
Nasir, N. (PI);
Noddings, N. (PI);
O'Hara, S. (PI);
Obradovic, J. (PI);
Olkin, I. (PI);
Osborne, J. (PI);
Osuna, J. (PI);
Padilla, A. (PI);
Pea, R. (PI);
Peterson, M. (PI);
Phillips, D. (PI);
Plank, D. (PI);
Pope, D. (PI);
Porteus, A. (PI);
Post, L. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Reich, R. (PI);
Rickford, J. (PI);
Rodriguez, E. (PI);
Rogosa, D. (PI);
Rohlen, T. (PI);
Rosa, J. (PI);
Ruiz-Primo, M. (PI);
Salinas, N. (PI);
Schorr, J. (PI);
Schwartz, D. (PI);
Shavelson, R. (PI);
Shulman, L. (PI);
Simms, W. (PI);
Solano-Flores, G. (PI);
Sorcar, P. (PI);
Spencer, S. (PI);
Spindler, G. (PI);
Staklis, S. (PI);
Stevens, M. (PI);
Stipek, D. (PI);
Stout, F. (PI);
Strober, M. (PI);
Suarez, D. (PI);
Thille, C. (PI);
Thoresen, C. (PI);
Tyack, D. (PI);
Valdes, G. (PI);
Van Lare, M. (PI);
Walker, D. (PI);
Weiler, H. (PI);
Wieman, C. (PI);
Williamson, P. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wolf, J. (PI);
Wotipka, C. (PI);
reardon, s. (PI)
EDUC 490:
Directed Research
For advanced graduate students. (all areas)
Terms: Aut, Win, Spr, Sum
| Units: 1-15
| Repeatable
for credit
Instructors: ;
Alim, H. (PI);
Alvarado, A. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Aukerman, M. (PI);
Ball, A. (PI);
Banks, A. (PI);
Barron, B. (PI);
Bettinger, E. (PI);
Blikstein, P. (PI);
Boaler, J. (PI);
Booker, A. (PI);
Borko, H. (PI);
Brazer, S. (PI);
Brest, P. (PI);
Bromley, P. (PI);
Brown, B. (PI);
Bryk, T. (PI);
Calfee, R. (PI);
Callan, E. (PI);
Carlson, J. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Cohen, G. (PI);
Cuban, L. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Dee, T. (PI);
Domingue, B. (PI);
Ehrlich, T. (PI);
Eisner, E. (PI);
Fogg, B. (PI);
Fong, B. (PI);
Garcia, A. (PI);
Gilbert, D. (PI);
Goldenberg, C. (PI);
Goldman, S. (PI);
Gordon, L. (PI);
Grossman, P. (PI);
Gumport, P. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Hoagland, G. (PI);
Juel, C. (PI);
Kamil, M. (PI);
Kelman, A. (PI);
Kijima, R. (PI);
Kim, P. (PI);
Kirst, M. (PI);
Koski, W. (PI);
Krumboltz, J. (PI);
Kuboyama, E. (PI);
Kushner, M. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Levine, S. (PI);
Lit, I. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
Loyalka, P. (PI);
Lythcott, J. (PI);
Martinez, R. (PI);
McCandliss, B. (PI);
McDermott, R. (PI);
McFarland, D. (PI);
McLaughlin, M. (PI);
Meyerson, D. (PI);
Murata, A. (PI);
Nasir, N. (PI);
Obradovic, J. (PI);
Olkin, I. (PI);
Osborne, J. (PI);
Osuna, J. (PI);
Padilla, A. (PI);
Pea, R. (PI);
Phillips, D. (PI);
Plank, D. (PI);
Pope, D. (PI);
Porteus, A. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Rodriguez, E. (PI);
Rogosa, D. (PI);
Rosa, J. (PI);
Ruiz-Primo, M. (PI);
Schwartz, D. (PI);
Shavelson, R. (PI);
Solano-Flores, G. (PI);
Sorcar, P. (PI);
Staklis, S. (PI);
Stevens, M. (PI);
Stipek, D. (PI);
Strober, M. (PI);
Suarez, D. (PI);
Thille, C. (PI);
Tyack, D. (PI);
Valdes, G. (PI);
Walker, D. (PI);
Wieman, C. (PI);
Williamson, P. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wolf, J. (PI);
Wotipka, C. (PI);
reardon, s. (PI)
EDUC 801:
TGR Project
For advanced graduate students. Instructor consent required. (all areas)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Alim, H. (PI);
Alvarado, A. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Aukerman, M. (PI);
Ball, A. (PI);
Barron, B. (PI);
Blikstein, P. (PI);
Boaler, J. (PI);
Booker, A. (PI);
Borko, H. (PI);
Bromley, P. (PI);
Brown, B. (PI);
Bryk, T. (PI);
Calfee, R. (PI);
Callan, E. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Cuban, L. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Dee, T. (PI);
Eisner, E. (PI);
Forssell, K. (PI);
Goldenberg, C. (PI);
Goldman, S. (PI);
Gordon, L. (PI);
Grossman, P. (PI);
Gumport, P. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Juel, C. (PI);
Kirst, M. (PI);
Krumboltz, J. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Levine, S. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
Loyalka, P. (PI);
Lythcott, J. (PI);
Martinez, R. (PI);
McDermott, R. (PI);
McFarland, D. (PI);
McLaughlin, M. (PI);
Meyerson, D. (PI);
Murata, A. (PI);
Nasir, N. (PI);
Olkin, I. (PI);
Osborne, J. (PI);
Padilla, A. (PI);
Pea, R. (PI);
Phillips, D. (PI);
Pope, D. (PI);
Porteus, A. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Rogosa, D. (PI);
Rosa, J. (PI);
Ruiz-Primo, M. (PI);
Schwartz, D. (PI);
Shavelson, R. (PI);
Solano-Flores, G. (PI);
Staklis, S. (PI);
Stipek, D. (PI);
Strober, M. (PI);
Suarez, D. (PI);
Thille, C. (PI);
Tyack, D. (PI);
Valdes, G. (PI);
Walker, D. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wotipka, C. (PI);
reardon, s. (PI)
EDUC 802:
TGR Dissertation
For advanced graduate students. Instructor consent required. (all areas)
Terms: Aut, Win, Spr, Sum
| Units: 0
| Repeatable
for credit
Instructors: ;
Alim, H. (PI);
Alvarado, A. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Aukerman, M. (PI);
Ball, A. (PI);
Barron, B. (PI);
Bettinger, E. (PI);
Blikstein, P. (PI);
Boaler, J. (PI);
Booker, A. (PI);
Borko, H. (PI);
Bromley, P. (PI);
Brown, B. (PI);
Bryk, T. (PI);
Calfee, R. (PI);
Callan, E. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Cohen, G. (PI);
Cuban, L. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Dee, T. (PI);
Domingue, B. (PI);
Eisner, E. (PI);
Goldenberg, C. (PI);
Goldman, S. (PI);
Gordon, L. (PI);
Grossman, P. (PI);
Gumport, P. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Juel, C. (PI);
Kelman, A. (PI);
Kirst, M. (PI);
Krumboltz, J. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Levine, S. (PI);
Lit, I. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
Loyalka, P. (PI);
Lythcott, J. (PI);
Martinez, R. (PI);
McDermott, R. (PI);
McFarland, D. (PI);
McLaughlin, M. (PI);
Meyerson, D. (PI);
Murata, A. (PI);
Nasir, N. (PI);
Obradovic, J. (PI);
Olkin, I. (PI);
Osborne, J. (PI);
Padilla, A. (PI);
Pea, R. (PI);
Phillips, D. (PI);
Pope, D. (PI);
Porteus, A. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Rogosa, D. (PI);
Rosa, J. (PI);
Ruiz-Primo, M. (PI);
Schwartz, D. (PI);
Shavelson, R. (PI);
Shulman, L. (PI);
Solano-Flores, G. (PI);
Spindler, G. (PI);
Staklis, S. (PI);
Stipek, D. (PI);
Strober, M. (PI);
Suarez, D. (PI);
Thille, C. (PI);
Tyack, D. (PI);
Valdes, G. (PI);
Walker, D. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wotipka, C. (PI);
reardon, s. (PI)
