EDUC 15SC:
Remix | Reading and Writing DJ Culture
"last night a DJ saved my life" --Indeep (1982 song) In a moment that has been widely described being defined by "remix culture," what might we learn from the traditions and practices of the artists who gave us the remix? This course looks at the DJ as an crucial figure, a rhetor even, who influences both US and world culture and examines the DJ's practices as writing practices. From there we ask how other kinds of writing--public, academic, creative--can be informed by DJs and DJ culture. We will study specific practices like scratching, remixing, and the mixtape as well as different approaches and spaces in which DJs have shaped culture, from disco to Hip Hop to world music, from radio DJs to party DJs to beat-juggling and turntablism. In addition to our readings, viewings and work in class, participants in the course will be able to participate in a DJ workshop introducing basic techniques like mixing, and will attend at least 1 live DJ set in San Francisco or Oakland. The course will make turntables and a DJ controller available for students to work on mixes and DJ techniques live, in class.
Terms: Sum
| Units: 2
EDUC 30N:
The Science of Diverse Communities (CSRE 30N, PSYCH 30N, SOC 179N)
This course is an exploration. Most generally, its aim is to identify distinguishing features of good diverse communities and articulate them well enough to offer principles or guidelines for how to design and manage such communities - all with a particular focus on educational communities like schools, universities, academic disciplines, etc., but with the hope that such principles might generalize to other kinds of organizations and the broader society. The readings range from those on the origins of human communities and social identities to those on intergroup trust building. They also aim to embed our discussions in the major diversity issues of the day, or example, what's in the news about campus life. Thus the course has a practical purpose: to develop testable ideas for improving the comfort level, fairness and goodness-for-all of identity diverse communities--especially in educational settings. The course also has a basic science purpose: to explore the psychological significance of community. Is there a psychological need for community? Is there something about a need for community that can't be reduced to other needs, for example, for a gender, racial or sexual-orientation identity? How strong is the need for community against other needs? What kinds of human groupings can satisfy it? In meeting this need, can membership in one community substitute for membership in others? What do people need from communities in order to thrive in them? Do strong diverse communities dampen intergroup biases? Can strong community loyalty mitigate identity tensions within communities? Such questions, the hope is, will help us develop a more systematic understanding of the challenges and opportunities inherent in diverse human communities.
Last offered: Autumn 2018
| Units: 3
EDUC 61:
Politics 2022: America at a Crossroads (POLISCI 82)
The historic convergence of social, economic, and public health challenges has profoundly impacted the lives of millions of Americans. In the midst of great uncertainty, the 2022 U.S. midterm elections will be among the most important in our lifetimes. This course, led by James Steyer, founder and CEO of Common Sense Media, will examine major issues at stake for the country including: widening inequality and the Supreme Court and the rule of law. Guest speakers include preeminent political, business, foreign policy, and academic leaders.
Last offered: Autumn 2022
| Units: 1
EDUC 64:
Shaping America's Future: Exploring the Key Issues on Our Path to the 2024 Elections (COMM 159B, SOC 64)
Join us for an immersive speaker series that delves into the core of American democracy. Prominent figures from a range of politic, business, foreign policy, academia, and media will analyze the implications of the 2024 elections and the challenges our nation faces. Led by James Steyer, founder and CEO of Common Sense Media, explore topics such as harnessing the power of AI responsibly, addressing climate change at various levels, strengthening commitments to democracy and voting rights, safeguarding youth from the impacts of social media and technology on mental health, and ensuring accountability for wealth disparities. This series will provide you with a comprehensive understanding of the elections and the broader American political landscape.
Terms: Aut
| Units: 1
EDUC 97:
Science Education through Community Service
This course is about science teaching and learning in non-classroom settings. You will use the research on teaching and learning to make STEM experiences relevant to more learners, create and facilitate a learner-centered approach to science experiences in an informal setting, and practice being a culturally responsive teacher. In addition, you'll become familiar with current trends in US science education, examine your how stance on teaching and what it takes to be an effective teacher, and consider your own growth as a teacher and as someone who interacts with area youth through community service. You will spend one day a week working with two youth working alongside your peers in an after-school enrichment program for low income youth. This is a Cardinal Course, supported through the Haas Center for Public Service.
Last offered: Winter 2021
| Units: 3
| Repeatable
4 times
(up to 12 units total)
EDUC 98:
Service Learning Practicum
For Alternative Spring Break program leaders. The skills and philosophical framework to develop and lead an ASB experience. May be repeat for credit
Terms: Aut, Win
| Units: 1
| Repeatable
4 times
(up to 4 units total)
EDUC 100A:
EAST House Seminar: Current Issues and Debates in Equity, Access & Society
EAST is the Equity, Access, and Society Theme House at Stanford University. The EAST House Seminar is primarily a speaker series designed to introduce students to the research of Stanford faculty. In Autumn and Winter quarters, faculty and other scholars from around the University discuss their research related to equity, access, and society, broadly construed. Each week will feature a speaker from disciplines ranging from the social sciences to the humanities who will engage students with their work and what it means for understanding and/or addressing pressing issues in society. In Spring quarter, the seminar is a small group discussion of weekly readings on a focused topic in equity, access, and education. Contact instructor for details. The seminar is repeatable for credit.
Last offered: Autumn 2021
| Units: 1
| Repeatable
for credit
EDUC 100B:
EAST House Seminar: Current Issues and Debates in Equity, Access & Society (CSRE 99B)
EAST is the Equity, Access, and Society Theme House at Stanford University. The EAST House Seminar is primarily a speaker series designed to introduce students to the research of Stanford faculty. In Autumn and Winter quarters, faculty and other scholars from around the University discuss their research related to equity, access, and society, broadly construed. Each week will feature a speaker from disciplines ranging from the social sciences to the humanities who will engage students with their work and what it means for understanding and/or addressing pressing issues in society. In Spring quarter, the seminar is a small group discussion of weekly readings on a focused topic in equity, access, and education. Contact instructor for details. The seminar is repeatable for credit.
Last offered: Winter 2022
| Units: 1
| Repeatable
for credit
EDUC 100C:
EAST House Seminar: Readings on Equity, Access & Society (CSRE 99C)
EAST is the Equity, Access, and Society Theme House at Stanford University. The EAST House Seminar is primarily a speaker series designed to introduce students to the research of Stanford faculty. In Autumn and Winter quarters, faculty and other scholars from around the University discuss their research related to equity, access, and society, broadly construed. Each week will feature a speaker from disciplines ranging from the social sciences to the humanities who will engage students with their work and what it means for understanding and/or addressing pressing issues in society. In Spring quarter, the seminar is a small group discussion of weekly readings on a focused topic in equity, access, and education. Contact instructor for details. The seminar is repeatable for credit.
Last offered: Spring 2022
| 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 102:
Examining Social Structures, Power, and Educational Access
Goal is to prepare Education and Youth Development fellows for their work with adolescents in the Haas Center's pre-college summer programs and to define their role in addressing educational inequities in the summer programs and beyond.
Last offered: Spring 2020
| Units: 2-4
| Repeatable
10 times
(up to 30 units total)
EDUC 102I:
International Education Policy Workshop (EDUC 202I)
This is a project-based workshop. Practical introduction to issues in educational policy making, education reform, educational planning, implementation of policy interventions, and monitoring and evaluation in developing country contexts. Preference to students enrolled in ICE/IEAPA, but open to other students interested in international development or comparative public policy with instructor's consent. Attendance at first class required for enrollment.
Terms: Spr
| Units: 2-4
EDUC 103A:
Tutoring: Seeing a Child through Literacy (EDUC 203A)
In this service-learning course, participants experience the world of school and print through the eyes of a child. Enrolled students learn about literacy development and instruction with diverse learners and are prepared to tutor a child in grades K-2. Attendance is required for tutoring two times per week in addition to the weekly class meeting. May be repeated for credit. Cardinal Course certified by the Haas Center for Public Service.
Terms: Aut
| Units: 3-4
| Repeatable
10 times
(up to 40 units total)
EDUC 103B:
Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices (AFRICAAM 106, CSRE 103B, EDUC 337)
Focus is on classrooms with students from diverse racial, ethnic and linguistic backgrounds. Studies, writing, and media representation of urban and diverse school settings; implications for transforming teaching and learning. Issues related to developing teachers with attitudes, dispositions, and skills necessary to teach diverse students. Cardinal Course certified by the Haas Center.
Terms: Win
| Units: 4
| UG Reqs: WAY-EDP
EDUC 104:
Introduction to the Profession of Teaching
This course explores the profession of teaching through an internship in a local elementary or high school classroom. Students will observe and assist instruction for four hours per week. In class, students will read, discuss, and respond to theory and research related to teaching. The course is open to all undergraduates with an interest in the teaching profession; and it may be especially useful for students who are considering entering the profession of teaching and wish to spend time in a classroom. No prior experience in teaching is required.
Last offered: Winter 2020
| Units: 3
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.
Last offered: Autumn 2022
| Units: 3
EDUC 108:
The Changing Face of America (CSRE 108X, POLISCI 226A)
This upper-division seminar will explore some of the most significant issues related to educational access and equity facing American society in the 21st century. Designed for students with significant leadership potential who have already studied these topics in lecture format, this seminar will focus on in-depth analysis of the impact of race on educational access and a variety of educational reform initiatives.
Last offered: Spring 2020
| Units: 4-5
EDUC 111:
The Young Adult Novel: A Literature For and About Adolescents
For undergraduates considering teaching or working with adolescents, and for those planning to apply to the coterminal program in the Stanford Teacher Education program (STEP). Students work together to define the genre of young adult novels. What they reveal about adolescence in America. How to read and teach young adult literature.
Terms: Spr
| Units: 4
EDUC 112:
Urban Education (AFRICAAM 112, CSRE 112X, EDUC 212, SOC 129X, SOC 229X, URBANST 115)
(Graduate students register for EDUC 212 or SOC 229X). Combination of social science and historical perspectives trace the major developments, contexts, tensions, challenges, and policy issues of urban education.
Terms: Spr
| Units: 3-5
| UG Reqs: GER:DB-SocSci, WAY-EDP
EDUC 115N:
How to Learn Mathematics
What is going on in mathematics education in the United States? Why do so many people hate and fear math? What contributes to the high levels of innumeracy in the general population? Why do girls and women opt out of math when they get a chance? In this seminar we will consider seminal research on math learning in K-12 classrooms, including a focus on equity. We will spend time investigating cases of teaching and learning, through watching videos and visiting schools. This seminar is for those who are interested in education, and who would like to learn about ways to help students (and maybe yourselves?) learn and enjoy mathematics. If you have had bad math experiences and would like to understand them - and put them behind you - this seminar will be particularly good for you. The final project for this class will involve developing a case of one or more math learners, investigating their journeys in the world of math.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI
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.
Last offered: Autumn 2022
| Units: 3
| UG Reqs: WAY-A-II
EDUC 117:
Research and Policy on Postsecondary Access (EDUC 417, PUBLPOL 117, PUBLPOL 217A)
The transition from high school to college. K-16 course focusing on high school preparation, college choice, remediation, pathways to college, and first-year adjustment. The role of educational policy in postsecondary access. Service Learning Course (certified by Haas Center).
Terms: Aut
| Units: 3
EDUC 118S:
Designing Your Stanford (ENGR 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 and vocational wayfinding, and innovating college outcomes, explored through the design thinking process. This seminar class incorporates small group discussion, in-class activities, field exercises, personal reflection, and individual coaching. Expect ideation tools, storytelling practices, prototyping to discover more about yourself and possible paths forward. The course concludes with creation of multiple versions of what college might look like and how to make those ideas reality. All enrolled and waitlisted students should attend class on day 1 for admission. Additional course information at http://lifedesignlab.stanford.edu/dys.
Terms: Win, Spr
| Units: 2
EDUC 119S:
The History of Native Americans of California (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.
Last offered: Autumn 2019
| Units: 5
| UG Reqs: WAY-EDP
EDUC 120:
Sociology of Science (EDUC 320, SOC 330, STS 200Q)
This course explores the social construction of scientific knowledge from various perspectives. The course begins by taking stock of core philosophical theories on scientific knowledge and then it proceeds to ask how various authors have described and characterized this knowledge as socially embedded and constructed. Through this course we will ask what sort of knowledge is considered scientific or not? And then from there, a variety of social, institutional and historical factors will enter and influence not only how scientific knowledge is discovered and developed, but also how we evaluate it. This course is suitable to advanced undergraduates and doctoral students.
Terms: Aut
| Units: 3-4
| UG Reqs: WAY-SI
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: Win
| Units: 4-5
| UG Reqs: GER:DB-SocSci, WAY-SI
EDUC 122Q:
Democracy in Crisis: Learning from the Past (HISTORY 52Q, POLISCI 20Q)
This January, an armed insurrection assaulted the U.S. Capital, trying to block the Electoral College affirmation of President Biden's election. For the past four years, American democracy has been in continual crisis. Bitter and differing views of what constitutes truth have resulted in a deeply polarized electoral process. The sharp increase in partisanship has crippled our ability as a nation to address and resolve the complex issues facing us. <br><br>There are reasons to hope the current challenges will be overcome and the path of our democracy will be reset on a sound basis. But that will require a shift to constructive--rather than destructive--political conflict. <br><br>This Sophomore Seminar will focus on U.S. democracy and will use a series of case studies of major events in our national history to explore what happened and why to American democracy at key pressure points. This historical exploration will shed light on how the current challenges facing American democracy might best be handled. (Cardinal Course certified by the Haas Center).
Last offered: Spring 2021
| Units: 3
| UG Reqs: WAY-SI
EDUC 124:
Collaborative Design and Research of Technology-integrated Curriculum
The course introduces participatory design models for the development and research of educational materials through a studio-based, partnership driven, technology-integrated curriculum project. The special topic taken up in 2018 will be concussion education for youth. This is a studio experience working collaboratively with students, parents, and athletic coaches to design, field test, and make recommendations about learning activities and technology use for a complex curriculum that will engage immersive 360 3D technologies and social media. We will partner with TeachAids, an international nonprofit, on the curriculum development. Cardinal Course certified by the Haas Center.
Last offered: Winter 2018
| Units: 3-4
| Repeatable
2 times
(up to 8 units total)
EDUC 125:
Exploring the US Public Education System
This three-unit course is an introduction to understanding the US public education system from classrooms through board rooms. We will use five different perspectives or lenses: 1) politics and policy of compulsory education, 2) educational equity in classrooms and schools, 3) working conditions for school professionals, 4) families and communities¿the public in public education, and 5) school and district leadership. Class members will choose topics from a list of contemporary issues to determine specific course content.
Last offered: Winter 2019
| Units: 3
EDUC 126A:
Ethics and Leadership in Public Service (CSRE 126C, ETHICSOC 79, LEAD 126A, URBANST 126A)
This course explores ethical questions that arise in public service work, as well as leadership theory and skills relevant to public service work. Through readings, discussions, in-class activities, assignments, and guest lectures, students will develop a foundation and vision for a future of ethical and effective service leadership. This course serves as a gateway for interested students to participate in the Haas Center's Public Service Leadership Program.
Terms: Spr
| Units: 3-4
| UG Reqs: WAY-ER
EDUC 129:
Boost Youth College Readiness through Effective Mathematics Tutoring
Students will participate in one-on-one tutoring in mathematics with an elementary or middle school student who is enrolled in the East Palo Alto Tennis and Tutoring program (EPATT). They will attend class one evening a week, during which they will learn about the teaching of mathematics and effective tutoring strategies. They will also engage in ongoing reflection about the effectiveness of their tutoring and its impact on their tutee's college and career readiness. (Cardinal Course certified by the Haas Center)
Terms: Win
| Units: 2
| Repeatable
3 times
(up to 6 units total)
EDUC 131:
Raza Youth in Urban Schools: Mis-educating Chicana/o/x and Latina/o/x Communities (CHILATST 131)
This course focuses on the experiences of Chicana/o/x and Latina/o/x youth in U.S. public schools. We will connect historical patterns with contemporary issues in some of this nations largest urban school districts in order to uncover the ways in which urban schools both reflect and reproduce structural inequalities that marginalize Chicana/o/x and Latina/o/x youth. As we consider the origins and persistence of educational inequalities in relation to longstanding forms of violence, domination, and subordination, we will also highlight histories of activism and resistance, including organized struggles for educational justice in Chicana/o/x and Latina/o/x communities. Issues to be addressed include school (de)segregation, standardized testing, educational tracking, unequal opportunities to learn, deficit perspectives, bilingualism and bilingual education, immigration and undocumented students, ethnic studies curricula, and culturally relevant/responsive/sustaining approaches to pedagogy. This course will invite students to visit and observe in urban school settings, interview key stakeholders (students, parents, teachers, and/or policy makers), and reflect on their own K-12 schooling experiences in relation to course themes.
Last offered: Autumn 2022
| Units: 3-5
EDUC 132:
Music Education: Then, Now, and Then Again (MUSIC 132)
Explores the presence and impact of music across a variety of educational settings, with a focus on the historical function of music education, the current role of music education, and potential future models of music education.
Terms: Spr
| Units: 3
EDUC 135:
Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 335, EPI 235, HUMBIO 26, MED 235)
The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students an immersive educational experience into understanding how to effectively develop, evaluate, and scale social ventures. Students will also get a rare "behind-the-scenes" glimpse at the complex ethical dilemmas social entrepreneurs have tackled to navigate the odds. Partnered with TeachAids, a global award-winning nonprofit (scaled to 82 countries), this course introduces students to the major principles of research-based design and integrates instruction supported by several game-changing social leaders. Open to both undergraduate and graduate students, it culminates in a formal presentation to an interdisciplinary panel of diverse Silicon Valley leaders. (Cardinal Course certified by the Haas Center)
Terms: Win
| Units: 3
EDUC 136:
Global Social Change, Sustainable Development, and Education (EDUC 306D, SOC 231, SUSTAIN 226)
Focuses on the relations between education and sustainable development from a comparative cross-national perspective. The course covers questions and debates around education for sustainable development and the nature of "the global"; global influences on national institutions of sustainable development; and key themes in the cross-national study of education for sustainable development such as stratification and achievement, gender, human rights, and the global authority of science and experts.
Last offered: Winter 2023
| Units: 4-5
| UG Reqs: GER:DB-SocSci
EDUC 137:
The Role of Policy in Shaping U.S. Education: Early Childhood through High School
We will explore current issues in preK-12 education policy including the expansion of early childhood programs, the effectiveness of accountability, the challenges facing teacher labor markets, and the financing of education. We discuss the role government and non-government agencies have (or should have) in making and evaluating education policies. In all discussions, we will call attention to the vast inequities that exist in our current education system. In this course, you will learn how to analyze and critique education policies.
Last offered: Autumn 2019
| Units: 3-5
EDUC 138:
How College Works: An Introduction to the Sociology of Higher Education (FEMGEN 138A)
This course is designed for students who want to better understand the elite 4-year college system and how inequalities are both perpetuated and ameliorated by its structure and practices (focusing on gender, race, and first generation college students). This course will prepare students for their own undergraduate study at Stanford, using research and reflection. Focusing on the sociology of higher education, the course draws from research in education, sociology and gender studies. This course is designed for undergraduates, with a notable utility for first-year students, but anyone is welcome!
Last offered: Autumn 2020
| 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);
Bromley, P. (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);
Garcia, A. (PI);
Goldenberg, C. (PI);
Goldman, S. (PI);
Gordon, L. (PI);
Grossman, P. (PI);
Gumport, P. (PI);
Haber, N. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Juel, C. (PI);
Kelman, A. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Lemons, C. (PI);
Levine, S. (PI);
Lit, I. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
Martinez, R. (PI);
McCandliss, B. (PI);
McDermott, R. (PI);
McFarland, D. (PI);
Meyerson, D. (PI);
Murata, A. (PI);
Murphy-Shigematsu, S. (PI);
O'Hara, S. (PI);
Obradovic, J. (PI);
Osuna, J. (PI);
Padilla, A. (PI);
Pea, R. (PI);
Ramirez, F. (PI);
Rogosa, D. (PI);
Rosa, J. (PI);
Salehi, S. (PI);
Schwartz, D. (PI);
Shulman, L. (PI);
Stevens, M. (PI);
Stipek, D. (PI);
Valdes, G. (PI);
Williamson, P. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wotipka, C. (PI);
Yeatman, J. (PI);
reardon, s. (PI)
EDUC 141:
Counterstory in Literature and Education (CSRE 141E, EDUC 341, LIFE 124)
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.
Last offered: Spring 2022
| Units: 3
| UG Reqs: WAY-CE, WAY-EDP
EDUC 141A:
Counterstory Practice in Contemporary Literature and Media
This seminar explores Counterstory, a methodology for exposing and challenging dominant cultural narratives about identities, events, and power. We examine counterstories in contemporary literature and media, examine the theory and craft behind them, and create original counterstories. You'll learn the method of counterstory not only to create your own, but also to share it with others in educational and other settings where stories are critical to social change-from journalism and documentary film to health, social justice, and community organizations. Note: this is a companion class to EDUC 141, sharing a number of lectures and activities, but designed for students interested in fulfilling the Writing & Rhetoric 2 requirement. Prerequisite: PWR 1.
Last offered: Spring 2022
| Units: 4
| UG Reqs: Writing 2
EDUC 142:
Foundational Course in Testing
This course explores basic concepts in testing. It examines testing purposes, test item formats, types of knowledge assessed, and factors that may affect the education process and different educational outcomes. The course also includes a discussion of testing in two contexts: large-scale and the classroom. Students write a final paper focusing on one of these two contexts.
Terms: Aut
| Units: 2-3
EDUC 143:
Introduction to Data Science (EDUC 423, SOC 302)
Social scientists can benefit greatly from utilizing new data sources like electronic administration records or digital communications, but they require tools and techniques to make sense of their scope and complexity. This course offers the opportunity to understand and apply popular data science techniques regarding data visualization, data reduction and data analysis.
Last offered: Winter 2020
| Units: 3-5
EDUC 144:
Re(positioning) Disability: Historical, Cultural, and Social Lenses (AFRICAAM 244, CSRE 143, PEDS 246D)
This course is designed to introduce undergraduate students of any major to important theoretical and practical concepts regarding special education, disability, and diversity. This course primarily addresses the social construction of disability and its intersection with race and class through the critical examination of history, law, social media, film, and other texts. Students will engage in reflection about their own as well as broader U.S. discourses moving towards deeper understanding of necessary societal and educational changes to address inequities. Successful completion of this course fulfills one requirement for the School of Education minor in Education.
Last offered: Autumn 2021
| Units: 3
| UG Reqs: WAY-EDP
EDUC 144A:
Diverse Perspectives on Disability (EDUC 474A)
The experiences of people with disabilities are often clouded by misconceptions, mystery, fear, and lack of personal experience. Although no one person has the keys to unlocking the diverse perspectives of people with disabilities, using tools afforded by narrative inquiry can help unlock opportunities for understanding as well as shifting conceptualizations in a world designed with little regard for the margins. We hope that this course will deepen our understanding of how disability intersects with a variety of identities that can mask or foreground forms of difference. Come learn with us as we engage with ourselves and the Stanford community around constructions of disability and the diverse perspectives that inform these complex constructions. Successful complete of this course fulfills one elective requirement for the Education Minor.
Terms: Spr
| Units: 3
EDUC 144B:
Biosocial-Biocultural Perspectives on Disability in Education (EDUC 474B, PEDS 144)
Disability is a complex phenomenon contested along biopolitical and sociopolitical vectors in the field of education and other attendant fields such as humanities, history, and biosciences. These contestations influence the ways in which disabled lives are supported and understood in schools and other public institutions. Students will be able to critically evaluate the biosocial, biopolitical, and sociopolitical nature of disability and attend to intersectionality in relation to education systems, as well as build strong repertoires of transdisciplinary knowledge that can be applied in their fields of interest.
Terms: Win
| Units: 1-3
| UG Reqs: WAY-EDP
EDUC 147:
Stanford and Its Worlds: 1885-present (HISTORY 58E)
The past and future of Stanford University examined through the development of five critical "worlds," including the Western region of the United States, the US nation-state, the global academy, the San Francisco Bay Area, and the complex phenomena summarized by the name Silicon Valley. Students are asked to consider and theorize these worlds, their interrelationships, and the responsibilities they entail for all of us who live and work at Stanford in the present.
Terms: Spr
| Units: 3
| UG Reqs: WAY-ER, WAY-SI
EDUC 147L:
Stanford Archive Lab (HISTORY 58EL)
Work together with a team of University Archivists, student archive assistants, and classmates on a public exhibition about a rotating theme. Learn what to search for in an archive, how to employ methods from history and sociology to understand and synthesize the sources, and strategies for designs and delivery. Play an active role in the ongoing writing and rewriting of Stanford University's history, and, in turn, its present. Must be taken concurrently or following enrollment in "Stanford and Its Worlds" or with permission of the instructor.
Terms: Spr
| Units: 2-5
EDUC 148:
Ingles Personal: Coaching Everyday Community English (CHILATST 148, CSRE 148D)
This course is a 1 to 5 unit service learning course that prepares students to provide direct one-on-one service to adult English language learners in East Palo Alto and other surrounding communities. Students meet with and "coach" an adult learner on a weekly basis. Can be repeated for credit.
Last offered: Spring 2021
| Units: 1-5
| Repeatable
3 times
(up to 15 units total)
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.
Last offered: Spring 2020
| Units: 3-5
| UG Reqs: WAY-EDP, WAY-SI
EDUC 152N:
Improving Inclusive Higher Education: Students with Down Syndrome at Stanford?
This course is designed to deepen knowledge related to including individuals with intellectual and developmental disabilities (IDD), including Down syndrome (DS), in college settings and to research model post-secondary programs. Students will conduct a project investigating one model post-secondary program at an institute of higher education. We will complete the quarter by authoring a white paper for Stanford leadership that outlines next steps for establishing a world-class post-secondary program that will enhance the lives of individuals with DS and IDD.
Terms: Aut
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
EDUC 155:
First Year Reflections Seminar
Restricted to first-year undergraduates; limited enrollment. There are two options for how to participate. You can either enroll in three class weekday sessions weeks 4, 5 & 6 or one weekend section. These times provide a structured time for students to explore their identities, values, and the kind of lives they want to lead. Exercises and discussions led by faculty, staff, and upper-class student co-facilitators. Tuesday sessions will occur on 1/30, 2/6 & 2/13; Wednesday sessions will occur on 1/31, 2/7 & 2/14; Thursday sessions will occur on 2/1, 2/8 & 2/15. Weekend sections are on Saturday, 2/3 OR Sunday, 2/11 (Weekend sessions are longer and students only participate in one).
Last offered: Winter 2018
| Units: 1
EDUC 157:
Election 2020 (CSRE 157B)
(Also LAW 7101). We are living in extraordinary times. The historic convergence of social, economic, and public health challenges has profoundly impacted the lives of millions of Americans. In the midst of great uncertainty, the 2020 US presidential election will be perhaps the most important in our lifetimes. Will Donald J. Trump win reelection amid high unemployment, deep political polarization, and the COVID-19 pandemic that has upended life as we know it? Or will Joe Biden and a team of Democrats prevail? We will assemble a wide range of expert speakers-including preeminent political, business, foreign policy, and academic leaders-to explore these questions (and more) as we seek to cultivate a broad and informed view of this pivotal election.
Last offered: Autumn 2020
| Units: 1
EDUC 165:
History of Higher Education in the U.S. (AMSTUD 165, EDUC 265, HISTORY 158C)
Major periods of evolution, particularly since the mid-19th century. Premise: insights into contemporary higher education can be obtained through its antecedents, particularly regarding issues of governance, mission, access, curriculum, and the changing organization of colleges and universities.
Terms: Win
| Units: 3-5
EDUC 166C:
Introduction to Comparative Studies in Race and Ethnicity (CSRE 100, ENGLISH 172D, PSYCH 155, SOC 146, TAPS 165)
Race and ethnicity are often taken for granted as naturally occurring, self-evident phenomena that must be navigated or overcome to understand and eradicate the (re)production of societal hierarchies across historical, geopolitical, and institutional contexts. In contrast, this transdisciplinary course seeks to track and trouble the historical and contemporary creation, dissolution, experiences, and stakes of various ethnoracial borders. Key topics include: empire, colonialism, capital/ism, im/migration, diaspora, ideology, identity, subjectivity, scientism, intersectionality, solidarity, resistance, reproduction, and transformation. Cardinal Course certified by the Haas Center for Public Service . (Formerly CSRE 196C)
Terms: Win
| Units: 5
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
| Repeatable
2 times
(up to 10 units total)
EDUC 170:
Preparation for Independent Public Service Projects
Open only to recipients of the Haas Summer Fellowship, which offers students the opportunity to initiate and carry out an innovative service project in collaboration with a community partner. Goal is to expand upon the work fellows did during the application process with respect to the feasibility and sustainability of their field projects.
Last offered: Spring 2018
| Units: 1
EDUC 171:
Preschool Counts: Engaging Young Children in Math
This course focuses on concepts and theories of mathematics teaching and learning in Early Childhood Education. Class requirements include practical experience teaching aged 4-5 years in a local school. Topics include teaching of math to young children; young children's cognitive, language, and social development; classroom management; cultural diversity; and early childhood education policy. Attendance is expected for tutoring two times per week in addition to the weekly class meeting. The course may be repeated for credit. Cardinal Course certified by the Haas Center for Public Service.
Terms: Win, Spr
| Units: 1-3
| Repeatable
for credit
EDUC 173:
Gender and Higher Education: National and International Perspectives (EDUC 273, FEMGEN 173, SOC 173, SOC 273)
This course examines the ways in which higher education structures and policies interact with gender, gender identity, and other characteristics in the United States, around the world, and over time. Attention is paid to how changes in those structures and policies relate to access to, experiences in, and outcomes of higher education by gender. Students can expect to gain an understanding of theories and perspectives from the social sciences relevant to an understanding of the role of higher education in relation to structures of gender differentiation and hierarchy. Topics include undergraduate and graduate education; identity and sexuality; gender and science; gender and faculty; and feminist scholarship and pedagogy.
Terms: Spr
| Units: 3-4
| UG Reqs: GER:EC-Gender, WAY-EDP, WAY-SI
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. Cardinal Course certified by the Haas Center.
Last offered: Autumn 2021
| Units: 4
| UG Reqs: WAY-EDP
EDUC 177B:
Well-Being in Immigrant Children & Youth: A Service Learning Course (CHILATST 177B, CSRE 177F)
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. Cardinal Course certified by the Haas Center.
Last offered: Winter 2022
| Units: 4
| UG Reqs: WAY-EDP
EDUC 178:
Latino Families, Languages, and Schools (EDUC 270)
The challenges facing schools to establish school-family partnerships with newly arrived Latino immigrant parents. How language acts as a barrier to home-school communication and parent participation. Current models of parent-school collaboration and the ideology of parental involvement in schooling.
Last offered: Spring 2016
| Units: 3-5
| UG Reqs: WAY-EDP, WAY-SI
EDUC 179E:
Introduction to Chicanx/Latinx Studies (CHILATST 180E, CSRE 180E)
This course draws on intersectional and interdisciplinary approaches to introduce students to the range of issues, experiences, and methodologies that form the foundation of Latina/o/x studies. By considering the relationship between the creation of "Latinx" and "American" identities, students will critically reconsider the borders that constitute the U.S. as a political and cultural formation. The course balances depth and breadth in its study of the variety of perspectives and experiences that come to be associated with U.S. Latinxs. Thus, we will analyze the histories of predominant U.S. Latinx sub-groups, such as Mexicans/Chicanxs and Puerto Ricans, while also incorporating considerations of the ways in which broader populations with ties to Central America, South America, and the Caribbean play crucial roles in constituting U.S. Latinx identities. Topics include the U.S./Mexico border and the borderlands; (im)migration and diaspora; literary and cultural traditions; music and expressive practices; labor and structural inequality; social movements; Latinx urbanism; gender and sexuality; political and economic shifts; and inter- and intra-group relations. Sources include a range of social science and humanities scholarship. This course will meet at Sequoia High School. Transportation will be provided.
Last offered: Winter 2022
| Units: 5
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);
Amaral Carnauba, F. (PI);
Annamma, S. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Artiles, A. (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);
Callan, E. (PI);
Camarillo, J. (PI);
Carlson, J. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Charity Hudley, A. (PI);
Cohen, G. (PI);
Cotterman, K. (PI);
Cox, G. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Dee, T. (PI);
Demszky, D. (PI);
Domingue, B. (PI);
Ehrlich, T. (PI);
Ellch, L. (PI);
Fisher, P. (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);
Haber, N. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Hines, M. (PI);
Hoagland, G. (PI);
Imbens, G. (PI);
Jaquith, A. (PI);
Juel, C. (PI);
Kamil, M. (PI);
Kelman, A. (PI);
Kijima, R. (PI);
Kim, P. (PI);
Kirst, M. (PI);
Koski, W. (PI);
Kozleski, E. (PI);
Krokoszynski, T. (PI);
Kuboyama, E. (PI);
Kushner, M. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Lee, G. (PI);
Lee, V. (PI);
Lemons, C. (PI);
Leslie, M. (PI);
Levine, E. (PI);
Levine, S. (PI);
Lichand, G. (PI);
Lit, I. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
Loyalka, P. (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);
Osborne, J. (PI);
Osuna, J. (PI);
Padilla, A. (PI);
Park, E. (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);
Rosa, J. (PI);
Roth, B. (PI);
Ruiz-Primo, M. (PI);
Saleem, F. (PI);
Salehi, S. (PI);
Schwartz, D. (PI);
Scott, R. (PI);
Shavelson, R. (PI);
Silverman, R. (PI);
Singleton, K. (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);
Subramonyam, H. (PI);
Tarlau, R. (PI);
Thille, C. (PI);
Valdes, G. (PI);
Vega, R. (PI);
Walker, D. (PI);
Wieman, C. (PI);
Williamson, P. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wise, S. (PI);
Wolf, J. (PI);
Wotipka, C. (PI);
Yeatman, J. (PI);
Yisrael, D. (PI);
pearman, f. (PI);
reardon, s. (PI)
EDUC 180P:
Study Trip Course
Limited to students in the POLS MA Program.
Last offered: Winter 2020
| Units: 1
EDUC 180S:
Pre-field Course for Alternative Spring Break
Limited to students participating in the Alternative Spring Break program. See http://asb.stanford.edu for more inform
Last offered: Winter 2019
| Units: 1
| Repeatable
for credit
EDUC 181:
Diversity and Equity Issues in Higher Education (CSRE 181, EDUC 381)
American higher education has had to continually struggle with issues of difference, particularly racial and ethnic cultural difference, throughout its history. While the civil rights and student protest era of the 1960s are easily recognized as moments of cultural struggle, they evolve and take new forms, extending and re-framing ideological and material conflict in the academy. These include battles over: the content of the curriculum; access to college and admissions; and the domains of legitimate knowledge. In this course, we will critically examine and discuss the research and discourse concerning issues of diversity and equity in the current era. We will examine the political, cultural, and social contours of these issues and as well as the efficacy of campus responses to them such as race-conscious admissions policies, identity-based offices, ethnic studies programs, and other DEI (diversity, equity, and inclusion) initiatives.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP
EDUC 182:
Holistic College Student Development: Theory and Practices (EDUC 382, LIFE 182)
In this course we examine, explore, and develop practices supporting holistic college student development. We will examine classic cognitive theories of intellectual and ethical development (Perry, Baxter-Magolda), moral development and reasoning (Kohlberg, Gilligan), psychosocial development (Chickering and Reisser), and racial, ethnic, and religious identity development. We will also explore the development of capacities and qualities that are of growing contemporary interest including presence/mindfulness, authenticity/courage, compassion/empathy, and forgiveness/gratitude. We will also consider models of leadership that flow from holistic development. Lastly, we will introduce practices for the continued development of these cognitive, affective, and spiritual capacities. This course is appropriate for those interested in student/human development, student affairs, and leadership.
Terms: Aut
| Units: 3
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);
Callan, E. (PI);
Carnoy, M. (PI);
Carter, P. (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);
Kirst, M. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Lit, I. (PI);
Loeb, S. (PI);
Lotan, R. (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);
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);
Valdes, G. (PI);
Walker, D. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wotipka, C. (PI);
reardon, s. (PI)
EDUC 186:
Decolonizing the Indigenous Classroom (CSRE 116, CSRE 302, EDUC 286, NATIVEAM 116)
Using Indigenous and decolonizing perspectives on education, this interdisciplinary course will examine interaction and language in cross-cultural educational situations, including language, literacy and interethnic communication as they relate to Indigenous American classrooms. Special attention will be paid to implications of social, cultural and linguistic diversity for educational practice, along with various strategies for bridging intercultural differences between schools and Native communities.
Last offered: Winter 2021
| Units: 3-5
| UG Reqs: GER:DB-SocSci
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);
Amaral Carnauba, F. (PI);
Annamma, S. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Artiles, A. (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);
Callan, E. (PI);
Carlson, J. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Charity Hudley, A. (PI);
Cohen, G. (PI);
Cox, G. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Dee, T. (PI);
Demszky, D. (PI);
Domingue, B. (PI);
Ehrlich, T. (PI);
Fisher, P. (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);
Haber, N. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Hines, M. (PI);
Hoagland, G. (PI);
Jaquith, A. (PI);
Juel, C. (PI);
Kamil, M. (PI);
Kelman, A. (PI);
Kijima, R. (PI);
Kirst, M. (PI);
Kozleski, E. (PI);
Kuboyama, E. (PI);
Kushner, M. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Lee, V. (PI);
Lemons, C. (PI);
Levine, E. (PI);
Levine, S. (PI);
Lichand, G. (PI);
Lit, I. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
Loyalka, P. (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);
O'Hara, S. (PI);
Obradovic, J. (PI);
Osuna, J. (PI);
Padilla, A. (PI);
Park, E. (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);
Saleem, F. (PI);
Salehi, S. (PI);
Schwartz, D. (PI);
Scott, R. (PI);
Shavelson, R. (PI);
Silverman, 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);
Subramonyam, H. (PI);
Tarlau, R. (PI);
Thille, C. (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);
Yeatman, J. (PI);
pearman, f. (PI);
reardon, s. (PI)
EDUC 192A:
Interpersonal Learning & Leadership: An Introduction to the RA Role
Preparing students for roles as Resident and Community Assistants, "Intelligent Leadership" explores research on college student development, leadership and the complex dynamics of our changing society both within and outside the college environment. Participants will engage in course work that builds skills relevant to their positions and allow students to implement these skills in a real world environment. Through reflection, self-examination and engagement in interpersonal dynamics and analysis, students will examine how their peer group develops while at the university.
Last offered: Autumn 2021
| Units: 2
EDUC 192B:
Interpersonal Learning & Leadership - Row Staff Class
"Interpersonal Learning & Leadership - Row Staff Class" explores research on leadership and the complex dynamics of our changing society. Participants will engage in course work intended to build skills relevant to being on a Row Staff team. Students will practice self reflection, risk taking, facilitating, decision-making and group leadership. Students will develop strategies to build community and facilitate challenging conversations while creating a safe environment for their peers to do the same.
Last offered: Autumn 2020
| Units: 2
| Repeatable
2 times
(up to 4 units total)
EDUC 192C:
Interpersonal Learning and Leadership: An introduction to the RA role while away from campus
"Interpersonal Learning & Leadership" explores research on leadership and the complex dynamics of our changing society. Participants will engage in course work intended to build skills relevant to the Resident Assistant/College Assistant position. Students will practice listening, question asking, self-reflection, risk taking, facilitating, conflict mediating and decision-making. They will explore how groups of people can come together for intellectual and interpersonal learning and growth within a complex society. Students will develop strategies to build community and facilitate challenging conversations while creating a safe environment for their peers to do the same.
Last offered: Spring 2020
| Units: 2
EDUC 192D:
Interpersonal Learning and Leadership: Working with Ethnically Diverse Communities
"Interpersonal Learning & Leadership" explores research on leadership and the complex dynamics of our changing society. Participants will engage in course work intended to build skills relevant to the Ethnic Theme Associate position. Students will practice listening, question asking, self reflection, risk taking, facilitating, conflict mediating, decision-making and group leadership. They will explore how groups of people can come together for intellectual and interpersonal learning and growth within a complex society. Students will develop strategies to build community and facilitate challenging conversations while creating a safe environment for their peers to do the same.
Last offered: Spring 2020
| Units: 2
EDUC 192E:
Interpersonal Learning and Leadership: An Intro to the RA Role: Summer Session Staff Only
Preparing students for roles as Resident and Community Assistants, "Intelligent Leadership" explores research on college student development, leadership and the complex dynamics of our changing society both within and outside the college environment. Participants will engage in course work that builds skills relevant to their positions and allow students to implement these skills in a real world environment. Through reflection, self-examination and engagement in interpersonal dynamics and analysis, students will examine how their peer group develops while at the university.
Last offered: Autumn 2020
| Units: 2
EDUC 193A:
Listen Up! Core Peer Counseling Skills
Listen Up! Introduces several skills intended to promote the development of active listening skills central to connecting and engaging with others more intentionally. The first four weeks of the course walk through a general framework for offering support in a peer helping role while also introducing a wide range of skills and techniques designed to assist with gathering information, identifying and processing emotional experiences, and facilitating problem solving. In addition to these skills being central to the Bridge counsel and assisting people in distress, they are easily applied to interactions of all varieties. We encourage anyone who aspires to be more effective and intentional communicating with others to take this course. The second half of the course shifts to offering additional information and skills relevant to peer counseling and other helping roles, both personal and professional. Students will be QPR-certified, learn about interpersonal conflict, and begin to consider self-care as a helper. At the end of this course we hope you are equip with skills to approach your personal and professional relationships with more awareness, intention, and empathy.
Terms: Aut, Win, Spr
| Units: 2
| Repeatable
for credit
EDUC 193B:
Peer Counseling in the Chicano/Latino Community (CHILATST 193B)
Topics: verbal and non-verbal attending and communication skills, open and closed questions, working with feelings, summarization, and integration. Salient counseling issues including Spanish-English code switching in communication, the role of ethnic identity in self-understanding, the relationship of culture to personal development, and Chicana/o student experience in University settings. Individual training, group exercises, role play, and videotape practice.
Terms: Spr
| Units: 1
EDUC 193F:
Psychological Well-Being on Campus: Asian American Perspectives (ASNAMST 193F)
Topics: the Asian family structure, and concepts of identity, ethnicity, culture, and racism in terms of their impact on individual development and the counseling process. Emphasis is on empathic understanding of Asians in America. Group exercises.
Terms: Win
| Units: 1
EDUC 193P:
Peer Counseling at the Bridge
Peer Counseling at the Bridge serves as the second part of the required training to staff at the Bridge. Guest speakers present on mental health themes salient to working as a peer counselor at the Bridge. Topics covered include relationships, sexual assault, depression, eating disorders, gender & sexuality, diversity, anxiety, & grief. Although this course is designed for Bridge counselors, anyone interested in an overview of themes and topics related college student mental health would benefit from the information provided in this course.
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).
Last offered: Autumn 2019
| Units: 1
| Repeatable
for credit
EDUC 195A:
Origins and Legacies of Educational Progressivism: A Community Engaged Learning Course
This course is about educational progressivism: its origins and competing factions, and the ways it continues to shape schooling today. This is a Cardinal Course, or community engaged learning course. Students will spend time each week in a local school in order to better understand how progressivism continues to influence the structure and practice of schooling, as well as the capacity of teachers and administrators to adopt, ignore, or repurpose progressive ideas to suit their needs.
Last offered: Spring 2020
| Units: 3-5
EDUC 196:
Community-Engaged Scholars Program Seminar (URBANST 196)
Limited to students writing an honors thesis, Master's thesis, or capstone project and admitted to the year-round Community Engage sponsored by the Haas Center for Public Service. What standards in addition to those expected by the academy apply to research conducted as a form of public service? How can communities benefit from research? Theory and practice of research as a form of public service readings, thesis workshops, and public presentation of completed research. May be repeated for credit.
Terms: Aut
| Units: 1-2
| Repeatable
for credit
EDUC 197:
Gender and Education in Global and Comparative Perspectives (FEMGEN 297, SOC 134)
This course introduces students to theories and perspectives from the social sciences relevant to an understanding of the role of education in relation to structures of gender differentiation, hierarchy, and power. It familiarizes students with and enables them to critically evaluate research on the status of children, adolescents, and young adults around the world and their participation patterns in various sectors of society, particularly in education. Students have the opportunity to gain research skills by designing research proposals or to develop action plans on topics of their choosing related to gender and education from global and/or comparative perspectives.
Last offered: Spring 2023
| Units: 3-4
| UG Reqs: GER:EC-Gender, WAY-EDP, WAY-SI
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 199B:
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: Win
| Units: 1
| Repeatable
2 times
(up to 3 units total)
EDUC 199C:
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: Spr
| Units: 1
| 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, descriptive 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: 3-4
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. This 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 201:
History of Education in the United States (AMSTUD 201, HISTORY 258B)
How education came to its current forms and functions, from the colonial experience to the present. Focus is on the 19th-century invention of the common school system, 20th-century emergence of progressive education reform, and the developments since WW II. The role of gender and race, the development of the high school and university, and school organization, curriculum, and teaching.
Terms: Spr
| Units: 3-5
EDUC 202:
Introduction to International and Comparative 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. Enrollment in EDUC 202L is required to enroll in EDUC 202.
Terms: Aut
| Units: 3
EDUC 202I:
International Education Policy Workshop (EDUC 102I)
This is a project-based workshop. Practical introduction to issues in educational policy making, education reform, educational planning, implementation of policy interventions, and monitoring and evaluation in developing country contexts. Preference to students enrolled in ICE/IEAPA, but open to other students interested in international development or comparative public policy with instructor's consent. Attendance at first class required for enrollment.
Terms: Spr
| Units: 2-4
EDUC 202L:
Introduction to International and Comparative Education Project Component
This course is a required project-based learning component intended only for students concurrently enrolled in EDUC 202 "Introduction to International and Comparative Education." Registration in EDUC 202 is required in order to enroll in EDUC 202L.
Last offered: Autumn 2018
| Units: 1
EDUC 203:
Using International Test Results in Educational Research
The course will analyze the origin and rationales given for various international tests, including FIMS, SIMS, TIMSS, PISA, the UNESO tests in Latin America and Africa, and how they have been used in research and educational policy. The readings will cover the critiques leveled at such tests, the pros and cons about each type of test, the advantages and limitations of using international test data for policy research. The class will probably also do group projects utilizing data from the tests so students can familiarize themselves directly with the data.
Terms: Win
| Units: 4
EDUC 203A:
Tutoring: Seeing a Child through Literacy (EDUC 103A)
In this service-learning course, participants experience the world of school and print through the eyes of a child. Enrolled students learn about literacy development and instruction with diverse learners and are prepared to tutor a child in grades K-2. Attendance is required for tutoring two times per week in addition to the weekly class meeting. May be repeated for credit. Cardinal Course certified by the Haas Center for Public Service.
Terms: Aut
| Units: 3-4
| Repeatable
10 times
(up to 40 units total)
EDUC 204:
Introduction to Philosophy of Education (ETHICSOC 204)
How to think philosophically about educational problems. Recent influential scholarship in philosophy of education. No previous study in philosophy required.
Terms: Aut
| Units: 3
| UG Reqs: WAY-ER, WAY-SI
EDUC 206A:
Applied Research Methods in International and Comparative Education I: Introduction
Required for, and limited to, 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 206B:
Applied Research Methods in International and Comparative Education II: Master's Paper Proposal
Required for, and limited to, master's students in International Comparative Education (ICE) and International Education Policy Analysis (IEPA). Development of research skills through theoretical and methodological issues in comparative and international education. Completion of a pilot study and preparation of a research proposal for the master's paper.
Terms: Win
| Units: 1-3
EDUC 206C:
Applied Research Methods in ICE III: Data Collection and Analysis
Required for, and limited to, master's students in International Comparative Education (ICE) and International Education Policy Analysis (IEPA). Practice in data collection, analysis, and interpretation. Preparation of the first draft of the master's paper.
Terms: Spr
| Units: 1-3
EDUC 206D:
Applied Research Methods in International and Comparative Education IV: Master's Paper Workshop
Required for, and limited to, master's students in International Comparative Education (ICE) and International Education Policy Analysis (IEPA). Reviews of students' research as they finalize the master's paper.
Terms: Sum
| Units: 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.
Last offered: Autumn 2022
| Units: 3
EDUC 208B:
Curriculum Construction
The theories and methods of curriculum development and improvement. Topics: curriculum ideologies, perspectives on design, strategies for diverse learners, and the politics of curriculum construction and implementation. Students develop curriculum plans for use in real settings. Service Learning Course (certified by Haas Center).
Terms: Win
| Units: 3-4
EDUC 208C:
Curriculum: In Theory and Policy
This seminar examines the school curriculum as a primary site for working out philosophical, political, and practical issues entailed in thinking about how best to organize student learning in the US public school system. While focusing on contemporary schools, we will steep our discussion of curriculum in the thinking of Plato, Rousseau, Dewey and others who have made the curriculum of schools a part of a larger philosophical tradition. This work addresses the responsibilities of education in a democratic society by homing in on the meanings associated with learning, knowing, equality, and opportunity in an effort to rethink what are taken as the foundations of curriculum theory, policy, and practice. The course is timely given our current national debates about what should and should not be taught in schools, from Critical Race Theory and the 1619 Project to mandates around topics of gender and sexuality in the school curriculum.
Last offered: Autumn 2022
| Units: 4
EDUC 209A:
Policy, Organization, and Leadership Studies Seminar
This course is required for, and limited to, POLS students. The purpose of POLS seminar is: (1) To learn about and study the interrelationships among policy, organizations, and leadership in the educational sector; (2) To design and carry out a meaningful POLS field project where you are able to apply coursework knowledge and develop your understanding of how policy, organization, and leadership intersect; and (3) To provide an environment where you develop relationships with one another that deepen and broaden your learning experiences.
Terms: Aut
| Units: 3
EDUC 209B:
Policy, Organization, and Leadership Studies Seminar
This course is required for, and limited to, POLS students. The purpose of POLS seminar is: (1) To learn about and study the interrelationships among policy, organizations, and leadership in the educational sector; (2) To design and carry out a meaningful POLS field project where you are able to apply coursework knowledge and develop your understanding of how policy, organization, and leadership intersect; and (3) To provide an environment where you develop relationships with one another that deepen and broaden your learning experiences. Cardinal Course designated by the Haas Center for Public Service.
Terms: Win
| Units: 3-5
EDUC 209C:
Policy, Organization, and Leadership Studies Seminar
This course is required for, and limited to, POLS students. The purpose of POLS seminar is: (1) To learn about and study the interrelationships among policy, organizations, and leadership in the educational sector; (2) To design and carry out a meaningful POLS field project where you are able to apply coursework knowledge and develop your understanding of how policy, organization, and leadership intersect; and (3) To provide an environment where you develop relationships with one another that deepen and broaden your learning experiences. Cardinal Course designated by the Haas Center for Public Service.
Terms: Spr
| Units: 3-5
EDUC 210:
Policy, Organization, and Leadership Studies Workshop
Required for POLS students. Scaffolds applied research for POLS field projects. Students may enroll for a total of up to eight (8) units across Winter and Spring quarters. Cardinal Course certified by the Haas Center.
Last offered: Spring 2021
| Units: 1-5
| Repeatable
for credit
EDUC 211A:
Maker Tools Learning Lab
This project-based lab course introduces students to the use of several maker tools for personal and academic projects.
Terms: Aut, Spr, Sum
| Units: 1
| Repeatable
4 times
(up to 4 units total)
EDUC 212:
Urban Education (AFRICAAM 112, CSRE 112X, EDUC 112, SOC 129X, SOC 229X, URBANST 115)
(Graduate students register for EDUC 212 or SOC 229X). Combination of social science and historical perspectives trace the major developments, contexts, tensions, challenges, and policy issues of urban education.
Terms: Spr
| Units: 3-5
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.
Last offered: Autumn 2019
| Units: 3-4
EDUC 215:
Education Internship Workshop
This course will provide students an opportunity to link their academic learning to real world experience through reflective activities and conversations. An internship agreement will be required at the beginning of the course. Students will take the course for 1 unit, unless they request additional units for unpaid internship hours. Open to all Graduate School of Education graduate students.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
5 times
(up to 15 units total)
EDUC 217:
Free Speech, Academic Freedom, and Democracy (ETHICSOC 217X, PHIL 278C)
The course examines connected ideas of free speech, academic freedom, and democratic legitimacy that are still widely shared by many of us but have been subject to skeptical pressures both outside and inside the academy in recent years. The course explores the principled basis of these ideas, how well they might (or might not) be defended against skeptical challenge, and how they might be applied in particular controversies about the rights of students, instructors, and researchers.
Last offered: Spring 2020
| Units: 3
| UG Reqs: WAY-ER
EDUC 218:
Topics in Cognition and Learning: Technology and Multitasking
In our new media ecology, has affinity for social media and multitasking become addictive? Detrimental to learning and well-being? What can we learn from studies in the developmental cognitive sciences and cognitive neurosciences of reward, attention, memory & learning, motivation, stress, and self-regulation for tackling the behavioral design problems we face in crafting better socio-technical systems? This seminar course is designed to engage students in recent advances in this rapidly growing research area via discussions of both historical and late-breaking findings in the literature. By drawing on a breadth of studies ranging from cognitive development, cognitive neuroscience, and educational/training studies, students will gain an appreciation for specific ways interdisciplinary approaches can add value to specific programs of research.
Last offered: Winter 2023
| Units: 3
| Repeatable
for credit
EDUC 219E:
The Creative Arts in Elementary Classrooms
For STEP Elementary only or for candidates in the Multiple Subjects program. Hands-on exploration of visual arts media and works of art.
Last offered: Summer 2020
| Units: 2
EDUC 220A:
Introduction to the Economics of Education
The relationship between education and economic analysis. Topics: labor markets for teachers, the economics of child care, the effects of education on earnings and employment, the effects of education on economic growth and distribution of income, and the financing of education. Students who lack training in microeconomics, register for 220Y for 1 additional unit of credit.
Last offered: Winter 2009
| Units: 4
EDUC 220B:
Introduction to the Politics of Education
(Same as GSBGEN 349.) The relationships between political analysis and policy formulation in education; focus is on alternative models of the political process, the nature of interest groups, political strategies, community power, the external environment of organizations, and the implementations of policy. Applications to policy analysis, implementation, and politics of reform. (APA)
Last offered: Autumn 2011
| Units: 4
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: Win
| Units: 4-5
EDUC 220D:
History of School Reform: Origins, Policies, Outcomes, and Explanations (HISTORY 258E)
Strongly recommended 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. This course is strongly recommended for POLS students pursuing K -12 leadership.
Last offered: Spring 2020
| Units: 3-5
EDUC 221A:
Policy Analysis in Education
We explore current issues in preK-12 education policy including the expansion of early childhood programs, the effectiveness of accountability, the challenges facing teacher labor markets, and the financing of education. We discuss the role government and non-government agencies have (or should have) in making, implementing, and evaluating education policies. We will call attention to the vast inequities that exist in our current education system. Limited enrollment - course is designed for master's students. Undergraduates may enroll with instructor consent.
Last offered: Winter 2020
| Units: 4-5
EDUC 222:
Resource Allocation in Education
(Same as GSBGEN 326) This course covers economic principles and tools for informing resource allocation decisions in education. Students will review concepts related to educational goods and values; the costs and benefits of different levels and types of schooling; public versus private schooling; as well as adequacy and equity in education financing. Students will also learn about the use of educational production functions, teacher value-added estimation, cost effectiveness analysis, experimental program evaluation, systematic reviews, and causal chain analysis. Prerequisites: introductory statistics and regression analysis.
Last offered: Spring 2023
| Units: 3-5
EDUC 223:
Language Issues in Educational Research and Practice
This course provides the foundation for reasoning about language and linguistic groups and for thinking critically about available literature, methods, normative documents, and services concerning language in educational research and practice. Making sound decisions concerning language and linguistic groups contributes to valid research and to fair and effective practices in education. Students work on a project of their choice. Issues investigated include: Making sampling decisions concerning linguistically diverse populations, selecting translators for languages unknown to the researcher, and using and interpreting information from research involving diverse linguistic groups.
Terms: Spr
| Units: 2-3
EDUC 224:
Asian American Racialization in Education (ASNAMST 224, CSRE 224)
This course examines how race and other social processes in education have shaped understandings of the racial category of "Asian American." Students will investigate how education as a social institution makes, remakes, and challenges racial narratives about Asian Americans, as well as implications for the U.S. racial structure. Drawing upon research in Education, Sociology, and Asian American Studies, we interrogate assumptions about Asian Americans' educational success. Selected topics include parental engagement, race/ethnicity intersections, higher education, social class, and community organizing.
Last offered: Autumn 2022
| Units: 3-4
EDUC 225:
What Works in Education?
What are the most promising, evidence-based strategies for realizing student potential and improving school performance? This course engages this question, beginning with (1) the current U.S. policy context (2) a discussion of the research methods, measures, and resources commonly used to examine what works, and (3) critical perspectives on the "what works" movement. We will also discuss strategies for efficiently and effectively organizing research evidence, projecting this evidence onto specific education challenges, and presenting this analysis in an actionable manner.
Terms: Aut
| Units: 3
EDUC 228E:
Becoming Literate in School I
First in a three course sequence. Introduction to reading and language arts theory and methodology for candidates STEP Elementary Teacher program. Instructional methods, formats, and materials.
Terms: Sum
| Units: 1
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: 3
EDUC 228G:
Becoming Literate in School III
Third in a three-course required sequence of reading and language arts theory and methodology for candidates in STEP Elementary Teacher program. Theories for guiding instruction and curricular choices.
Terms: Win
| Units: 1
EDUC 228H:
Arts, History & Social Sciences: Integration and Inquiry
How elementary school teachers can teach history and social science within a literacy framework. Topics include: historical thinking, reading, and writing; current research; applying nonfiction reading and writing strategies to historical texts; using primary sources with elementary students; adapting instruction to meet student needs; state standards; evaluating curriculum; assessing student knowledge; developing history and social science units; and embedding history and social science into the general literacy curriculum.
Terms: Spr
| Units: 3
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 master's project. Theoretical and practical perspectives, hands-on development, and collaborative efforts. (LDT)
Terms: Aut
| Units: 2-3
EDUC 229B:
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 master's project. Theoretical and practical perspectives, hands-on development, and collaborative efforts. (LDT)
Terms: Win
| Units: 1-3
EDUC 229C:
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 master's project. Theoretical and practical perspectives, hands-on development, and collaborative efforts. (LDT)
Terms: Spr
| Units: 1-3
EDUC 229D:
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 master's project. Theoretical and practical perspectives, hands-on development, and collaborative efforts. (LDT)
Terms: Sum
| Units: 2-5
EDUC 230:
Learning Experience Design
This course explores the design of tools for learning, leveraging scholarship and real-world projects to create prototypes of new digital learning tools. Students will engage in design activities to come up with prototypes of new learning tools for community partners. This year the course will focus on museums. Designing these tools will require project groups to gather and apply knowledge, evaluating options and synthesizing ideas in order to create an effective (and elegant!) solution. A community-based Cardinal Course. This course is designed to complement EDUC 281, Technology for Learners.
Last offered: Autumn 2021
| Units: 3
EDUC 231:
Learning Religion: How People Acquire Religious Commitments (AMSTUD 231X, JEWISHST 291X, RELIGST 231X)
This course will examine how people learn religion outside of school, and in conversation with popular cultural texts and practices. Taking a broad social-constructivist approach to the variety of ways people learn, this course will explore how people assemble ideas about faith, identity, community, and practice, and how those ideas inform individual, communal and global notions of religion. Much of this work takes place in formal educational environments including missionary and parochial schools, Muslim madrasas or Jewish yeshivot. However, even more takes place outside of school, as people develop skills and strategies in conversation with broader social trends. This course takes an interdisciplinary approach to questions that lie at the intersection of religion, popular culture, and education. May be repeat for credit.
Last offered: Winter 2023
| Units: 4
| Repeatable
2 times
(up to 8 units total)
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.
Last offered: Autumn 2019
| Units: 2-3
EDUC 234:
Curiosity in Artificial Intelligence (PSYCH 240A)
How do we design artificial systems that learn as we do early in life -- as "scientists in the crib" who explore and experiment with our surroundings? How do we make AI "curious" so that it explores without explicit external feedback? Topics draw from cognitive science (intuitive physics and psychology, developmental differences), computational theory (active learning, optimal experiment design), and AI practice (self-supervised learning, deep reinforcement learning). Students present readings and complete both an introductory computational project (e.g. train a neural network on a self-supervised task) and a deeper-dive project in either cognitive science (e.g. design a novel human subject experiment) or AI (e.g. implement and test a curiosity variant in an RL environment). Prerequisites: python familiarity and practical data science (e.g. sklearn or R).
Terms: Spr
| Units: 3
EDUC 234A:
Interactive and Embodied Learning (CS 422)
Most successful machine learning algorithms of today use either carefully curated, human-labeled datasets, or large amounts of experience aimed at achieving well-defined goals within specific environments. In contrast, people learn through their agency: they interact with their environments, exploring and building complex mental models of their world so as to be able to flexibly adapt to a wide variety of tasks. One crucial next direction in artificial intelligence is to create artificial agents that learn in this flexible and robust way. Students will read and take turns presenting current works, and they will produce a proposal of a feasible next research direction. Prerequisites: CS229, CS231N, CS234 (or equivalent).
Terms: Win
| Units: 3
| Repeatable
5 times
(up to 15 units total)
EDUC 235:
Workshop and Reading Group in Higher Education
This is an ongoing workshop and reading group for students and faculty engaged in research in higher education. Topics include but are not limited to postsecondary access; late adolescent and college student development; adult and lifelong learning; teaching and learning in postsecondary settings; leadership and management; federal, state, and institutional policy; student and organizational culture; and finance and economics. The focus of the workshop is to provide a faculty led community of support for students, faculty, and others conducting research on higher education. Accordingly, the schedule of topics each quarter will be determined by participants in the workshop to flexibly focus on current research papers and projects. The workshop will provide a space for participants to present research ideas, workshop conceptual and methodological issues, give and receive feedback on conference paper proposals and drafts, and engage in focused discussion of papers and studies relevant to their work. It is open to master's and doctoral students, and with instructor approval, undergraduates working on theses and senior papers.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
9 times
(up to 27 units total)
EDUC 236:
How Will AI Change the EdTech Industry? Challenges & Opportunities Based on Real Business Cases
Is Artificial Intelligence really disrupting the EdTech industry or do its business impacts remain elusive? Despite booming interest around AI, concrete examples of how this is actually changing the way EdTech businesses operate remain scant. In this course, students will have the opportunity to engage with EdTech entrepreneurs, board members and venture capitalists around real business cases that illustrate the opportunities and challenges linked to incorporating AI into their product when it comes to driving sales, market share, and profitability.
Terms: Spr
| Units: 1-2
| Repeatable
2 times
(up to 4 units total)
EDUC 237:
Learning, Making, Crafting, & Creating
This is a hands-on course that introduces students to digital fabrication and 'maker' technologies used to develop prototypes of new objects and artifacts for learning. Technologies include 3D printers, electronic textiles, laser cutters, low-threshold programming environments, and micro controllers. Constructionist learning theory and current practices for design are covered. No prior technical or prototyping experience is required.
Terms: Win
| Units: 3
EDUC 238:
Market Oriented Policies in Education (SOC 238)
Introducing market dynamics in education remains a highly controversial policy issue. In this course we will discuss the main ideas supporting the market approach in education and the key arguments against these policies; we will also review some of the evidence concerning the effects of market policies in education such as privatization, vouchers, and school choice; and finally, we will study several issues related to market oriented reforms, such as performance accountability, school segregation, and peer effects in education.
Last offered: Spring 2022
| Units: 3-4
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: Sum
| Units: 3
EDUC 242:
Workshop on Instrument Development for Assessment, Research or Evaluation Purposes I
This course is designed with the belief that collecting information is a routine activity in which most researchers and educators are involved. Developing and improving instruments to gather information for descriptive, assessment, research, or evaluation purposes is a goal that unites all social sciences. Therefore, this course focuses on the technical skills required to develop, judge, and/or select quality instruments in diverse domains. The course will focus on your personal journey to develop or judge an instrument on something that is important for you.
Last offered: Autumn 2017
| Units: 2
| Repeatable
2 times
(up to 6 units total)
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.
Last offered: Autumn 2020
| Units: 4
EDUC 244E:
Building Classroom Community
How to best manage a classroom. Student and teacher roles in developing a classroom community. Strategies for classroom management within a theoretical framework. STEP elementary only.
Terms: Sum
| Units: 1
EDUC 244F:
Building Classroom Community
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: Spr
| Units: 1
EDUC 245:
Understanding Racial and Ethnic Identity Development (AFRICAAM 245, CSRE 245, PSYCH 245A)
This seminar will explore the impact and relative salience of racial/ethnic identity on select issues including: discrimination, social justice, mental health and academic performance. Theoretical perspectives on identity development will be reviewed, along with research on other social identity variables, such as social class, gender and regional identifications. New areas within this field such as the complexity of multiracial identity status and intersectional invisibility will also be discussed. Though the class will be rooted in psychology and psychological models of identity formation, no prior exposure to psychology is assumed and other disciplines-including cultural studies, feminist studies, and literature-will be incorporated into the course materials. Students will work with community partners to better understand the nuances of racial and ethnic identity development in different contexts. (Cardinal Course certified by the Haas Center)
Terms: Spr
| Units: 3-5
EDUC 246A:
Secondary Teaching Seminar: Race, Intersectionality, and Identity in Schools
Preparation and practice in issues and strategies for teaching in classrooms with diverse students. Topics: instruction, curricular planning, classroom interaction processes, 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: Sum
| Units: 1
EDUC 246B:
Secondary Teaching Seminar: Leading, Building and Sustaining Classroom Communities
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: 8
EDUC 246C:
Secondary Teaching Seminar: Assessment for Learning and Equity
Preparation and practice in issues and strategies for teaching in classrooms with diverse students. Topics: instruction, curricular planning, classroom interaction processes, 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. (STEP)
Terms: Win
| Units: 5
EDUC 246D:
Secondary Teaching Seminar
Preparation and practice in issues and strategies for teaching in classrooms with diverse students. Topics: instruction, curricular planning, classroom interaction processes, 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. Prerequisite: STEP student.
Terms: Spr
| Units: 1-8
EDUC 246E:
Elementary Teaching Seminar: Exploring Teaching
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: Sum
| Units: 1
EDUC 246F:
Elementary Teaching Seminar: School-Family Partnerships
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: 2-4
EDUC 246G:
Elementary Teaching Seminar: Assessment for Learning and Equity
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: Win
| Units: 5
EDUC 246H:
Elementary Teaching Seminar: Imagining Forward
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: Spr
| Units: 1-5
EDUC 248:
Language, Literacy, and Culture (CSRE 248X)
This field-based Cardinal Course will provide a unique opportunity to combine theory and practice in the study of language, literacy, and culture in educational settings. It is a collaborative partnership between Stanford (through the Haas Center for Public Service) and the Boys and Girls Club of the Peninsula. Stanford students will work directly with children enrolled in the Boys and Girls Club after-school program at a youth center in Redwood City.
Last offered: Winter 2020
| Units: 3-4
| Repeatable
9 times
(up to 36 units total)
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.
Last offered: Spring 2020
| Units: 3-5
EDUC 250:
What Do Students Really Know? The Risks of Modern Assessment
This course focuses on helping students to advance their knowledge about theory, design and research issues related to assessing student learning for accountability and learning purposes. The course explores assessment topics with a critical perspective in two contexts: large-scale and classroom assessment. The course will help students become critical test consumers, better-informed assessment evaluators, and advocator of reliable, valid and fair assessments for culturally and linguistically diverse populations.
Last offered: Spring 2023
| Units: 3
| Repeatable
2 times
(up to 6 units total)
EDUC 250A:
Inquiry and Measurement in Education
Part of doctoral research core. The logic of scientific inquiry in education, including identification of research questions, selection of qualitative or quantitative research methods, design of research studies, measurement, and collection, analysis and interpretation of evidence.
Last offered: Autumn 2019
| Units: 3
EDUC 251:
Topics in Epistemology and Education
Epistemology and education are each concerned with knowledge. Epistemology has both positive and normative aspects: it asks what knowledge is and why it is valued. Education is concerned with methods and conditions for conveying knowledge. This course will focus on current topics in epistemology with a view toward their implications for education and pedagogy. We will explore contemporary work in social epistemology and virtue epistemology; multicultural and feminist perspectives; epistemic development, and the significance of artificial intelligence and digital technology for theories of knowledge.
Last offered: Winter 2021
| Units: 3
EDUC 252:
Introduction to Psychometrics
Concepts of reliability and validity; derivation and use of test scales and norms; mathematical models and procedures for test validation, scoring, and interpretation.
Terms: Win
| Units: 3
EDUC 252L:
Introduction to Psychometrics - Lab
This course will cover the material from EDUC 252 in an applied setting. Emphasis will be in developing a capacity for applying and interpreting psychometrics techniques to real-world and simulated data.
Terms: Spr
| Units: 2
EDUC 253:
Foundations of Learning: From Ideas to Application
Education is one of the most contested spaces in American society today. But its public commentators draw on old debates in the texts of Plato, Rousseau, DuBois, Dewey and others. This course offers an opportunity to uncover the roots of current conversations about education and engage the classic works of educational philosophy, history, and humanities. We will discuss the texts, understand their ideas, and apply them to making grounded contributions to contemporary debates, policy direction, and strategic plans.
Last offered: Autumn 2021
| Units: 4
EDUC 254:
Digital Learning Design Workshop
Digital Learning Design Workshop is a project-based course offered in Fall and Winter Quarters that students can take as part of the Digital Learning Initiative's Student Accelerator. In hands-on workshops, led by prominent academic and industry experts, students will define specific learning problems, recruit teammates, develop an approach to learning and community building using digital technology, create prototypes, test them with target learners, and progressively refine them for potential entry in the Digital Learning Design Challenge.
Terms: Win, Spr
| Units: 1-2
| Repeatable
2 times
(up to 4 units total)
EDUC 255:
Mission and Money in Education
(Same as GSBGEN 373) Educational institutions are defined by their academic missions and their financial structures. When we refer to public/private or nonprofit/profit sectors, these are shorthand descriptions of the different capital structures that underlie educational organizations. Increasingly, these options - and novel variations on them - exist throughout the education enterprise: in K-12 schools, higher education, and ancillary service providers. In this course we will explore the relationships between academic goals and financial structures, with particular focus on management and decision making in educational organizations.
Terms: Spr
| Units: 3
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.
Last offered: Winter 2023
| Units: 4-5
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.
Last offered: Winter 2022
| Units: 3-5
EDUC 259:
Education Data Science Seminar
This three-quarter seminar is a required course for Education Data Science MS students. Central to the seminar are discussing opportunities and challenges of Education Data Science; developing community among EDS students, faculty, and external EDS innovators; making room for peer learning around students' course work, skills and experiences; and increasing understanding of and preparation for internships, the capstone project and job opportunities. Finally, students will work towards a collective EDS Seminar Paper in order to apply their learning within the seminar and coursework in an education research relevant context.
| Units: 1-3
EDUC 259A:
Education Data Science Seminar
This three-quarter seminar is a required course for Education Data Science MS students. Central to the seminar are discussing opportunities and challenges of Education Data Science; developing community among EDS students, faculty, and external EDS innovators; making room for peer learning around students' course work, skills and experiences; and increasing understanding of and preparation for internships, the capstone project and job opportunities. Finally, students will work towards a collective EDS Seminar Paper in order to apply their learning within the seminar and coursework in an education research relevant context.
Terms: Aut
| Units: 1-3
EDUC 259B:
Education Data Science Seminar
This three-quarter seminar is a required course for Education Data Science MS students. Central to the seminar are discussing opportunities and challenges of Education Data Science; developing community among EDS students, faculty, and external EDS innovators; making room for peer learning around students' course work, skills and experiences; and increasing understanding of and preparation for internships, the capstone project and job opportunities. Finally, students will work towards a collective EDS Seminar Paper in order to apply their learning within the seminar and coursework in an education research relevant context.
Terms: Win
| Units: 1-3
EDUC 259C:
Education Data Science Seminar
This three-quarter seminar is a required course for Education Data Science MS students. Central to the seminar are discussing opportunities and challenges of Education Data Science; developing community among EDS students, faculty, and external EDS innovators; making room for peer learning around students' course work, skills and experiences; and increasing understanding of and preparation for internships, the capstone project and job opportunities. Finally, students will work towards a collective EDS Seminar Paper in order to apply their learning within the seminar and coursework in an education research relevant context.
Terms: Spr
| Units: 1-3
EDUC 259D:
Education Data Science Capstone Projects
This three-quarter seminar is open to and required for second-year Education Data Science MS students. Central to the seminar is discussing work in progress on Capstone Projects.
Terms: Aut
| Units: 1-3
EDUC 259E:
Education Data Science Capstone Projects
This three-quarter seminar is open to and required for second-year Education Data Science MS students. Central to the seminar is discussing work in progress on Capstone Projects. Capstone Projects may require curricular practical training and the course meets the requirements for CPT for students on F-1V visas
Terms: Win
| Units: 1-3
EDUC 259F:
Education Data Science Capstone Projects
This three-quarter seminar is open to and required for second-year Education Data Science MS students. Central to the seminar is discussing work in progress on Capstone Projects. Capstone Projects may require curricular practical training and the course meets the requirements for CPT for students on F-1V visas.
Terms: Spr
| Units: 1-3
EDUC 260A:
Applications of Causal Inference Methods (EPI 239, STATS 209B)
See http://rogosateaching.com/stat209/. Application of potential outcomes formulation for causal inference to research settings including: mediation, compliance adjustments, time-1 time-2 designs, encouragement designs, heterogeneous treatment effects, aggregated data, instrumental variables, analysis of covariance regression adjustments, and implementations of matching methods. Prerequisite: an introduction to causal inference methods such as STATS209.
Last offered: Winter 2022
| Units: 2
EDUC 261A:
Distance Learning
Remote teaching and learning is not a new idea, however the popularity of these models has surged given the current COVID-19 pandemic. As students, parents, and teachers adapt to the dynamic nature of the current crisis, so too must our models of teaching and learning. This course is designed to begin the conversation around what synchronous and asynchronous remote teaching and learning can look like, and how considerations of equity and access are central to the realization of successful remote learning experiences.
Last offered: Summer 2022
| Units: 1
EDUC 261B:
Distance Learning
Remote teaching and learning is not a new idea, however the popularity of these models has surged given the current COVID-19 pandemic. As students, parents, and teachers adapt to the dynamic nature of the current crisis, so too must our models of teaching and learning. This course is designed to begin the conversation around what synchronous and asynchronous remote teaching and learning can look like, and how considerations of equity and access are central to the realization of successful remote learning experiences.
Last offered: Summer 2022
| Units: 1
EDUC 261D:
Computational Thinking Elective
This course approaches computational thinking through the lens of teaching for social justice. We will examine how (and why) practitioners and schools can support students engagement with computational thinking practices through interdisciplinary means. Utilizing computational thinking as an approach to problem solving empowers individuals to recognize the influences technology brings to our society and the impact it has on ethics and equity. This course will develop students' understanding of computational thinking to engage in important ways with power, privilege, and identity. Participants must have theoretical and experiential background in teaching diverse students in k-12. Course Open to LDT & STEP MA students at the GSE only.
Last offered: Spring 2020
| Units: 4
EDUC 261E:
Curriculum and Instruction Elective in Data Science
Data are all around us and it is becoming imperative for educators to teach students to develop greater data acumen. Topics covered include approaches to teaching about data and data science in the secondary school, including goals for instruction, teaching techniques, and instructional resources. For STEP Program students only.
Last offered: Spring 2022
| Units: 4
EDUC 262A:
Curriculum and Instruction in English
Approaches to teaching English in the secondary school, including goals for instruction, teaching techniques, and methods of evaluation. (STEP)
Terms: Sum
| Units: 2
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: 4
EDUC 262C:
Curriculum and Instruction in English
Approaches to teaching English in the secondary school, including goals for instruction, teaching techniques, and methods of evaluation. (STEP)
Terms: Win
| Units: 3
EDUC 262D:
Curriculum & Instruction Elective in English
Methodology of science instruction: teaching for English and language arts; linking the goals of teaching English with interdisciplinary curricula; opportunities to develop teaching materials. For STEP Program students only.
Terms: Spr
| Units: 4
EDUC 263A:
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: Sum
| Units: 2
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: 4
EDUC 263C:
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: Win
| Units: 3
EDUC 263D:
Curriculum & Instruction Elective in Math
Methodology of math instruction: teaching for mathematical thinking and reasoning; linking the goals of teaching math with literacy and interdisciplinary curricula; opportunities to develop teaching materials. For STEP Program students only.
Terms: Spr
| Units: 4
EDUC 263E:
Quantitative Reasoning & Mathematics I
First 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: Sum
| Units: 1
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: 3
EDUC 263G:
Quantitative Reasoning in Mathematics III
Third 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: Win
| Units: 2
EDUC 264A:
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. Prerequisite: STEP student. (STEP)
Terms: Sum
| 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: 4
EDUC 264C:
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. Prerequisite: STEP student. (STEP)
Terms: Win
| 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 265:
History of Higher Education in the U.S. (AMSTUD 165, EDUC 165, HISTORY 158C)
Major periods of evolution, particularly since the mid-19th century. Premise: insights into contemporary higher education can be obtained through its antecedents, particularly regarding issues of governance, mission, access, curriculum, and the changing organization of colleges and universities.
Terms: Win
| Units: 3-5
EDUC 266:
Educational Neuroscience
An introduction to the growing intersection between education research and emerging research on functional brain development. Students will probe the contributions and limitations of emerging theoretical and empirical contribution of neuroscience approaches to specific academic skills such as reading and mathematics, as well as exposure to general processes crucial for educational success, including motivation, attention, and social cognition. Final projects will explore these themes in the service of interventions designed to improve how these functions.
Terms: Win
| Units: 3
| Repeatable
3 times
(up to 9 units total)
EDUC 267A:
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: Sum
| 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: 4
EDUC 267C:
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: Win
| Units: 3
EDUC 267D:
Curriculum & Instruction Elective in Science
Methodology of science instruction: teaching for scientific reasoning; linking the goals of teaching science with literacy and interdisciplinary curricula; opportunities to develop teaching materials. For STEP Program students only.
Terms: Spr
| Units: 4
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: 3
EDUC 267F:
Development of Scientific Reasoning and Knowledge II
Continuation of 267E. Scientific knowledge and pedagogical skills for supporting science instruction. Topics include: how children build scientific understandings and what that understanding might look and sound like in young children; what school science is and how concepts are connected to the doing of it; physical, life, and earth science constructs.
Last offered: Winter 2021
| Units: 3
EDUC 267G:
Integrating the Garden into the Elementary Curriculum
This mini-course uses the garden and kitchen environments to provide teacher candidates with real-world contexts in which to explore some of the key issues that children face in health, nutrition, and sustainability. Teacher candidates will gain an understanding of how to integrate the various themes with content areas and standards and an appreciation for the importance of addressing children's health needs in an era when the country is facing increased obesity and other health problems.
Terms: Spr
| Units: 1
EDUC 268A:
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: Sum
| 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: 4
EDUC 268C:
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: Win
| Units: 3
EDUC 268D:
Curriculum & Instruction Elective in History
The methodology of history instruction: teaching for historical thinking and reasoning; linking the goals of teaching history with literacy and interdisciplinary curricula; opportunities to develop teaching materials. For STEP Program students only.
Terms: Spr
| Units: 4
EDUC 269:
The Ethics in Teaching
Goal is to prepare for the ethical problems teachers confront in their professional lives. Skills of ethical reasoning, familiarity with ethical concepts, and how to apply these skills and concepts in the analysis of case studies. Topics: ethical responsibility in teaching, freedom of speech and academic freedom, equality and difference, indoctrination, and the teaching of values.
Last offered: Winter 2019
| Units: 1
EDUC 270:
Latino Families, Languages, and Schools (EDUC 178)
The challenges facing schools to establish school-family partnerships with newly arrived Latino immigrant parents. How language acts as a barrier to home-school communication and parent participation. Current models of parent-school collaboration and the ideology of parental involvement in schooling.
Last offered: Spring 2016
| Units: 3-5
EDUC 271:
Education Policy in the United States
(Same as GSBGEN 347) The course will provide students from different disciplines with an understanding of the broad educational policy context. The course will cover topics including a) school finance systems; b) an overview of policies defining and shaping the sectors and institutional forms of schooling, c) an overview of school governance, d) educational human-resource policy, e) school accountability policies at the federal and state levels; and f) school assignment policies and law, including intra- and inter-district choice policies, desegregation law and policy.
Terms: Win
| Units: 3
EDUC 273:
Gender and Higher Education: National and International Perspectives (EDUC 173, FEMGEN 173, SOC 173, SOC 273)
This course examines the ways in which higher education structures and policies interact with gender, gender identity, and other characteristics in the United States, around the world, and over time. Attention is paid to how changes in those structures and policies relate to access to, experiences in, and outcomes of higher education by gender. Students can expect to gain an understanding of theories and perspectives from the social sciences relevant to an understanding of the role of higher education in relation to structures of gender differentiation and hierarchy. Topics include undergraduate and graduate education; identity and sexuality; gender and science; gender and faculty; and feminist scholarship and pedagogy.
Terms: Spr
| Units: 3-4
EDUC 275:
Leading Change in Schools
This course explores organizational conditions conducive to planned change that can lead to school improvement. Particular attention is given to the plurality of leadership roles in change efforts. Intended primarily for master's students who have had some past experience working in or with schools.
Terms: Spr
| Units: 3-4
EDUC 276:
Classroom Assessment
This course focuses on helping students to advance their knowledge about theory, design, and research issues related to assessing student learning in the classroom context. Students in this course will develop the basic conceptual and technical knowledge about assessment development and evaluation in the context of instructional units.
Terms: Spr
| Units: 3
EDUC 277:
Education of Immigrant Students: Psychological Perspectives
Historical and contemporary approaches to educating immigrant students. Case study approach focuses on urban centers to demonstrate how stressed urban educational agencies serve immigrants and native-born U.S. students when confronted with overcrowded classrooms, controversy over curriculum, current school reform movements, and government policies regarding equal educational opportunity.
Terms: Aut
| Units: 4
EDUC 278:
Introduction to Program Evaluation
The purpose of Introduction to Program Evaluation (EDUC 278) is to provide an introduction to the field of program evaluation. Students taking this course will learn basic concepts and participate in intellectual debates in the field. This course is intended to examine issues and challenges faced by evaluators of educational and social programs. We will be working with real evaluation tasks throughout the course. The class will meet once a week for 2hrs 50 min. It is critical that you commit to reading all the material before class, so that the discussion is well-focused. During the last weeks of the course, an evaluation proposal of a real-world program will be developed. The proposal will become the final paper.
Terms: Spr
| Units: 2-3
EDUC 280:
Learning & Teaching of Science (CTL 280, ENGR 295, MED 270, PHYSICS 295)
This course will provide students with a basic knowledge of the relevant research in cognitive psychology and science education and the ability to apply that knowledge to enhance their ability to learn and teach science, particularly at the undergraduate level. Course will involve readings, discussion, and application of the ideas through creation of learning activities. It is suitable for advanced undergraduates and graduate students with some science background.
Last offered: Spring 2023
| Units: 3
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 new tools for specific learners and subjects. Space is limited. Priority is given to master's students in the LDT Master's Program.
Terms: Aut
| Units: 3
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: Sum
| Units: 2
EDUC 284:
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: Win
| 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)
Last offered: Winter 2021
| Units: 1
EDUC 284B:
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)
Last offered: Spring 2021
| Units: 2
EDUC 285:
Supporting Students with Special Needs
For STEP teacher candidates. Needs of exceptional learners, identification of learning differences and disabilities, and adaptations in the regular inclusion classroom. Legal requirements of special education, testing procedures, development of individualized education plans, and support systems and services. Students follow a special needs learner to understand diagnosis, student needs, and types of services.
Last offered: Spring 2019
| Units: 2-3
EDUC 285A:
Boundary Crossing at Work: Designing for Learning with Differences in Mind
For STEP Secondary teacher candidates. Needs of exceptional learners, identification of learning differences and disabilities, and adaptations in the regular inclusion classroom. Legal requirements of special education, testing procedures, development of individualized education plans, and support systems and services. Students follow a special needs learner to understand diagnosis, student needs, and types of services.
Terms: Aut
| Units: 3
EDUC 285B:
Boundary Crossing at Work: Designing for Learning with Differences in Mind
For STEP Secondary teacher candidates. Needs of exceptional learners, identification of learning differences and disabilities, and adaptations in the regular inclusion classroom. Legal requirements of special education, testing procedures, development of individualized education plans, and support systems and services. Students follow a special needs learner to understand diagnosis, student needs, and types of services.
Last offered: Spring 2023
| Units: 1
EDUC 285C:
Dis/ability and Access in the Elementary Classroom
For STEP Elementary teacher candidates. Needs of exceptional learners, identification of learning differences and disabilities, and adaptations in the regular inclusion classroom. Legal requirements of special education, testing procedures, development of individualized education plans, and support systems and services. Students follow a special needs learner to understand diagnosis, student needs, and types of services.
Terms: Aut
| Units: 2
EDUC 285D:
Dis/ability and Access in the Elementary Classroom
For STEP elementary teacher candidates. Needs of exceptional learners, identification of learning differences and disabilities, and adaptations in the regular inclusion classroom. Legal requirements of special education, testing procedures, development of individualized education plans, and support systems and services. Students follow a special needs learner to understand diagnosis, student needs, and types of services.
Terms: Win
| Units: 2
EDUC 286:
Decolonizing the Indigenous Classroom (CSRE 116, CSRE 302, EDUC 186, NATIVEAM 116)
Using Indigenous and decolonizing perspectives on education, this interdisciplinary course will examine interaction and language in cross-cultural educational situations, including language, literacy and interethnic communication as they relate to Indigenous American classrooms. Special attention will be paid to implications of social, cultural and linguistic diversity for educational practice, along with various strategies for bridging intercultural differences between schools and Native communities.
Last offered: Winter 2021
| Units: 3-5
EDUC 287:
Graduate Research Workshop on Psychological Interventions (PSYCH 274)
Psychological research has the potential to create novel interventions that promote the public good. This workshop will expose students to psychologically 'wise' intervention research and to support their efforts to conduct such interventions, especially in the context of education, broadly conceived, as well as other areas. The first part of the class will address classic interventions and important topics in intervention research, including effective delivery mechanisms, sensitive behavioral outcomes, the role of theory and psychological process, and considerations of the role of time and of mechanisms that can sustain treatment effects over time. In the second part of the class, students will present and receive feedback on their own ongoing and/or future intervention research. Prerequisite: Graduate standing in Psychology or Education, or consent of instructor.
Last offered: Winter 2020
| Units: 3
EDUC 288:
Organizational Analysis
This is an introductory course in organizational behavior intended primarily for master's students. The course is applicable to a wide range of organizational settings, but pays particular attention to studies of schools, universities, nonprofit organizations, and social movements. The course has three goals: to explore a variety of organizational contexts; to investigate different theoretical approaches that elucidate these contexts; and to provide students different ways of "seeing" and managing organizations.
Last offered: Autumn 2022
| Units: 4
EDUC 289:
The Centrality of Literacies in Teaching and Learning
(Formerly EDUC 166.) Focus is on principles in understanding, assessing, and supporting the reading and writing processes, and the acquisition of content area literacies in secondary schools. Literacy demands within particular disciplines and how to use oral language, reading, and writing to teach content area materials more effectively to all students. (STEP)
Terms: Spr
| Units: 2
EDUC 290:
Instructional Leadership: Building Capacity for Excellent Teaching
This course focuses on the role of leaders in designing, supporting and sustaining excellent teaching. How do leaders create the organizational conditions to focus attention on the technical core of instruction, curriculum and assessment. Course goals: 1) explore a variety of educational leadership approaches, 2) investigate the theory of action underlying these approaches to leadership and consider the implications for instructional practice and 3) develop understanding of the relationship between the leadership approach and the learning environment.
Last offered: Spring 2019
| Units: 3-4
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 292:
Academic Writing in Graduate Education
In this workshop style course, you will learn principles for effective writing in graduate education and beyond. Beginning with consideration of the inherited and cultivated traditions informing your writing practices, you will examine the processes that best support your development as a writer; apply key rhetorical principles to your own writing and analyze those principles at work in other people's prose; practice writing about texts for a variety of purposes; and use feedback to revise your writing for both disciplinary-specific and public audiences. Master's students who are drafting a thesis and doctoral students who are working on qualifying papers or dissertations are especially encouraged to enroll.
Last offered: Winter 2020
| Units: 2-4
EDUC 293:
Church, State, & Schools: Issues in Education & Religion (AMSTUD 293, JEWISHST 293X, RELIGST 234X)
This course will examine interactions between religion and education, focusing on both formal and experiential sites in which people and communities explore, articulate, encounter, and perform religious ideologies and identities. The class will focus on different religious traditions and their encounters the institutions and structures of education in American culture, both in the United States and as it manifests in American culture transnationally.
Last offered: Autumn 2015
| Units: 4
EDUC 294:
History of the Learned Book
The course takes full advantage of the university library's Special Collections to examine the key historic works contributing to the advancement of learning and the organization of knowledge. Beginning with medieval manuscripts and progressing through all areas of human inquiry during the age of print, the course explores the economic and educational history of learned publishing in the West, while examining what these historic artifacts reveal about developments in the structure and authority, production and circulation, technology and aesthetics, of learning and knowledge.
| Units: 3-5
| Repeatable
6 times
(up to 30 units total)
EDUC 295:
Entrepreneurship and Innovation in Education Technology Seminar
(Same as GSBGEN 591) The last few years have created significant educational challenges and opportunities, especially given the emergence of Artificial Intelligence (AI); there has never been a more pressing and urgent need in our history to foster entrepreneurship in education by leveraging new technologies. This course will help you develop the skills and strategies necessary to effectively create and evaluate educational services and education technology startups, much like educators, entrepreneurs, philanthropists, and venture capital investors do. Some questions we will discuss include: How do entrepreneurs, educators, and VCs evaluate and grow successful education and edtech startups? Why do most startups in edtech fail, and what are the critical ingredients for success, especially in today's challenging times? What does it take to get venture capital financing in edtech? Why now? Each week will feature a different entrepreneur as a guest speaker; these leaders hail from a variety of innovative for-profit and non-profit startups. As we hear from the speakers, we'll evaluate all aspects of their invention, particularly in the context of AI, distance learning and hybrid learning ecosystems. A fundamental question we'll explore in this course is how educators and technologists can better collaborate to leverage the scale and impact of technology to improve educational equity and access. This course will be taught in person; attendance at each session is required. The maximum capacity is 60 students. Juniors, Seniors and graduate students of all Stanford schools are welcome. Syllabus can be viewed here: https://monsalve.people.stanford.edu/courses-and-seminars
Terms: Spr
| Units: 2
| Repeatable
2 times
(up to 6 units total)
EDUC 298:
Seminar on Teaching Introductory Computer Science (CS 298)
Faculty, undergraduates, and graduate students interested in teaching discuss topics raised by teaching computer science at the introductory level. Prerequisite: consent of instructor.
Last offered: Spring 2022
| Units: 1
EDUC 299A:
Beyond Equity
(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. Enrollment restricted to students in the STEP Program only. (STEP)
Terms: Sum
| Units: 1
EDUC 299B:
Beyond Equity
(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. Enrollment restricted to students in the STEP Program only. (STEP)
Last offered: Spring 2023
| Units: 1
EDUC 301:
Workshop on Race, Ethnicity, and Language in Schools
The Workshop on Race, Ethnicity, and Language in Schools is a new School of Education initiative that examines the profound and enduring relationships between race, ethnicity, and language in education in the U.S. and elsewhere. The seminar brings together an inderdisciplinary group of leading scholars and graduate students in language in education to address the role of race and ethnicity in a host of complex and controversial language educational issues that cut across the areas of practice, policy, and pedagogy.
Last offered: Winter 2018
| Units: 1-4
| Repeatable
10 times
(up to 40 units total)
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.
Last offered: Winter 2021
| 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 306B:
Global Education Policy & Organization (PUBLPOL 316)
Education policy, politics, and development. Topics include: politics, interests, institutions, policy, and civil society; how schools and school systems operate as political systems; how policy making occurs in educational systems; and theories of development.
Terms: Win
| Units: 3-5
EDUC 306D:
Global Social Change, Sustainable Development, and Education (EDUC 136, SOC 231, SUSTAIN 226)
Focuses on the relations between education and sustainable development from a comparative cross-national perspective. The course covers questions and debates around education for sustainable development and the nature of "the global"; global influences on national institutions of sustainable development; and key themes in the cross-national study of education for sustainable development such as stratification and achievement, gender, human rights, and the global authority of science and experts.
Last offered: Winter 2023
| Units: 4-5
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.
Terms: Aut
| Units: 1
EDUC 307:
Foundations and Contemporary Topics in Social-Educational Psychology (PSYCH 280)
At its core, social psychology is concerned with educational problems because it addresses the problem of how to change hearts and minds in lasting ways. This course explores the major ideas, theories, and findings of social psychology, their educational implications, and the insights they shed into how and when people change. There will be a focus on educational issues. Intersections with other disciplines, in particular social development and biology, will be addressed. Historical tensions and traditions, as well as classic studies and theories, will be covered. Graduate students from other disciplines, and advanced undergraduates, are welcome (class size permitting).
| Units: 2-4
EDUC 310:
Sociology of Education (SOC 332)
Seminar. Key sociological theories and empirical studies of of the relationship between education and other major social institutions, focusing on drivers of educational change, the organizational infrastructures of education, and the implication of education in processes of social stratification. Targeted to doctoral students.
Last offered: Spring 2022
| Units: 3-5
EDUC 311:
Research Workshop in International Education
International Education Initiative (IEI) a cross-campus initiative to promote greater collaboration around research in international education at Stanford. It is designed to help students conduct higher quality research in international education and gain wide exposure to the international education research community. Students will have the chance to engage with invited speakers from outside Stanford, present and get feedback about their own research, and learn new methodological tools.
Last offered: Spring 2022
| Units: 1
| Repeatable
for credit
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.
Last offered: Winter 2023
| Units: 3-4
EDUC 313:
The Education of American Jews (JEWISHST 213, JEWISHST 393X, RELIGST 313X)
This course will take an interdisciplinary approach to the question of how American Jews negotiate the desire to retain a unique ethnic sensibility without excluding themselves from American culture more broadly. Students will examine the various ways in which people debate, deliberate, and determine what it means to be an "American Jew". This includes an investigation of how American Jewish relationships to formal and informal educational encounters through school, popular culture, religious ritual, and politics.
Terms: Spr
| Units: 4
EDUC 314:
Funkentelechy: Technologies, Social Justice and Black Vernacular Cultures (AFRICAAM 200N, CSRE 314, STS 200N)
From texts to techne, from artifacts to discourses on science and technology, this course is an examination of how Black people in this society have engaged with the mutually consitutive relationships that endure between humans and technologies. We will focus on these engagements in vernacular cultural spaces, from storytelling traditions to music and move to ways academic and aesthetic movements have imagined these relationships. Finally, we will consider the implications for work with technologies in both school and community contexts for work in the pursuit of social and racial justice.
Terms: Spr
| Units: 4-5
EDUC 315A:
Introduction to CSCL: Computer-Supported Collaborative Learning (CS 498C)
This seminar introduces students to foundational concepts and research on computer-supported collaborative learning (CSCL). It is designed for LSTD doctoral students, LDT masters' students, other GSE graduate students and advanced undergraduates inquiring about theory, research and design of CSCL. CSCL is defined as a triadic structure of collaboration mediated by a computational artefact (participant-artifact-participant). CSCL encompasses two individuals performing a task together in a short time, small or class-sized groups, and students following the same course, digitally interacting.
Terms: Win
| Units: 3
EDUC 316:
Social Network Methods (SOC 369)
Introduction to social network theory, methods, and research applications in sociology. Network concepts of interactionist (balance, cohesion, centrality) and structuralist (structural equivalence, roles, duality) traditions are defined and applied to topics in small groups, social movements, organizations, communities. Students apply these techniques to data on schools and classrooms.
Terms: Spr
| Units: 3-5
EDUC 317:
Computational Sociology (SOC 317W)
Yearlong workshop where doctoral students are encouraged to collaborate with peers and faculty who share an interest in employing computational techniques in the pursuit of researching social network dynamics, text analysis, histories, and theories of action that help explain social phenomena. Students present their own research and provide helpful feedback on others' work. Presentations may concern dissertation proposals, grants, article submissions, book proposals, datasets, methodologies and other texts. Repeatable for credit.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
for credit
EDUC 319:
Research on Teaching
Introduction and historical perspective to theory, methods, and substantive findings of research on teaching.
Last offered: Winter 2019
| Units: 1-4
EDUC 320:
Sociology of Science (EDUC 120, SOC 330, STS 200Q)
This course explores the social construction of scientific knowledge from various perspectives. The course begins by taking stock of core philosophical theories on scientific knowledge and then it proceeds to ask how various authors have described and characterized this knowledge as socially embedded and constructed. Through this course we will ask what sort of knowledge is considered scientific or not? And then from there, a variety of social, institutional and historical factors will enter and influence not only how scientific knowledge is discovered and developed, but also how we evaluate it. This course is suitable to advanced undergraduates and doctoral students.
Terms: Aut
| Units: 3-4
EDUC 321:
Nonprofits, Philanthropy & Society (PUBLPOL 321, SOC 321)
Over the past several decades nonprofit organizations have become increasingly central entities in society, and with this growing status and importance their roles are increasingly complex.We consider the social, political and economic dynamics of philanthropy and the nonprofit sector, focusing mainly (but not exclusively) on the US. The class is best suited for graduate students looking for an advanced analytic understanding of the sector and those wishing to conduct research in the field; it is not intended to provide training in nonprofit management.
Terms: Spr
| Units: 3-4
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 325B:
Proseminar 2
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: Win
| Units: 3
EDUC 325C:
Proseminar 3
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: Spr
| Units: 3
EDUC 326:
Advanced Regression Analysis (SOC 384)
Social science researchers often deal with complex data and research questions that traditional statistics models like linear regression cannot adequately address. This course offers the opportunity to understand and apply two widely used types of advanced regression analysis that allow the examination of 1) multilevel data structures (multilevel models) and 2) multivariate research questions (structural equation models).
Terms: Spr
| Units: 3-5
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.
Last offered: Autumn 2016
| Units: 3-4
EDUC 327C:
The Conduct of Qualitative Inquiry
For doctoral students. Students bring research data for analysis and writing. Preference to those who have completed 327A.
Last offered: Winter 2017
| Units: 1-4
EDUC 328:
Topics in Learning and Technology: Core Mechanics for Learning
Contents of the course change each year. The course can be repeated. In game play, core mechanics refers to the rules of interaction that drive the game forward. This class will consider whether there are core mechanics that can drive learning forward, and if so, how to build them into learning environments.
Last offered: Winter 2016
| Units: 3
| Repeatable
for credit
EDUC 329:
Seminar on Teacher Professional Learning
This course focus on theories, research, principles, design, and practices about professional learning for teachers. The specifics of the course will be guided by student interest. Possible topics include: pedagogies of professional learning, curriculum-based professional learning; design principles for transformative professional learning; frameworks and processes to support teacher learning; and policy issues. This course will be offered in-person with the possibility of remote participation. Remote participation is only with permission. Please contact the instructor BEFORE the course starts to discuss this possibility. Optional practicum in subsequent terms in which course participants are able to offer an in-person or virtual professional learning experience to practicing teachers through the Center to Support Excellence in Teaching.
Last offered: Winter 2023
| Units: 1-3
EDUC 332:
Theory and Practice of Environmental Education (EARTHSYS 332)
Foundational understanding of the history, theoretical underpinnings, and practice of environmental education as a tool for addressing today's pressing environmental issues. The purpose, design, and implementation of environmental education in formal and nonformal settings with youth and adult audiences. Field trip and community-based project offer opportunities for experiencing and engaging with environmental education initiatives.
Last offered: Spring 2018
| Units: 3
EDUC 333A:
Introduction to Learning Sciences: Understanding Learning and Learning Environments
This course is an introduction to the foundational ideas and origins of the learning sciences as they relate to conceptualizing, analyzing, and improving learning through the complementary work of researching and designing new learning environments, technologies, tools, and experiences. Core perspectives represented include those that are cognitive, situative, sociocultural, developmental, and critical about what, how, and why people learn new ideas and practices in authentic settings. Activities include detailed analysis of readings, learning environments, learning technologies, and emerging field directions.
Terms: Aut
| Units: 3
EDUC 334A:
Youth and Education Law Project: Clinical Practice
(Same as LAW 660A). The Youth and Education Law Project offers students the opportunity to participate in a wide variety of educational rights and reform work, including direct representation of youth and families in special education and school discipline matters, community outreach and education, school reform litigation, and/or policy research and advocacy. All students have an opportunity to represent elementary and high school students with disabilities in special education proceedings, to represent students in school discipline proceedings, or to work with community groups in advocating for the provision of better and more equitable educational opportunities to their children. In addition, the clinic may pursue a specific policy research and advocacy project that will result in a written policy brief and policy proposal. Students working on special education matters have the opportunity to handle all aspects of their clients' cases. Students working in this area interview and counsel clients, investigate and develop facts, work with medical and mental health professionals and experts, conduct legal and educational research, create case plans, and represent clients at individual education program (IEP) team meetings, mediation or special education due process hearings. This work offers students a chance to study the relationship between individual special education advocacy and system-wide reform efforts such as impact litigation. Students working on school discipline matters interview and counsel clients, investigate and develop facts, interview witnesses, conduct legal and educational research, create case plan, and represent clients at school discipline hearings such as expulsion hearings. Such hearings provide the opportunity to present oral and written argument, examine witnesses, and present evidence before a hearing officer. If appropriate and necessary, such proceedings also present the opportunity to represent students on appeal before the school district board of trustees or the county board of education. The education clinic includes two or three mandatory training sessions to be held at the beginning of the term, a weekly seminar that focuses on legal skills and issues in law and education policy, regular case review, and a one hour weekly meeting with the clinic instructor. Admission is by consent of instructor. Beginning with the 2009-2010 academic year, each of the Law School's clinical courses is being offered on a full-time basis for 12 credits.
Last offered: Spring 2023
| Units: 4
EDUC 334B:
Youth and Education Law Project: Clinical Methods
(Same as LAW 660B). The Youth and Education Law Project offers students the opportunity to participate in a wide variety of educational rights and reform work, including direct representation of youth and families in special education and school discipline matters, community outreach and education, school reform litigation, and/or policy research and advocacy. All students have an opportunity to represent elementary and high school students with disabilities in special education proceedings, to represent students in school discipline proceedings, or to work with community groups in advocating for the provision of better and more equitable educational opportunities to their children. In addition, the clinic may pursue a specific policy research and advocacy project that will result in a written policy brief and policy proposal. Students working on special education matters have the opportunity to handle all aspects of their clients' cases. Students working in this area interview and counsel clients, investigate and develop facts, work with medical and mental health professionals and experts, conduct legal and educational research, create case plans, and represent clients at individual education program (IEP) team meetings, mediation, or special education due process hearings. This work offers students a chance to study the relationship between individual special education advocacy and system-wide reform efforts such as impact litigation. Students working on school discipline matters interview and counsel clients, investigate and develop facts, interview witnesses, conduct legal and educational research, create case plan, and represent clients at school discipline hearings such as expulsion hearings. Such hearings provide the opportunity to present oral and written argument, examine witnesses, and present evidence before a hearing officer. If appropriate and necessary, such proceedings also present the opportunity to represent students on appeal before the school district board of trustees of the county board of education. The education clinic includes two or three mandatory training sessions to be held at the beginning of the term, a weekly seminar that focuses on legal skills and issues in law and education policy, regular case review, and a one hour weekly meeting with the clinic instructor. Admission is by consent of instructor. Beginning with the 2009-2010 academic year, each of the Law School's clinical courses is being offered on a full-time basis for 12 credits.
Last offered: Spring 2023
| Units: 4
EDUC 334C:
Youth and Education Law Project: Clinical Coursework
(Same as LAW 660C). The Youth and Education Law Project offers students the opportunity to participate in a wide variety of educational rights and reform work, including direct representation of youth and families in special education and school discipline matters, community outreach and education, school reform litigation, and/or policy research and advocacy. All students have an opportunity to represent elementary and high school students with disabilities in special education proceedings, to represent students in school discipline proceedings, or to work with community groups in advocating for the provision of better and more equitable educational opportunities to their children. In addition, the clinic may pursue a specific policy research and advocacy project that will result in a written policy brief and policy proposal. Students working on special education matters have the opportunity to handle all aspects of their clients' cases. Students working in this area interview and counsel clients, investigate and develop facts, work with medical and mental health professionals and experts, conduct legal and educational research, create case plans, and represent clients at individual education program (IEP) team meetings, mediation, or special education due process hearings. This work offers students a chance to study the relationship between individual special education advocacy and system-wide reform efforts such as impact litigation. Students working on school discipline matters interview and counsel clients, investigate and develop facts, interview witnesses, conduct legal and educational research, create case plan, and represent clients at school discipline hearings such as expulsion hearings. Such hearings provide the opportunity to present oral and written argument, examine witnesses, and present evidence before a hearing officer. If appropriate and necessary, such proceedings also present the opportunity to represent students on appeal before the school district board of trustees or the county board of education. The education clinic includes two or three mandatory training sessions to be held at the beginning of the term, a weekly seminar that focuses on legal skills and issues in law and education policy, regular case review, and a one hour weekly meeting with the clinic instructor. Admission is by consent of instructor. Beginning with the 2009-2010 academic year, each of the Law School's clinical courses is being offered on a full-time basis for 12 credits.
Last offered: Spring 2023
| Units: 4
EDUC 335:
Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 135, EPI 235, HUMBIO 26, MED 235)
The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students an immersive educational experience into understanding how to effectively develop, evaluate, and scale social ventures. Students will also get a rare "behind-the-scenes" glimpse at the complex ethical dilemmas social entrepreneurs have tackled to navigate the odds. Partnered with TeachAids, a global award-winning nonprofit (scaled to 82 countries), this course introduces students to the major principles of research-based design and integrates instruction supported by several game-changing social leaders. Open to both undergraduate and graduate students, it culminates in a formal presentation to an interdisciplinary panel of diverse Silicon Valley leaders. (Cardinal Course certified by the Haas Center)
Terms: Win
| Units: 3
EDUC 337:
Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices (AFRICAAM 106, CSRE 103B, EDUC 103B)
Focus is on classrooms with students from diverse racial, ethnic and linguistic backgrounds. Studies, writing, and media representation of urban and diverse school settings; implications for transforming teaching and learning. Issues related to developing teachers with attitudes, dispositions, and skills necessary to teach diverse students. Cardinal Course certified by the Haas Center.
Terms: Win
| Units: 4
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 340:
Psychology and American Indian/Alaska Native Mental Health (NATIVEAM 240, PSYCH 272)
Western medicine's definition of health as the absence of sickness, disease, or pathology; Native American cultures' definition of health as the beauty of physical, spiritual, emotional, and social things, and sickness as something out of balance. Topics include: historical trauma; spirituality and healing; cultural identity; values and acculturation; and individual, school, and community-based interventions. Prerequisite: experience working with American Indian communities.
Last offered: Spring 2023
| Units: 3-5
EDUC 341:
Counterstory in Literature and Education (CSRE 141E, EDUC 141, LIFE 124)
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.
Last offered: Spring 2022
| Units: 3
EDUC 342:
Child Development and New Technologies
Focus is on the experiences computing technologies afford children and how these experiences might influence development. Sociocultural theories of development as a conceptual framework for understanding how computing technologies interact with the social ecology of the child and how children actively use technology to meet their own goals. Emphasis is on influences of interactive technology on cognitive development, identity, and social development equity.
Terms: Win
| Units: 3
EDUC 343A:
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 343B:
Practicum for fellows in the Stanford Preparing Future Professors Program
Nine weekly one-hour and fifty-minute sessions consisting of discussions of: (1) the previous week's mentoring institutions' shadowing experiences and (2) readings related to session themes.
Terms: Win
| Units: 1-2
EDUC 343C:
Preparing for Faculty Careers (MI 343C)
For graduate students and postdoctoral fellows from all disciplines who are considering a faculty career of any type and at any of a broad range of institutions. Numbers are limited and so whether formally registered (grad students) or attending as auditors (grad students or postdocs), all participants must commit to attending the entire course. Begins with a methodology to help determine if a faculty career is a good fit for the values, interests and abilities of each participant. Progresses to an exploration of different types of faculty roles and different institutional contexts (e.g., tenure-track vs. non-tenure-track; research-intensive vs. teaching-intensive; large vs. small; etc.). Discusses how to identify and land a faculty position. Ends with concrete tips on how to thrive in such a role. May be repeated for credit.
Last offered: Spring 2023
| Units: 2
| Repeatable
for credit
EDUC 343D:
Preparing for the Faculty Job Search
"Preparing for the Faculty Job Search" is a weekly seminar course. The goals of the course are to increase students' knowledge of the faculty job search. We will work on both written and oral parts of your job search preparation, including CVs, cover letters, research and teaching statements, and the job talk. Experts from across Stanford will present. The course is restricted to participants in the DARE Doctoral Fellowship Program.
Terms: Spr
| Units: 1
EDUC 343E:
Research, Action, and Impact through Strategic Engagement
This is the core course for the Research, Action, and Impact through Strategic Engagement Doctoral Fellowship Program. Students in this course will learn how to identify and build collaborations with community partners. By the end of the course, students will complete a blueprint for a community engaged project and partnership agreement with an community organization.
Terms: Aut, Win, Spr
| Units: 1-3
EDUC 345:
Adolescent Development and Schooling
How the context of school and its relationship to other major context developments (family, peer group, and neighborhood) influence the social, emotional, and cognitive development of secondary school-aged youths. Metatheoretical approaches (mechanistic, organismic, developmental contextualist metamodels) and methods of conducting research on schooling and development (laboratory, survey, ethnographic, intervention). Topics: school transitions during adolescence; the role of school functioning in broader patterns of competence or distress; and how the organization of academic tasks, classrooms, and school environments as a whole can influence adolescent development. Focus is on middle and high school years. (PSE)
Last offered: Winter 2019
| Units: 3-5
EDUC 346:
Research Seminar in Higher Education
This seminar introduces and elaborates a "pathways" heuristic for studying and improving progress through higher education. Provides an overview of novel computational tools for modeling academic progress; classic and contemporary theoretical insights for theorizing progress; and research nationally and internationally that partakes of the pathways imagery. Students are encouraged to design and/or pursue their own research in seminar, with critical peer review among their colleagues.
Terms: Spr
| Units: 3-5
EDUC 347:
The Economics of Higher Education
(Same as GSBGEN 348) Topics: the worth of college and graduate degrees, and the utilization of highly educated graduates; faculty labor markets, careers, and workload; costs and pricing; discounting, merit aid, and access to higher education; sponsored research; academic medical centers; and technology and productivity. Emphasis is on theoretical frameworks, policy matters, and the concept of higher education as a public good. Stratification by gender, race, and social class.
Last offered: Autumn 2022
| Units: 3-4
EDUC 349:
Globalization and Higher Education (SOC 297)
This course examines the expansion, impact, and organization of higher education across the world. This course engages students with sociological theory and comparative research on global and national sources of influence on higher education developments, e.g. admissions criteria, curricular content, governance structure.. At the end of the course students should be able to compare and contrast developments across countries.
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.
Last offered: Spring 2020
| Units: 1
| Repeatable
3 times
(up to 3 units total)
EDUC 352:
Education Research Partnerships
This course focuses on developing and sustaining effective education research partnerships. Partnerships are essential in creating new research projects, conducting field-based inquiry, and in implementing lessons from research projects. The course emphasizes the power of successful partnerships in improving education while exploring potential barriers to the formation and productivity of partnerships. During this course there will be explicit opportunities for students to develop the knowledge and capacities necessary for effective collaborative partnership research.
Last offered: Spring 2020
| Units: 3-5
EDUC 352A:
Introduction to Research-Practice Partnerships
This course is an introduction to education research-practice partnerships (RPPs). It examines the distinctive characteristics of education research-practice partnerships, how they differ from other efforts to improve education, and the types of questions that have been explored by RPPs. We will discuss different types of RPPs including design based implementation research, networked improvement communities, community-engaged research, design-based implementation research (DBIR), and Youth Participatory Action Research (YPAR). We will pay extra attention to the theories and methodologies used in DBIR, and to projects that DBIR scholars have conducted, as exemplars of RPP work.
Terms: Aut
| Units: 1-4
EDUC 352B:
Seminar in Developing Partnership Research
In this seminar, students develop the foundational knowledge and skills for effective partnership research. This seminar introduces students to the skills and knowledge necessary for starting and sustaining partnership research through readings and discussion. In the seminar, students develop a concept for partnership research they want to pursue and receive coaching and guidance on forming and nurturing a partnership research project.
Terms: Win
| Units: 1-2
EDUC 352C:
Advanced Partnership Research
Partnership research requires a dynamic skill set involving negotiations, collaboration and communication as well as knowledge of the context you are working in and the dilemmas practice partners face in their day-to-day work. In this course, students will work with faculty, peers, and practice partners to learn how to navigate the challenging waters of partnership research and examine challenges in their own partnership research.
Terms: Spr
| Units: 1-2
EDUC 353A:
Problems in Measurement: Item Response Theory
Study of the mathematical models used in psychological measurement with an emphasis on item response theory (IRT). We will examine various problems, including estimation of item parameters and person abilities, polytomous response models, and other issues. A key focus of this course will be on developing applied skills with the relevant models. Prerequisites included EDUC 252 (or consent of the instructor).
Last offered: Winter 2023
| Units: 3
| Repeatable
2 times
(up to 6 units total)
EDUC 354:
School-Based Decision Making
Leadership as it plays out in the pragmatic demands and tensions of site-level decision processes. School decision-making as a capacity-building challenge with focus on the complex interdependence of factors critical to school achievement and equity outcomes: governance, culture, curricula, resource alignment, inquiry, community engagement, and multi-cultural competence.
Last offered: Winter 2019
| Units: 4
EDUC 355:
Higher Education and Society
We examine unprecedented scrutiny and critiques of US colleges and universities. How have expectations changed? How have campus leaders and faculty responded? Who is served, what is taught, what research is prioritized, and what public impact is envisioned-contributing to democracy via access, education for citizenship and employment, producing reliable knowledge, serving as a community partner. Sources are readings, group work, and speakers. The seminar is designed for graduate students across the university. Undergraduates and postdocs need the instructor's permission.
Terms: Spr
| Units: 2-3
EDUC 356:
Street History: Learning the Past in School and Out (HISTORY 337C)
Interdisciplinary. Since Herodotus, history and memory have competed to shape minds: history cultivates doubt and demands interpretation; memory seeks certainty and detests that which thwarts its aims. History and memory collide in modern society, often violently. How do young people become historical amidst these forces; how do school, family, nation, and mass media contribute to the process?
Last offered: Spring 2009
| Units: 3-5
EDUC 357:
Science and Environmental Education in Informal Contexts
There are ever-expanding opportunities to learn science in contexts outside the formal classroom, in settings such as zoos, museums, and science centers. How are issues around science and the environment presented in these contexts, how do people behave and learn in these contexts, and what messages do they take away? This course will cover the learning theories and empirical research that has been conducted in these settings. Case studies of nearby science centers will add an experiential dimension.
Last offered: Winter 2019
| Units: 3-4
EDUC 359B:
Research in Science, Engineering, and Technology Education: Mental Models and Conceptual Change
A reading-intensive seminar on rotating topics of relevance for students in the Curriculum and Teacher Education Science, Engineering, and Technology subplan and others interested in these topics as they relate to K-12 education. Seminal and historical ideas and theories as well as current debates, methods, and research initiatives will be introduced. Each term, students will produce some final deliverable, such as a research paper or pilot research study, as specified by the current course instructor.
Terms: Spr
| Units: 2-3
| Repeatable
5 times
(up to 15 units total)
EDUC 359C:
Science, Engineering and Technology Education Seminar
A weekly seminar for CTE-Science, Engineering, and Technology (SET) Education students to discuss current topics in the field, hear from guest speakers, and explore current graduate student research projects in more depth.
Terms: Aut, Win
| Units: 1-3
| Repeatable
for credit
EDUC 359E:
Research on Mathematics Education
Comparative and cultural perspectives on mathematics teaching and learning practices in the U.S. mathematics education in the context of cultural and educational systems. Teaching and learning as an interactive system, classroom discourse and math talk, teacher professional development, classroom culture and norms, educational equity, and issues of curriculum and standards.
Last offered: Winter 2019
| Units: 2-4
EDUC 359F:
Research in Mathematics Education: Conducting Inquiry
This seminar will serve as both a workshop for developing participants' own professional trajectories as mathematics education scholars and a forum for discussion on key issues related to conducting research and making an impact in the field of mathematics education. Participants will be invited to share their own research and to engage in discussions about possible impact. This seminar is restricted to mathematics education students.
Last offered: Autumn 2021
| Units: 2-4
| Repeatable
10 times
(up to 40 units total)
EDUC 360:
Child Development in Contexts of Risk and Adversity
This course provides an overview of theoretical and methodological issues pertaining to the study of child development in contexts of risk and adversity. We will begin by discussing different approaches to conceptualizing and measuring exposure to risk and adversity as well as conceptualizing and measuring children's adaptation. We will review different theoretical frameworks and empirical models that researchers employ to identify factors and processes that are associated with resilient or maladaptive developmental outcomes and trajectories over time. Finally, we will discuss how exemplar biological, family, school, cultural, and economic processes contribute to our understanding of children's adaptation and resilience. Throughout the course, we will discuss limitations of current research, directions for future research, and the translation of research findings for practitioners and policy makers. We will also consider equity issues relevant to studying adversity and adaptive functioning in diverse groups of children. Students will have the opportunity to apply the knowledge gained in the course to develop a research proposal that is aligned with their own interests and work.
Last offered: Winter 2023
| Units: 3
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 362:
The Science Curriculum: Values and Ideology in a Contested Terrain
The issue of what should be taught in schools is a site of contestation where issues of beliefs, values and ideologies emerge. This course will use the school science curriculum and the history of its development to explore the common positions adopted and argued for in approaching curriculum development. Course will help students develop a knowledge of curriculum reform in school science and a deeper understanding of the arguments that have shaped its present form and their historical antecedents.
Last offered: Autumn 2018
| Units: 2-4
EDUC 363:
Stress Reactivity and Biological Sensitivity to Context
This class is designed to introduce students to two biological system: the autonomic nervous system (ANS) and the hypothalamic-pituitary-adrenal (HPA) axis' that help children respond to and cope with daily challenges, stressors, and adversities. We will examine: (1) how the ANS and HPA systems respond to daily stressors, as well as experiences of poverty, maltreatment, and neglect; (2) how different indices of stress reactivity independently and jointly relate to various domains of competence and psychopathology; and (3) how stress reactivity moderates contextual influences on children's adaptation.
Last offered: Autumn 2018
| Units: 3-4
EDUC 364:
Cognition and Learning
This course focuses on helping students to advance their knowledge of cognitive psychology and what this field can offer to understand learning and educational practice. We will discuss how people learn, understand, and remember information, and why some people seem to be better at this than others. Topics discussed include the construction of knowledge, thinking about thinking, and the motivational and affective factors that shape thinking processes. Upon successful completion of this course, you will have a deeper understanding of how learners' knowledge, motivation, and development contribute to making meaning of information and to the actions they take to learn.
Terms: Aut
| Units: 3-4
EDUC 365:
Social, Emotional, and Personality Development
The story of human development across the lifespan, with an emphasis on how people acquire the capacities for mutually beneficial social relations, positive motivation, and mature self-understanding. Topics include socialization, identity, purpose, moral commitment, anti-social behavior, SEL (social and emotional learning in schools), gender, culture, self-concept, and personality. This course is a DAPS core course open to other doctoral and master's students and to advanced undergraduates with some prior coursework in human development.
Terms: Win
| Units: 3
EDUC 366:
Learning in Formal and Informal Environments
How learning opportunities are organized in schools and non-school settings including museums, after-school clubs, community art centers, theater groups, aquariums, sports teams, and new media contexts. Sociocultural theories of development as a conceptual framework. Readings from empirical journals, web publications, and books.Collaborative written or multimedia research project in which students observe and document a non-school learning environment.
Terms: Aut
| Units: 3
EDUC 366W:
Semiotics for Ethnography (ANTHRO 366W)
This workshop-style seminar will introduce students to a range of semiotic and linguistic anthropological approaches and tools for ethnographic analysis. A group of (linguistic) anthropologists from other universities will be invited to offer workshops, through which students will learn 1. how to teach semiotics in anthropology courses and 2. how to use semiotic concepts for their own research projects.
Last offered: Winter 2019
| Units: 1
EDUC 367:
Cultural Psychology
(Formerly 292.) The relationship between culture and psychological processes; how culture becomes an integral part of cognitive, social, and moral development. Both historical and contemporary treatments of cultural psychology, including deficit models, crosscultural psychology, ecological niches, culturally specific versus universal development, sociocultural frameworks, and minority child development. The role of race and power in research on cultural psychology. Course is designed to meet the interests of doctoral students. Enrollment of undergraduate seniors considered; course content not appropriate for freshman, sophomore, nor junior undergraduates.
Last offered: Autumn 2019
| Units: 3-5
EDUC 368:
Cognitive Development in Childhood and Adolescence
This course aims to broaden and deepen students' understanding of cognitive development from the prenatal period through adolescence. It will examine various theoretical, methodological, and empirical issues pertaining to different domains of cognitive development, such as neurobiological plasticity, infant cognition, theory of mind, memory, language, and executive functions. Throughout the course, as we survey research findings, we will discuss (1) methods that researchers have employed in their study of cognitive development; (2) limitations of current research and directions for future research; and (3) translation of research findings for practitioners and policymakers.
Last offered: Spring 2023
| Units: 3
EDUC 370:
Parenting and Family Relationships in Childhood
This course will focus on the relevance of parenting and family relationships for children's development. We will examine studies of: (1) how parental and child behaviors contribute to sensitivity, responsiveness, scaffolding, autonomy, and control within the dyad; (2) parents role in socializing children's emotions and their ethnic/racial identity; and (3) parents involvement in early education. We will discuss cultural and economic factors affecting our conceptualization, measurement, and interpretations of parents' behaviors and their interactions with their children.
Terms: Win
| Units: 3
EDUC 371:
Social Psychology and Social Change (PSYCH 265)
The course is intended as an exploration of the major ideas, theories, and findings of social psychology and their applied status. Special attention will be given to historical issues, classic experiments, and seminal theories, and their implications for topics relevant to education. Contemporary research will also be discussed. Advanced undergraduates and graduate students from other disciplines are welcome, but priority for enrollment will be given to graduate students. In order to foster a vibrant, discussion-based class, enrollment will be capped at 20 students. Interested students should enroll in the class through simple enroll or axess. There will be an application process on the first day of class if there is overwhelming interest.
Terms: Spr
| Units: 2-3
EDUC 372:
African American Child and Adolescent Mental Health: An Ecological Approach (AFRICAAM 272, CSRE 372, PSYCH 261)
African American children and adolescents face a number of challenges (e.g., racism, discrimination, lack of access to resources, community violence) that can impact their mental health. Yet, they possess and utilize many strengths in the face of challenge and adversity. This seminar will explore the most salient historical, social, cultural, and ecological factors that influence the mental health and resilience of African American youth, with attention to contextual determinants that shape mental health. Applying an ecological systems approach, the course will focus on how families, schools, and communities are integral to youth's adjustment and well-being. By utilizing a culturally specific and context based lens in analyzing empirical, narrative, and visual content, students will better understand factors that can promote or inhibit the mental health and resilience of African American children and adolescents across development.
Last offered: Spring 2023
| Units: 3
EDUC 373:
Genetics and Society (SOC 232)
This course will focus on social science engagement with developments in genetic research, focusing on two key issues. First, social scientists are trying to figure out how genetic data can be used to help them better understand phenomena they have been long endeavoring to understand. Second, social scientists try to improve understanding of how social environments moderate, amplify, or attenuate genetic influences on outcomes.
Last offered: Spring 2017
| Units: 3
| Repeatable
2 times
(up to 6 units total)
EDUC 374:
Philanthropy and Civil Society (POLISCI 334, SOC 374, SUSTAIN 324)
Cross-listed with Law (LAW 7071), 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 3 units.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
6 times
(up to 18 units total)
EDUC 375B:
Seminar on Organizations: Institutional Analysis (SOC 363B)
Seminar. Key lines of inquiry on organizational change, emphasizing network, institutional, and evolutionary arguments.
Last offered: Spring 2008
| Units: 3-5
EDUC 376:
Higher Education Leadership Colloquium
This course presents a series of speakers from Stanford and other higher education institutions who work at the middle to higher levels of administration. Speakers and topics are guided by student interest, but include a range from student affairs to finance. Sessions are intended to be interactive.
Last offered: Autumn 2017
| Units: 2-3
EDUC 377B:
Impact: Strategic Leadership of Nonprofit Organizations and Social Ventures
(Same as STRAMGT 368). This course seeks to provide a survey of the strategic, governance, and management issues facing a wide range of nonprofit organizations and their executive and board leaders, in the era of venture philanthropy and social entrepreneurship. The students will also be introduced to core managerial issues uniquely defined by this sector such as development/fundraising, investment management, performance management and nonprofit finance. The course also provides an overview of the sector, including its history and economics. Cases involve a range of nonprofits, from smaller, social entrepreneurial to larger, more traditional organizations, including education, social service, environment, health care, religion, NGO's and performing arts. In exploring these issues, this course reinforces the frameworks and concepts of strategic management introduced in the core first year courses. In addition to case discussions, the course employs role plays, study group exercises and many outsider speakers.
Last offered: Autumn 2021
| Units: 3
EDUC 377C:
Philanthropy, Inclusivity and Leadership
(Same as GSBGEN 581) A philanthropist is anyone who gives anything-time, expertise, networks, credibility, influence, dollars, experience-in any amount to create a better world. Regardless of one's age, background or profession, everyone has the potential to lead in a way that both tackles the complex social problems our interconnected world faces and creates greater inclusivity, access and impact. This demanding two-week, compressed course will provide passionate students with a brave space to develop and refine a plan for their own social change journey and amplify their potential to give, live and lead in a way that matters more. Using design thinking, students will challenge their preconceptions and wrestle with their social change approach, their privileged position as future Stanford graduates and philanthropy's role in society. Lectures and class discussions will inspire and prepare students to create social value with greater intentionality and humility. For the first class, students will submit a proposed social impact plan for their professional, philanthropic and civic lives. Over the course's six sessions, students will refine their plan, creating a formal theory of change that strategically utilizes their unique leadership platform and asset portfolio to advance opportunity and justice for a target population. Potential guest speakers include Darren Walker, President of the Ford Foundation; Justin Steele, Principal at Google.org; Crystal Hayling, Executive Director of the Libra Foundation; Rob Reich of Stanford PACS and Laura Muñoz Arnold, Co-Chair of the Laura and John Arnold Foundation.
Last offered: Autumn 2020
| Units: 2
EDUC 377F:
Disruptions in Education
(Same as GSBGEN 345). This course will explore the contemporary higher education industry, focusing especially on the places where disruptions of all kinds present significant opportunities and challenges for investors, entrepreneurs, and the businesses that serve this huge global market, as well as for faculty, students, and higher education administrators. Using a variety of readings and case studies to better understand recent disruptions and the unbundling occurring across the post-secondary landscape, from outside and inside the academy, both for-profit and non-profit, the course will examine technology in teaching and learning; the future of the degree and alternatives to the traditional credential; accreditation; competency based education; debt and education financing models; investing in the education space; and tertiary products and platforms that serve the student services market. Guests will include higher education leaders and practitioners, as well as investors and entrepreneurs. Attendance at first class meeting is required.
Terms: Win
| Units: 3
EDUC 377G:
Problem Solving for Social Change
(Also GSBGEN 367). Stanford 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. 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 organizations' behavior, ranging from incentives and penalties to "nudges;" human-centered design; corporate social responsibility; and pay-for-success programs. We will apply these concepts and tools to address an actual social problem facing Stanford University. (With the exception of several classes on strategy and evaluation, there is no substantial overlap with Paul Brest's and Mark Wolfson's course, Strategic Philanthropy and Impact Investing (GSBGEN 319), which has a different focus from this one.)
Terms: Aut
| Units: 3
EDUC 377H:
Diverse Leadership as an Imperative for Impact
(Same as GSBGEN 377). Our society implicitly prizes a particular approach to leadership - but today's cross-sectoral, impact-oriented leader cannot afford to be restricted to a single approach. If we aspire to address challenges across social, economic, and political arenas, with highly charged moral implications and multiple stakeholders, we have an imperative to use all available tools by discovering, celebrating, and advancing diversity in leadership. In this course, we will: (1) study a range of effective leadership approaches; (2) develop broad, transportable skills and frameworks required to lead in any complex setting - business, public sector, nonprofit sector; (3) delve into leadership tradeoffs and tensions; (4) explore and understand our own values and tacit and explicit decision-making criteria; and (5) recognize barriers to diversity and tactics to address them. Guiding questions will include: How does the context shape the solution set? What does inspired and inspiring leadership look like? How do race/gender/other identities enter into the equation? How do I develop my own brand of leadership? We will examine contemporary leaders and controversies in education and elsewhere, draw upon timeless historical thinkers, enjoy the wisdom of guest speakers, and work intensively in small groups to highlight challenges, opportunities, and tradeoffs. By exploring a range of approaches and situations, we will strive for deeper understanding of ourselves and of the context to become a more capable, empathetic and effective leaders.
Last offered: Spring 2022
| Units: 3
EDUC 377I:
IMPACT: Philanthropic Institutions & Justice
(Same as GSBGEN 580). This is a three week compressed course, and Darren Walker, President of the Ford Foundation, will co-teach week three. Many of today's philanthropic institutions operate with unprecedented innovation and influence and lead in a way that rapidly adapts to society's ever-evolving needs, issues and crises. In this course we will look at the different types of philanthropic institutions (including foundations, LLCs and corporate philanthropy) that are driving this innovation and the diverse models that shape their operations and grantmaking. We will explore how to create philanthropic strategy, investment criteria, social change goals, short-, intermediate- and long-term indicators of success as well as how each of these factors merge to drive a unique grantmaking process. Students will drill down into the best practices of grantee-centric philanthropy as well as how to comprehensively assess nonprofits, evaluate grant proposals and make strategic funding recommendations. We will hear from globally renowned and new generation philanthropic leaders implementing the most innovative and impactful approaches across issue areas including climate change, movement building, policy change, voting rights, the arts and education, all through the lens of justice. Speakers will potentially include Laura Muñoz Arnold (Arnold Foundation), Crystal Hayling and Ashley Clark (Libra Foundation), Hal Harvey (Energy Innovation), Justin Steele (Google.org) and Jon Stryker (Arcus Foundation). Students will engage in skill-building assignments including informal assessments of local nonprofits and a formal, written assignment that entails analyzing actual grant proposals and presenting a hypothetical funding recommendation.
Last offered: Autumn 2021
| Units: 2
EDUC 378:
Social and Emotional Learning: Conceptual & Measurement Issues
Social and emotional learning (SEL) is an umbrella term for the malleable, non-academic skills that support educational outcomes, such as school readiness, classroom behaviors, and academic achievement. In this course, we will discuss theoretical frameworks, empirical studies, and measurement issues pertaining to the intrapersonal SEL skills: self-control/executive functions, emotion regulation, intrinsic motivation, persistence, and growth mindset. We will also discuss school districts' efforts to promote and assess students' SEL skills.
| Units: 3
EDUC 379:
Moral, Civic, and Environmental Education
An examination of the conceptual foundations that underlie moral, civic, and environmental action in contemporary society, and the social, cognitive, and motivational capacities that make possible constructive participation. The course will discuss both in-school and beyond-schools ways in which young people can be educated for informed and constructive participation. Among the educational methods to be considered will be narrative treatments of exemplary figures in the moral, civic, and environmental domains.
Last offered: Spring 2023
| 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);
Brown, B. (PI);
Brown, N. (PI);
Bryk, T. (PI);
Callan, E. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Charity Hudley, A. (PI);
Cohen, G. (PI);
Cox, G. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Dee, T. (PI);
Ehrlich, T. (PI);
Fogg, B. (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);
Hanushek, E. (PI);
Heath, S. (PI);
Hoagland, G. (PI);
Juel, C. (PI);
Kamil, M. (PI);
Kelman, A. (PI);
Kim, P. (PI);
Kirst, M. (PI);
Koski, W. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Levin, H. (PI);
Lit, I. (PI);
Loeb, S. (PI);
Lotan, R. (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);
O'Hara, S. (PI);
Obradovic, 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);
Salinas, N. (PI);
Schwartz, D. (PI);
Shavelson, R. (PI);
Shulman, L. (PI);
Simms, W. (PI);
Smith, S. (PI);
Staklis, S. (PI);
Stevens, M. (PI);
Stipek, D. (PI);
Stout, F. (PI);
Strober, M. (PI);
Suarez, D. (PI);
Valdes, G. (PI);
Walker, D. (PI);
Weiler, H. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wotipka, C. (PI);
reardon, s. (PI)
EDUC 381:
Diversity and Equity Issues in Higher Education (CSRE 181, EDUC 181)
American higher education has had to continually struggle with issues of difference, particularly racial and ethnic cultural difference, throughout its history. While the civil rights and student protest era of the 1960s are easily recognized as moments of cultural struggle, they evolve and take new forms, extending and re-framing ideological and material conflict in the academy. These include battles over: the content of the curriculum; access to college and admissions; and the domains of legitimate knowledge. In this course, we will critically examine and discuss the research and discourse concerning issues of diversity and equity in the current era. We will examine the political, cultural, and social contours of these issues and as well as the efficacy of campus responses to them such as race-conscious admissions policies, identity-based offices, ethnic studies programs, and other DEI (diversity, equity, and inclusion) initiatives.
Terms: Spr
| Units: 3
EDUC 382:
Holistic College Student Development: Theory and Practices (EDUC 182, LIFE 182)
In this course we examine, explore, and develop practices supporting holistic college student development. We will examine classic cognitive theories of intellectual and ethical development (Perry, Baxter-Magolda), moral development and reasoning (Kohlberg, Gilligan), psychosocial development (Chickering and Reisser), and racial, ethnic, and religious identity development. We will also explore the development of capacities and qualities that are of growing contemporary interest including presence/mindfulness, authenticity/courage, compassion/empathy, and forgiveness/gratitude. We will also consider models of leadership that flow from holistic development. Lastly, we will introduce practices for the continued development of these cognitive, affective, and spiritual capacities. This course is appropriate for those interested in student/human development, student affairs, and leadership.
Terms: Aut
| Units: 3
EDUC 386:
Leadership and Administration in Higher Education
This course is provides an introduction to a wide range of contemporary leadership issues that arise in higher education and play out in different types of colleges and universities. We include a range of written and video materials to anchor class discussions. In addition, we have guest speakers who are or were in higher education leadership positions to engage with us and share their perspectives on higher education leadership and administration. Graduate students in every discipline interested in becoming faculty members or administrators at universities or colleges need to understand these issues to learn how best to navigate the complexities. Although higher education is our primary focus, we welcome students whose main interest is in an education-related organization such as a foundation, and we will help those students relate our discussions to their interests.
Terms: Spr
| Units: 2-3
EDUC 387:
Workshop: Comparative Sociology (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 387A:
World Education Reform Database (WERD) Lab
This lab-based course provides hands-on experience with collecting, cleaning, and analyzing cross-national education reform data using the World Education Reform Database (WERD) (See more at https://werd.stanford.edu/). It is appropriate for students of any level who want to gain experience with collaborative, team-based research about global education reform, and may be especially useful for doctoral students who would like to conduct a research project using WERD data.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
12 times
(up to 36 units total)
EDUC 388A:
Language Policies and Practices
For STEP teacher candidates seeking to meet requirements for the English Learner Authorization on their preliminary credential. Historical, political, and legal foundations of education programs for English learners. Theories of second language learning, and research on the effectiveness of bilingual education. Theory-based methods to facilitate and measure English learners' growth in language and literacy acquisition, and create environments which promote English language development and content area learning through specially designed academic instruction in English. (STEP)
Terms: Aut
| Units: 3
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.
Last offered: Summer 2022
| Units: 1
EDUC 389A:
Race, Ethnicity, and Language: Racial, Ethnic, and Linguistic Formations (ANTHRO 320A, CSRE 389A, LINGUIST 253, SYMSYS 389A)
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: 3-5
EDUC 389B:
Race, Ethnicity, and Language: Writing Race, Ethnicity, and Language in Ethnography (ANTHRO 398B, CSRE 389B, LINGUIST 254)
This methods seminar focuses on developing ethnographic strategies for representing race, ethnicity, and language in writing without reproducing the stereotypes surrounding these categories and practices. In addition to reading various ethnographies, students conduct their own ethnographic research to test out the authors' contrasting approaches to data collection, analysis, and representation. The goal is for students to develop a rich ethnographic toolkit that will allow them to effectively represent the (re)production and (trans)formation of racial, ethnic, and linguistic phenomena.
Last offered: Autumn 2021
| Units: 3-4
EDUC 389C:
Race, Ethnicity, and Language: Black Digital Cultures from BlackPlanet to AI (AFRICAAM 389C, CSRE 385, PWR 194AJB)
This seminar explores the intersections of language and race/racism/racialization in the public schooling experiences of students of color. We will briefly trace the historical emergence of the related fields of sociolinguistics and linguistic anthropology, explore how each of these scholarly traditions approaches the study of language, and identify key points of overlap and tension between the two fields before considering recent examples of inter-disciplinary scholarship on language and race in urban schools. Issues to be addressed include language variation and change, language and identity, bilingualism and multilingualism, language ideologies, and classroom discourse. We will pay particular attention to the implications of relevant literature for teaching and learning in urban classrooms.
Terms: Win
| Units: 3-4
EDUC 390:
Urban Schools, Social Policy, and the Gentrifying City (CSRE 291, URBANST 141A)
This course is designed to help students develop a more sophisticated understanding of educational inequality in the contemporary U.S. city. This course will survey existing literature about the intersection of gentrification and urban schooling, focusing on policies and practices that gave rise to the current urban condition, theory and research about urban redevelopment, collateral consequences for schools and communities, and how these issues relate to the structure and governance of urban schools as well as to the geography of opportunity more broadly.
Last offered: Spring 2021
| Units: 3-4
EDUC 391:
Engineering Education and Online Learning (ENGR 391)
A project based introduction to web-based learning design. In this course we will explore the evidence and theory behind principles of learning design and game design thinking. In addition to gaining a broad understanding of the emerging field of the science and engineering of learning, students will experiment with a variety of educational technologies, pedagogical techniques, game design principles, and assessment methods. Over the course of the quarter, interdisciplinary teams will create a prototype or a functioning piece of educational technology.
Terms: Aut
| Units: 3
EDUC 392:
Education for Liberation: A History of African American Education, 1800 to the Present (CSRE 292)
This course examines discourses around education and freedom in African American educational thought from the 19th century to the present, using both primary sources and the works of current historians. The course pays particular attention to how the educational philosophies of different African American thinkers reflected their conceptions of what shape freedom might take in the American context, and the tension between educational outlooks that sought inclusion or integration versus those that prized self-determination. We will also be attentive to the ways in which age, gender, geography, class, and color worked to influence the pursuit and achievement of various African American educational visions. This will be a 3-5 credit course and meet as a seminar open both to graduate students and advanced undergraduates.
Last offered: Winter 2023
| Units: 3-5
EDUC 393:
Proseminar: Education, Business, Politics
Overview of the field of education for joint degree (M.B.A./M.A.) students.
Terms: Win
| Units: 3
EDUC 394:
School and District Leadership to Support English Learners' Academic Achievement
English learners (ELs) constitute nearly 10% of the U.S. K12 population. At some point in their careers, the majority of educators will have English learners in their schools and classrooms. This course is designed for students who are considering educational policy or leadership careers and are interested in learning about the legal framework and research base for the education of ELs. NOTE: This is online course where most of the work (readings, discussions, and assignments) will be completed by students working in pairs or in groups, online or face to face. There will be two in-person class meetings on campus at the assigned day and times, one in the third week of classes and one in the last. Course is variable units, but workload will not vary. PLEASE SEE IMPORTANT NOTE BELOW IN THE "Schedule for EDUC 394" LINK
Last offered: Spring 2019
| Units: 3-4
EDUC 395:
The Hidden Curriculum of Scholarly Writing
Focus is on producing articles for scholarly journals in education and the social sciences. Ethics and craft of scholarly publishing. Writing opinion articles for lay audiences on issues of educational and social import.
Terms: Win
| Units: 3-5
EDUC 397A:
Democracy and Education
John Dewey's Democracy and Education may be the most comprehensive and influential book on educational theory and practice. Conceptualizing democracy and its implications for schooling is its central concern. We offer a close reading of Dewey's effort paired with Denis Phillips' recent chapter by chapter commentary on Dewey's book. A century after Democracy and Education in 1916 and the founding of Stanford's School of Education in 1917, Phillips' Companion invites a reexamination of American democracy and education today.
Last offered: Winter 2020
| Units: 2-3
| Repeatable
2 times
(up to 6 units total)
EDUC 398:
Core Mechanics for Learning
In game play, core mechanics refers to the rules of interaction that drive the game forward. This class will consider whether there are core mechanics that can drive learning forward, and if so, how to build them into learning environments. The course mixes basic theory, research methods, and application of learning principles.
Terms: Win
| Units: 3
EDUC 399A:
Designing Surveys
This workshop/course is designed for students who are designing a survey to collect quantitative data for a research project. The workshop content draws on relevant cognitive processing theories and research related to development of good survey questions. In addition to some readings and a few mini lectures, this workshop is designed to be highly interactive and practical. By the end of the course students will have designed and pilot tested their survey instrument. Course enrollment is limited to 12 students and may be repeated for credit.
Terms: Win
| Units: 1-3
| Repeatable
20 times
(up to 60 units total)
EDUC 400A:
Introduction to Statistical Methods in Education
Basic techniques in statistics for educational research with an emphasis on preparation for intermediate and advanced courses. Topics include study design, working with data (central tendency, variance, probability, distributions, correlation and regression, visualizing data), and basics of statistical inference (hypothesis testing, sampling, standard errors, confidence intervals).
Terms: Aut
| Units: 3-4
EDUC 400B:
Statistical Analysis in Education: Regression
Primarily for doctoral students; part of doctoral research core; prerequisite for advanced statistical methods courses in School of Education. Basic regression, a widely used data-analytic procedure, including multiple and curvilinear regression, regression diagnostics, analysis of residuals and model selection, logistic regression. Proficiency with statistical computer packages.
Terms: Spr
| Units: 5
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.
Last offered: Autumn 2020
| 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: 1-2
EDUC 401C:
Data Analysis Examples Using R
We will do basic and intermediate level data analysis examples, likenthose that students will have seen in their courses, in R. Examplesninclude: descriptive statistics and plots, analysis of variance,ncorrelation and regression, categorical variables, multilevel data.nSee http://rogosateaching.com/ed401/
Last offered: Autumn 2015
| Units: 1
EDUC 401D:
Multilevel Modeling Using R (STATS 196A)
See http://rogosateaching.com/stat196/ . Multilevel data analysis examples using R. Topics include: two-level nested data, growth curve modeling, generalized linear models for counts and categorical data, nonlinear models, three-level analyses.
Last offered: Spring 2022
| Units: 1
EDUC 403:
Education's Digital Future
Digital technologies are rapidly evolving and reorganizing the way we play, learn, and work. Significant questions have emerged about how digital and networked information technologies might be both narrowing and widening gaps in access to learning opportunities. It is becoming clear that technology alone will not catalyze the forms of equity that are so essential for preparing young people and their families for a rapidly changing future. Instead we need to deeply rethink and intentionally redesign the social organizations and tools that provide learning opportunities (schools, workplaces, community organizations, libraries) and study these innovations at a regional as well as national level. In this course and public seminar, designed to foster new forms of collaboration and innovation, we will engage these questions through a series of invited conversations with a broad range of stakeholders including researchers, educators, and industry representatives. May be repeat for credit.
Last offered: Spring 2018
| Units: 1
| Repeatable
10 times
(up to 10 units total)
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 405:
Teaching the Humanities
This course, designed for graduate students in the humanities and education, explores approaches to teaching the humanities at both the secondary and collegiate levels, with a focus on the teaching of text, and how the humanities can help students develop the ability to read and think critically. The course explores purposes and pedagogical approaches for teaching humanities through a variety of texts and perspectives. The course is designed as an opportunity for doctoral students in the Humanities both to enrich their own teaching, and to broaden their understanding of professional teaching opportunities, including community college and secondary school teaching.
Last offered: Winter 2018
| Units: 3
EDUC 407:
Lytics Seminar (CS 407)
(Same as GSBGID 307) Students will learn to design technology mediated learning environments for adult learners, conduct research in those environments, and learn from prior EdTech failures. Grounded in various theoretical frameworks that inform the design of learning environments, the course explores how people learn and the evidence of learning that can be collected and modeled in online environments in real world contexts. The course also examines specific case studies of failed EdTech ventures to identify patterns and causes of failure. Throughout the course we will consider ethical issues related to design and research in human learning. Overall, this course will provide students with a foundation in learning theory and the skills and knowledge needed to design, implement, and evaluate effective technology mediated learning environments.
Terms: Spr
| Units: 1-4
| Repeatable
4 times
(up to 16 units total)
EDUC 408:
Social Interaction Analysis
This seminar will focus on foundations and methodic approaches to the study of social interaction.
Terms: Win
| Units: 3-4
| Repeatable
2 times
(up to 8 units total)
EDUC 411:
Early Childhood Education
This course addresses a broad set of topics that have implications for developmentally appropriate and effective early childhood education. It begins with children's social, emotional and cognitive development and issues related to poverty, culture and language. We will also examine research evidence on effective instruction for young children, evaluations of preschool interventions, and several current policy debates.
Last offered: Winter 2018
| Units: 3-4
EDUC 412:
Workshop in Religion and Education (RELIGST 333X)
This 1-unit workshop will explore the intersection of religion and education across a variety of learning environments and demographics. It invites an ongoing conversation of the relationships between schools, congregations, religious bodies, learners, seekers, philanthropy, and public education. Advanced students and visiting scholars will have an opportunity to present their work for discussion. May be repeat for credit
Last offered: Spring 2023
| Units: 1
| Repeatable
10 times
(up to 10 units total)
EDUC 413:
Ethnographies of Religion: Education, Socialization, Indoctrination
Religion has long been a central preoccupation for ethnographers interested in the formation and function ofnsocial groups. Much ethnography of religion focuses on rituals and practices of inscription -- exploring the waysnin which religious communities turn concepts into practices (and vice versa) that reinscribe members within ancollective. These efforts take many forms, but they are, at their core, educational, insofar as they serve as anninformal curriculum for the acquisition and rehearsal of theological, communal, ritual, textual, and embodiednforms. This seminar will focus on the educational aspects central of ethnographic approaches to the study ofnreligion, looking into and beyond schools.
Last offered: Winter 2018
| Units: 3-5
EDUC 414:
Play and Games (SOC 301)
Social life would be unimaginable without play and games. Students will be introduced to social theories of play and games; the history of games and their variation; readings concerned with how play and games affect interaction and socialization; how race and gender are enacted in and through play and games; how play and games relate to creativity and innovation; and how games can be designed for engrossment and the accomplishment of various tasks and learning goals. Course intended mainly for doctoral students, though master¿s and undergraduate students are welcome. This is a new course, so please expect collaboration with instructor and other students to shape the course content.
Last offered: Autumn 2018
| Units: 3-4
EDUC 417:
Research and Policy on Postsecondary Access (EDUC 117, PUBLPOL 117, PUBLPOL 217A)
The transition from high school to college. K-16 course focusing on high school preparation, college choice, remediation, pathways to college, and first-year adjustment. The role of educational policy in postsecondary access. Service Learning Course (certified by Haas Center).
Terms: Aut
| Units: 3
EDUC 419:
Academic Achievement of Language Minority Students
Emphasis is on the current state of knowledge in the research literature and comparisons to students' experiences and observations in bilingual education, English as a second language, reading instruction, cultural issues in education, and research methods.
Last offered: Spring 2020
| Units: 3-5
EDUC 421:
Powerful Ideas for Learning Sciences and Technology Design: Sociocultural Practices of the Blues
This course examines select foundational ideas in the learning sciences and technology design field as situated in the learning and sociocultural practices, music, and history of the blues. Each week we dive into one foundational idea in the learning sciences and examine its manifestations in and illuminations from blues cultural history and music. These ideas collectively provide a network of concepts for conceptualizing cognitive, social and cultural processes of learning, and for designing and studying learning environments.
Terms: Aut
| Units: 3
| Repeatable
6 times
(up to 18 units total)
EDUC 421A:
Powerful Ideas for Learning Sciences and Technology Design: Distributed Intel & Installation Theory
This course is intended as a graduate level seminar that provides in-depth readings and discussions on Installation Theory (Lahlou, 2018). Installation theory (IT) is a fresh synthetic theory explaining how humans construct systems that support and format behavior. The three layers of the IT framework are affordances, embodied competences and social regulation. IT can be used to analyze behaviour, and as a theory of design for behavioral change. We will explore the applications of IT for analyzing, creating, and researching learning environment designs and associated learning processes and outcomes.
Last offered: Winter 2019
| Units: 3
| Repeatable
6 times
(up to 18 units total)
EDUC 422:
Studying Expertise
This course offers an overview of ways that psychologists and learning scientists characterize knowledge, learning, and expertise. We will look at general models of knowledge representation (e.g. as a set of scripts, as socially mediated, as embodied), and knowledge representation in specific domains (e.g playing chess, solving math problems, waiting tables, or constructing literary interpretations), as well as in teaching. As a course project, you will build your own comparative study of expert and novice thinking in a domain that interests you and create an AERA style proposal and presentation to share findings.
Last offered: Spring 2022
| Units: 3-4
EDUC 423:
Introduction to Data Science (EDUC 143, SOC 302)
Social scientists can benefit greatly from utilizing new data sources like electronic administration records or digital communications, but they require tools and techniques to make sense of their scope and complexity. This course offers the opportunity to understand and apply popular data science techniques regarding data visualization, data reduction and data analysis.
Last offered: Winter 2020
| Units: 3-5
EDUC 423A:
Introduction to Education Data Science: Data Processing (SOC 302A)
Quantitative data require considerable work before they are ready to be analyzed: they are often messy, incomplete and potentially biased. This course is designed to help you thoughtfully collect, manage, clean and represent data so it can offer substantive information researchers can act upon. In our weekly sessions you will take a critical and reflective approach to these tasks and learn the technical skills needed to get your data into shape. Education and social science datasets will be our focus.
Terms: Aut
| Units: 3-4
EDUC 423B:
Introduction to Education Data Science: Data Analysis (SOC 302B)
This course centers on the question of how you can use various data science techniques to understand social phenomena. Applied to education and social science topics, the course will introduce you to supervised and unsupervised machine learning algorithms, new data, and provide you the skills to thoughtfully evaluate and assess machine learning performance and implications.
Terms: Win
| Units: 3-4
EDUC 424:
Introduction to Research in Curriculum and Teacher Education
Required for first-year CTE doctoral students. How to conceptualize, design, and interpret research. How to read, interpret, and critique research; formulate meaningful research questions; evaluate and conduct a literature review; and conceptualize a study. Readings include studies from different research paradigms. Required literature review in an area students expect to explore for their qualifying paper.
Terms: Spr
| Units: 2-5
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: Win, Spr
| Units: 1-3
| Repeatable
10 times
(up to 30 units total)
EDUC 426:
Unleashing Personal Potential: Behavioral Science and Design Thinking Applied to Self (PSYCH 264)
This course facilitates the application of the methods, theories, and findings of behavioral science to students own lives and improvement projects. It does so by combining behavioral science with a design thinking approach. You will learn to identify your potential, navigate to achieve it, and stay resilient during the journey. Students will design their own action plans, define goals and prototype strategies to test them, in an iterative feedback cycle. Our course thus blends two intellectual streams that seldom intersect: behavioral science and design thinking.
Last offered: Spring 2021
| Units: 4
EDUC 427:
History of the Curriculum
Development of the school curriculum in historical context, from ancient notions rooted in religious traditions to present-day ideas about "blended curriculum," "problem-based learning," home schooling, and arguments about the contents of the Advanced Placement curriculum and recent "math wars" and "history wars." Focus will be on the core school subjects (history, civics, math, and science), with a emphasis on the explosion of curriculum development in the 1960s, such as Jerome Bruner's MACOS (Man-a-Course-of-Study), the "New Math," Biological Sciences Curriculum Study (BSCS), and Jerrald Zacharias's "New Physics." Contemporary developments will include topics such as the Afrocentric curriculum movement along with E.D. Hirsch's Core Knowledge curriculum. Focus will be on understanding the historical antecedents of contemporary trends.
| Units: 3-5
EDUC 428:
Intersectional Justice in Education Policy and Practice (AFRICAAM 428, FEMGEN 428)
This 3-5-unit, graduate course is designed to explore intersectionality as a "method and a disposition, a heuristic and an analytic tool" (Carbado, Crenshaw, Mays, & Tomlinson, 2013, p. 11). To do this we explore the intellectual lineage of intersectional thought from its Black Feminist roots and trace it through its use today in education research. Within these tracings, we will delve into the (mis)uses, contestations, and iterations of intersectionality in theory and empirical research. At the heart of this course is an examination of how perceptions of and beliefs about a myriad of intertwining inequities conspire to create vectors of oppressions that land in multiply "marginalized students" lives through the macrosociolpolitcal to the microinteractional. It interrogates the foundational ideological assumptions around culture, difference, deficit, and dis/ability in which education has traditionally been rooted. Students in the course will analyze the lineage and processes of intersectionality to understand how students at the intersections of multiple oppressions experience education within communities of practice that enact, reproduce, and resist policies and practices through their daily activities.
Last offered: Autumn 2022
| Units: 3-5
EDUC 429:
Reducing Health Disparities and Closing the Achievement Gap through Health Integration in Schools (HUMBIO 122E, PEDS 229)
Health and education are inextricably linked. If kids aren't healthy, they won't realize their full potential in school. This is especially true for children living in poverty. This course proposes to: 1) examine the important relationship between children's health and their ability to learn in school as a way to reduce heath disparities; 2) discuss pioneering efforts to identify and address manageable health barriers to learning by integrating health and education in school environments. HUMBIO students must enroll in HUMBIO 122E. Med/Graduate students must enroll in PEDS 229 . Education students must enroll in EDUC 429.
Terms: Win
| Units: 3
EDUC 429S:
The History of Native Americans of California (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.
Last offered: Autumn 2019
| Units: 5
EDUC 430A:
Experimental Research Design and Analysis
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 430B:
Quasi-Experimental Research Design & Analysis (SOC 258B)
This course surveys quantitative methods to make causal inferences in the absence of randomized experiment including the use of natural and quasi-experiments, instrumental variables, regression discontinuity, fixed effects estimators, and difference-in-differences. We emphasize the proper interpretation of these research designs and critical engagement with their key assumptions for applied researchers. Prerequisites: Prior training in multivariate regression (e.g., ECON 102B or the permission of the instructor).
Terms: Win
| Units: 3-5
EDUC 430C:
Using Data to Describe the World: Descriptive Social Science Research Techniques (SOC 258C)
This course focuses on the skills needed to conduct theoretically-informed and policy-relevant descriptive social science. Students read recent examples of rigorous descriptive quantitative research that exemplifies the use of data to describe important phenomena related to educational and social inequality. The course will help develop skills necessary to conceptualize, operationalize, and communicate descriptive research, including techniques related to measurement and measurement error, data harmonization, data reduction, and visualization. Students develop a descriptive project during the course. Prerequisite: satisfactory completion of a course in multivariate regression.
Last offered: Spring 2022
| Units: 3-5
| Repeatable
2 times
(up to 10 units total)
EDUC 431:
Thinking and Learning with Data
Graduate seminar covering research from statistics education and the nascent field of data science education. Topics include research on students' conceptions and difficulties with core statistical ideas, learning technologies to support learning about data, and new pedagogical designs for teaching about data in both formal and informal contexts. Intended for math education, science education, and learning sciences students. Emphasis is on K-12 age group.
Last offered: Spring 2023
| Units: 3
EDUC 432:
Designing Explorable Explanations for Learning
In this graduate-level course, students will learn how to design explorable explanations (and more broadly interactive simulations) for learning. We will apply concepts from instructional design, constructionist learning theory, and information visualization to design engaging explorable explanations. Students will follow the human-centered design process to iteratively build working prototypes of explorables. Students will also develop the skills necessary to offer design feedback, and critique and evaluate explorable explanations.
Terms: Win
| Units: 3-4
EDUC 433:
Intersectional Qualitative Approaches (CSRE 433)
This variable unit, graduate course is designed to explore intersectional analysis because intersectionality is a "method and a disposition, a heuristic and an analytic tool" (Carbado, Crenshaw, Mays, & Tomlinson, 2013, p. 11). This course engages the approaches and analyses possible within an intersectional theoretical framing by examining a wide range of interdisciplinary research methodologies and methods. We will study a myriad of innovative ways of doing intersectional scholarship and given the focus on robust methodological moves, this course will highlight questions of axiology of inquiry, analysis, and representation through an intersectional lens. Our class will investigate and create intersectional conceptual framing for designing and interpreting research. We will explore and develop qualitative or mixed¿methods research data collection, analyses, holistic interpretation, and analytic writing from an intersectional perspective.
Last offered: Spring 2020
| Units: 3-5
EDUC 434:
Seminar in Teacher Education: Issues of Pedagogy
This course explores issues of pedagogy in the preparation of teachers. While much has been written about reforming teacher education, less work examines how we actually teach people to teach. Since how we teach is also what we teach in teacher education, this lack of attention to pedagogy is problematic. In this class, we will investigate pedagogical approaches used in teacher education.
Terms: Aut
| Units: 1-4
| Repeatable
2 times
(up to 8 units total)
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: 1-4
| Repeatable
for credit
Instructors: ;
Bettinger, E. (PI);
Cox, G. (PI);
Domingue, B. (PI);
Forssell, K. (PI);
Haber, N. (PI);
Jaquith, A. (PI);
Kelman, A. (PI);
Kijima, R. (PI);
Loeb, S. (PI);
Loyalka, P. (PI);
Padilla, A. (PI);
Smith, S. (PI);
Solano-Flores, G. (PI);
Stevens, M. (PI);
Willinsky, J. (PI);
Wotipka, C. (PI);
Yeatman, J. (PI)
EDUC 438:
Second Language Acquisition Theories: Implications for Policy, Instruction and Teacher Preparation
This course will first offer a snapshot of Second Language Acquisition (SLA) theories, contrast varying theoretical perspectives and examine how they inform the language teaching and learning process. It will then engage students in the examination and discussion of well-known approaches used in language instruction (e.g., leveled ELD, SIOP, CLIL, bilingual education, secondary foreign language education, heritage language instruction) in order to identify the theoretical perspectives informing particular pedagogies and practices.
Last offered: Spring 2018
| Units: 3-5
EDUC 439:
Critical Race Theory in Education (CSRE 439)
This seminar will examine the foundational tenets of Critical Race Theory (CRT) as an analytic framework to study of inequities in P-20 education. Each week will examine how CRT tenets developed in law and were taken up in education via epistemology, methodology, and axiology. Consequently, the course will move temporally, spatially, and pedagogically across fields and siblings of Critical Race Theory. We will use the course content as a vehicle to understand the theoretical and analytical power and limits of CRT. Finally, we will explore CRT's focus on identifying and disrupting white supremacy, anti-Blackness, and interlocking inequities (re)produced in education.
Last offered: Winter 2022
| Units: 2-5
EDUC 440:
(Re)Meditating Systems Change: Disability, Language & Difference (CSRE 340, PEDS 240)
This is a course about gaining a deep understanding of the levers of systems change in K-12 education focusing especially on (re)mediating systems in ways that center inclusion, equity, and justice. This course is concerned with systems change processes: why we need them; what they look like; and what theories can be called upon to guide them. We will examine the role of educational reform processes. We will examine various conceptions how reform efforts bear on systems change efforts at all levels of education: the classroom, the school, the district, and the state and federal levels of educational policy. In this course, we will examine contemporary theories of educational systems change that pay close attention to Disability, Language, and Difference. We will consider some examples of how these change processes interact to improve academic and social outcomes for all students, especially those who have been historically marginalized. We will consider urban, suburban, and rural applications of these processes, as major sources of evidence for what works and what fails. We will consider the "big picture" of our society, its values, and its economic position in a global economy to better understand why the need for systems change, which may seem obvious, is so difficult to achieve in practice.
Terms: Aut
| Units: 3
| Repeatable
12 times
(up to 36 units total)
EDUC 442:
(Re)Framing Difference: Interdisciplinary Perspectives on Disability, Race and Culture (AFRICAAM 442, CSRE 343, FEMGEN 442, PEDS 242)
This course uses social theories of difference to examine the intersections of disability, race and culture. The course will examine these concepts drawing from scholarship published in history, sociology of education, urban sociology, cultural studies, disability studies, social studies of science, cultural psychology, educational and cultural anthropology, comparative education and special education. Implications for policy, research and practice will be covered.
Terms: Aut
| Units: 4
EDUC 443:
Introduction to Single Case Design: Evaluating Response to Literacy Intervention
The purpose of this course is to provide an in-depth introduction to single case design a rigorous, experimental research methodology that is particularly well suited to studying students who are non-responsive to literacy interventions. The course will provide an overview of the rationale for single case design, and will introduce critical features of designing and implementing single case design studies. This course is designed to focus on using single case design to evaluate response to literacy interventions for students who have demonstrated insufficient response to prior literacy intervention, including students with and at-risk of disability. This course is an intensive reading and writing course. Prerequisite knowledge of evidence-based literacy intervention, including theory and extant research, will be useful.
Terms: Win
| Units: 3
EDUC 444A:
Literacy Research from Lab to School
Literacy is important for success in school and beyond. While some children learn to read and write with relatively little difficulty, many children struggle in reading and writing development and this can lead to academic, behavioral, and social challenges. Research from the perspectives of neuroscience to classroom based research can help educators understand how children learn to read and write and how to support children with various strengths and needs to develop the literacy skills they need to succeed in school. In this class, we will explore literacy research from different theoretical and methodological perspectives and discuss how these different perspectives complement each other in helping educators understand how best to support literacy development.
Last offered: Winter 2022
| Units: 3
| Repeatable
4 times
(up to 12 units total)
EDUC 445:
Transforming Education through Entrepreneurship
(Same as STRAMGT 335) In this course, students will investigate opportunities and challenges of entrepreneurial ventures trying to increase access to educational opportunity, improve the quality of learning experiences for underserved students and disrupt systemic inequities in preK-12 education. Class discussions will explore frameworks for understanding how to maximize educational impact by ensuring efficacy, increasing financial sustainability, and building scale. Cases are focused on organizations in early childhood, primary and secondary education, and feature a variety of ventures (including schools, technology, educator training, and supplemental services) and organizational models (for-profit, not-for-profit, and benefit corporation) in the U.S. and globally. Note: This is not a "how to" class on starting an education venture; it focuses on the strategic challenges of maximizing impact. This course is designed for students who want to be part of creating a more equitable society and improving opportunities for youth, whether by becoming entrepreneurs, leaders, Board members, donors or investors in education organizations. Attendance at the first class meeting is required.
Terms: Aut
| Units: 3
EDUC 446:
Workshop in Social Science History
Supports research and scholarship that combines techniques of historical inquiry with those of the disciplinary social science. Topics include comparative modes of explanation, strategies of case sampling, and rhetorical styles. Serves the development of research papers, theses and other writings for publication.
Terms: Win, Spr
| Units: 1-4
| Repeatable
9 times
(up to 36 units total)
EDUC 447:
Leading Change in Public Education
(Same as STRAMGT 537) Public education in America is at a crossroads. Does our education system have what it takes to produce graduates who are prepared for college, career, and citizenship in our increasingly digital and pluralistic world? Will income and ethnic achievement gaps continue to be pervasive and persistent in our nation's largest urban cities? Will family zip code determine educational destiny for the next generation of students? Which strategies and reforms are truly demonstrating results and which are merely passing fads? As in all large-scale enterprises undergoing rapid, transformative change, leadership matters greatly. Fortunately, over the last decade, the reform of American public education has been led by a number of innovative and results-oriented leaders at the state, district and charter levels. These leaders are bringing additional urgency, strategies, and ideas designed to prepare America's schools and students for the century ahead. Some ideas are proving to be critical levers for change, others are facing significant political challenges, and others have not delivered on expected results. Many of them hold lessons for how future educational leaders can contribute to transforming public education for the next generation of K-12 students. This course will focus on school system leadership for education reform. The course will provide an overview of the critical issues facing K-12 public education in America today, and what is going on across the U.S. during this transformative period of change. Once this context is set, students will study education leaders and systems change strategies from the last 10-15 years at the state, district and charter levels. We will focus on leaders across five domains: Leadership in crisis situations, strategic leadership, china-breaking leadership, sustaining leadership, and next generation leadership. We will also look at leadership examples from outside K-12 education to broaden our thinking about what leadership styles and strategies could be successfully applied to education. Students will debate the strategies and efficacy of how different leaders approached systems-level change and will form their own working hypotheses of what is needed to help transform the American education system. Case studies in school system leadership will form the primary basis for classroom assignments and discussion. We will examine what went right and what went wrong in each case, focusing particularly on the decisions that school system leaders faced and the implications of their decisions. Most cases will be supplemented with research publications, technical notes, news clips, and/or videos to deepen students understanding of the context or issues discussed in the cases. Dan Katzir worked for Bain & Company, Teach for America, Sylvan Learning Systems and the Eli and Edythe Broad Foundation before joining Alliance College-Ready Public Schools as its CEO in 2015. He is an experienced case study teacher and the editor of The Redesign of Urban School Systems: Case Studies in District Governance
Terms: Spr
| Units: 2
EDUC 448:
Adolescent Literacy: Theory, Research & Practice Focusing on Literacy in School Contexts
The field of adolescent literacy is broad: It embraces theory, research and practice that aims to address what we know about how young people become literate and express their literacies in cultural contexts both in and out of school. Who are adolescents, and how do we define literacy? In a rapidly evolving world where comprehension and communication are the currency of our information economy, how do we help people become literate consumers and producers of the knowledge that will help them thrive? What role do schools play in preparing youth for a world that asks them to be expert users of tools that have not yet been invented and technologies that don't yet exist? What will it mean to "read"? This course introduces adolescent literacy theory and research, with special attention to topics relevant to classrooms and schools.
Last offered: Spring 2023
| Units: 2-4
EDUC 449:
Design for Learning: Generative AI for Collaborative Learning (CS 498D, DESIGN 292)
Would you like to design ways to use generative AI to help humans learn with other humans? In this course, you will develop creative ways to use generative AI to support collaborative learning, also learning more about AI as researchers continue to improve tools like ChatGPT. In creating new learning activities that could be used at Stanford or in other courses, you will build experience with fundamentals of design, including the design abilities of learning from others, navigating ambiguity, synthesizing information, and experimenting rapidly. You will do this by tackling real design challenges presented by our project partners, which include several Stanford programs, while drawing on your own first-hand experience as students. This class is open to all students, undergraduate and graduate, of any discipline. No previous design experience or experience with AI is required. Just a collaborative spirit and hard work.
Terms: Aut
| Units: 3
EDUC 450A:
Qualitative Analysis in Education
Primarily for doctoral students; part of doctoral research core. Methods for collecting and interpreting qualitative data including case study, ethnography, discourse analysis, observation, and interview.
Terms: Spr
| Units: 4
EDUC 450B:
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
Last offered: Winter 2023
| Units: 1-4
| Repeatable
for credit
EDUC 450C:
Qualitative Interviewing
Addressing the theoretical underpinnings of qualitative interviews as well as the application of theory to practice, this course considers different approaches to interviewing. Interview types covered will range from group interviews to individual interviews, and from unstructured, ethnographically oriented interviews to highly structured interviews. Students will move from theory to interview design, implementation, and initial stages of analysis, with an emphasis on consistency in approach and utility in graduate-level research.
Terms: Win
| Units: 3
| Repeatable
2 times
(up to 6 units total)
EDUC 451:
Research Workshop on Quantitative Analyses of Textbook Content
This course is intended as a small research workshop for doctoral students interested in using textbooks as data for quantitative social science research. There is an emphasis on comparative work (i.e. looking between states/provinces or countries) and social science textbooks (i.e. history, civics, social studies, geography), but some flexibility to study a single context and/or other subjects (e.g. science, math) depending on data availability. Concretely, the aim is to finish the course with a rough draft of a research project that can be developed for future publication.
| Units: 1-4
| Repeatable
3 times
(up to 12 units total)
EDUC 452:
Simulation in Education Research
Simulation is a valuable tool for understanding the structure of data. We will use simulation to study three classic educational research datasets: data from an experimental educational intervention, administrative data used to understand the role of schools and teachers, and item response data collected to understand students abilities. We will discuss the underlying rationale for the data collection and then use simulation to understand the statistical models used to analyze the data and the real-world implications of the data.
Last offered: Spring 2023
| Units: 2-3
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);
Artiles, A. (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);
Callan, E. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Charity Hudley, A. (PI);
Cohen, G. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Dee, 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);
Kamil, M. (PI);
Kelman, A. (PI);
Kirst, M. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Lit, I. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
McDermott, R. (PI);
McFarland, D. (PI);
McLaughlin, M. (PI);
Meyerson, D. (PI);
Murata, A. (PI);
Nasir, N. (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);
Saleem, F. (PI);
Schwartz, D. (PI);
Shavelson, R. (PI);
Smith, S. (PI);
Staklis, S. (PI);
Stipek, D. (PI);
Strober, M. (PI);
Suarez, D. (PI);
Thille, C. (PI);
Valdes, G. (PI);
Walker, D. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wotipka, C. (PI);
reardon, s. (PI)
EDUC 454:
Prevention Science and Community-Based Participatory Research
This course is aimed at students who have interest in learning about prevention science and community-based participatory research (CBPR) to address individual, family, community, and other contextual factors that influence development. Course topics will examine theoretical, empirical and practical foundations of prevention science and CBPR related to the design, implementation, evaluation, and dissemination of interventions to prevent mental, behavioral and chemical health problems and promote healthy development. The course will cover the origins and multidisciplinary roots of both prevention science and CBPR, key concepts, current trends and directions, theoretical approaches, program development and assessment, science to service, evaluation methods, best practices, policy development, and implementation and dissemination approaches in community systems of care. Specific emphasis will be placed on the role of family systems and learning environments and on the need to incorporate a focus on structural inequalities based on race/ethnicity, geography, family structure, and other demographic variables into prevention-oriented research.
Terms: Aut
| Units: 3
EDUC 455:
Seminar in Grant Writing
This course will introduce students to the federal grant funding process across federal agencies (IES, NIH, ACF, NSF), and will facilitate the preparation of a grant for graduate funding. Students will learn how to select an agency and a division within that agency to submit; about funding mechanisms within each agency; and about the submission, review, and award processes. In addition, they will learn about how to submit a successful application. The course is intended for students who are planning to pursue careers in which federal funding for research is necessary.
Terms: Win
| Units: 1-3
| Repeatable
3 times
(up to 9 units total)
EDUC 456:
Seminar in Organizations and Institutions (SOC 210)
This seminar considers ongoing work in organization studies through a speaker series featuring Stanford faculty, visiting scholars, and guests from academic institutions throughout North America and elsewhere.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
9 times
(up to 9 units total)
EDUC 457:
Theory and Method in Linguistic Anthropology (ANTHRO 457A, CSRE 267, LINGUIST 267)
This course introduces students to central concepts and approaches in linguistic anthropology, with a specific focus on the role of educational institutions, processes, and ideologies in shaping language use and vice versa. Students will learn practical skills for conducting linguistic anthropological fieldwork, including strategies for recording, editing, transcribing, analyzing, and archiving multimodal discourse data. The overarching goal is for students to gain a theoretical and methodological toolkit for examining and understanding how semiotic processes structure and transform sociocultural life.
Last offered: Winter 2023
| Units: 4
EDUC 458:
Data Visualization (CS 448B, SYMSYS 195V)
Techniques and algorithms for creating effective visualizations based on principles from graphic design, visual art, perceptual psychology, and cognitive science. Topics: graphical perception, data and image models, visual encoding, graph and tree layout, color, animation, interaction techniques, automated design. Lectures, reading, and project. There are no official prerequisites for the class, but familiarity with the material in CS147, CS148 and CS142 is especially useful. Most important is a basic working knowledge of, or willingness to learn, web- programming, especially JavaScript, Vega-Lite and D3.js.
Last offered: Winter 2023
| Units: 3-4
| Repeatable
for credit
EDUC 459:
Meanings and Qualitative Methods: Studying Curriculum Through Content Analysis
We will study the what and how of curricular content analysis-the process of identifying trends in teaching and learning by looking at primary documents like hundred-year old exams, math textbooks, lessons on Pinterest, or high school book lists. You'll learn about curricula from published content analyses and then build your own in a domain that interests you. You will find artifacts for study, practice qualitative analysis, create data visualizations, and make connections between conceptual assumptions, methods, and findings.
Last offered: Spring 2023
| Units: 3-5
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.
Last offered: Autumn 2018
| Units: 3
EDUC 461:
Community Engaged Psychology and Education Field Experience (PSYCH 161)
The course is designed to provide students with an opportunity to learn about, build, and apply skills and relationships for equity centered community research partnerships, with a focus on historically marginalized and oppressed communities. Students will learn about identified sites and conduct a needs assessment with a school or organization specific to promoting psychological health, social emotional learning, healthy identity development, and/or education equity. Cardinal Course certified by the Haas Center.
Last offered: Winter 2023
| Units: 3
EDUC 463:
Computer Vision for Education and Social Science Research (CS 432)
Computer vision -- the study of how to design artificial systems that can perform high-level tasks related to image or video data (e.g. recognizing and locating objects in images and behaviors in videos) -- has seen recent dramatic success. In this course, we seek to give education and social science researchers the know-how needed to apply cutting edge computer vision algorithms in their work as well as an opportunity to workshop applications. Prerequisite: python familiarity and some experience with data.
Terms: Win
| Units: 3
EDUC 464:
Measuring Learning in the Brain (NEPR 464, PSYCH 279, SYMSYS 195M)
Everything we learn - be it a historical fact, the meaning of a new word, or a skill like reading, math, programming or playing the piano - depends on brain plasticity. The human brain's incredible capacity for learning is served by a variety of learning mechanisms that all result in changes in brain structure and function over different time scales. The goal of this course is to (a) provide an overview of different learning systems in the brain, (b) introduce methodologies and experiments that have led to new discoveries linking human brain plasticity and learning, (3) design an experiment, collect neuroimaging data, and measure the neurobiological underpinnings of learning in your own brain with MRI. The first section of the course will involve a series of lectures and discussions on the foundations of plasticity and learning with particular attention to experimental methods used in human neuroimaging studies. The second part of the course will involve workshops on designing and implementing experiments in MATLAB/Psychtoolbox or Python/PsychoPy. During this part of the course students will design, present and implement their own experiments as group projects. Finally, students will learn how to collect and analyze MRI data by being participants in their own fMRI experiments or analyzing publicly available datasets. Requirements: This class is designed for students who are interested in gaining hands-on experience with measuring the neurobiological underpinnings of learning. Student projects will involve designing experiments, collecting and analyzing data. So some experience with MATLAB/Python or an equivalent programming language is required. Some background in neuroscience (at least 1 course) is also required as we will assume basic knowledge.
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 468:
Robotics, AI and Design of Future Education (ME 268)
The time of robotics/AI is upon us. Within the next 10 to 20 years, many jobs will be replaced by robots/AI (artificial intelligence). This seminar features guest lecturers from industry and academia discussing the current state of the field of robotics/AI, preparing students for the rise of robotics/AI, and redesigning and reinventing education to adapt to the new era.
Terms: Win
| Units: 1
| Repeatable
10 times
(up to 10 units total)
EDUC 469:
Workshop and Reading Group in Child Development
This course provides a supportive space for graduate students interested in studying child development to workshop their research questions, conceptual and methodological issues, and drafts of proposals, presentations, or papers. The participants will practice how to conduct effective peer review and offer constructive feedback. General topics include but are not limited to: (1) developmental assessments, (2) family-level, school-level, and neighborhood-level factors that explain variability in children's outcomes, (3) examining underlying mediating and moderating processes, and (4) evaluating policies and programs. The participants will also read and discuss new scholarly work.
Terms: Aut
| Units: 1
| Repeatable
9 times
(up to 18 units total)
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);
Brown, B. (PI);
Brown, N. (PI);
Bryk, T. (PI);
Callan, E. (PI);
Carnoy, M. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Davis, S. (PI);
Fogg, B. (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);
Kirst, M. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Levin, H. (PI);
Lit, I. (PI);
Loeb, S. (PI);
Lotan, R. (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);
Padilla, A. (PI);
Pea, R. (PI);
Perez-Granados, D. (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);
Simms, W. (PI);
Staklis, S. (PI);
Stipek, D. (PI);
Stout, F. (PI);
Strober, M. (PI);
Suarez, D. (PI);
Valdes, G. (PI);
Walker, D. (PI);
Weiler, H. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wotipka, C. (PI);
reardon, s. (PI)
EDUC 471:
The Development of Purpose Across the Lifespan
Purpose is a long-term commitment to accomplish something meaningful to the self and of consequence to the world beyond the self. In recent years, the development of purpose has become an important focus of research in psychological science. This course will examine current scientific knowledge about the development of purpose from childhood to late life. In addition, the course will cover contemporary educational efforts to foster purpose in schools, colleges, and beyond; and it will examine the role of purpose in vocational and civic activities.
Terms: Spr
| Units: 3
EDUC 472:
What is Social Science? (SOC 325, STS 200R)
This course explores a series of foundational questions concerning the social sciences (e.g., sociology, economics, political science, anthropology, history, and applied fields of education and business). What is social science? Where did it come from and how did it emerge? What topics does it concern? Are social science topics different from topics and subject matter in other fields like the science and the humanities? Are the goals and questions of social science different from that of science and the humanities? How so? What sort of knowledge does social science try to establish? What kinds of methods does it employ? What sorts of disputes persist within the social sciences? What similarities and divisions exist among social scientific fields and why? This course is a graduate level seminar where students are asked to read challenging texts, discuss them, and offer constructive critiques in writing. Advanced undergraduates need instructor permission to register.
| Units: 4
EDUC 473:
Empowering Educators via Language Technology (CS 293)
This course explores the use of natural language processing (NLP) to support educators, by discovering, measuring, and analyzing high-leverage teaching practices. Topics include computational social science methods, ethics, bias and fairness, automated scoring, causal analyses, large language models, among others. Engaging with relevant papers, students will work towards a final project using NLP methods and a critical social scientific lens. Projects are pitched to a jury of educators at the end of the course.
Terms: Aut
| Units: 2-4
EDUC 474A:
Diverse Perspectives on Disability (EDUC 144A)
The experiences of people with disabilities are often clouded by misconceptions, mystery, fear, and lack of personal experience. Although no one person has the keys to unlocking the diverse perspectives of people with disabilities, using tools afforded by narrative inquiry can help unlock opportunities for understanding as well as shifting conceptualizations in a world designed with little regard for the margins. We hope that this course will deepen our understanding of how disability intersects with a variety of identities that can mask or foreground forms of difference. Come learn with us as we engage with ourselves and the Stanford community around constructions of disability and the diverse perspectives that inform these complex constructions. Successful complete of this course fulfills one elective requirement for the Education Minor.
Terms: Spr
| Units: 3
EDUC 474B:
Biosocial-Biocultural Perspectives on Disability in Education (EDUC 144B, PEDS 144)
Disability is a complex phenomenon contested along biopolitical and sociopolitical vectors in the field of education and other attendant fields such as humanities, history, and biosciences. These contestations influence the ways in which disabled lives are supported and understood in schools and other public institutions. Students will be able to critically evaluate the biosocial, biopolitical, and sociopolitical nature of disability and attend to intersectionality in relation to education systems, as well as build strong repertoires of transdisciplinary knowledge that can be applied in their fields of interest.
Terms: Win
| Units: 1-3
EDUC 475:
Entrepreneurship in Education: A Comparative Analysis of the US and Emerging Markets
(Same as GSBGID 575) This course offers an exploration of education entrepreneurship within diverse global landscapes. We will delve into the education sectors of the United States, as well as emerging markets such as China, India, and Brazil, in order to investigate their unique characteristics and challenges. The course is open to anyone interested in the intersection of education and entrepreneurship on an international scale. Through the utilization of case studies, readings, and engaging discussions, we will analyze the factors that impact the global education business. By the end of the course, students will gain a comparative understanding of educational entrepreneurship, equipping them to identify opportunities and devise strategies for success in diverse education markets. Moreover, it will serve as a springboard for students interested in pursuing future courses or careers in the global education business.
Terms: Win
| Units: 2
EDUC 476:
Race, Disadvantage, and Elite Education: The Allocation of Opportunity
(Same as LAW 7076) In recent years, selective universities have become more academically selective than ever. During the past half century their applicant pools have grown considerably--now including women, minorities, immigrants, and international students--while the sizes of their student bodies remain virtually unchanged. The broader social and economic context has shifted as well. With globalization, the advance of technology and the resulting labor market shifts, advanced education is seen as more important than ever to getting ahead. Yet, even as elite universities seem central to Americans' hopes and dream, they have also come under attack, viewed as disconnected from, and alien to, "regular Americans." This course will engage these developments through considering a pivotal question: How do and should elite educational institutions choose among the many applicants vying for admission? Two principles loom large in the ethos of selective college admissions: diversity and merit. Throughout the course, we will take a critical stance toward these claims. For example, how much does and should merit shape admissions decisions? What are the rationales for using prior grades and test scores to assess applicants? Similarly, what are the costs and benefit of the diversity rationale? Should schools take account of race, socioeconomic class, or neither? Course readings will include judicial opinions and legal commentary, social science evidence and cultural criticism. Elements used in grading: Attendance, Class Participation, Written Assignments, Final Paper.
Last offered: Winter 2022
| Units: 2
EDUC 477:
Global Educational Ethnographies (FEMGEN 477)
In this course, we will read a diversity of classic and contemporary ethnographies in order to evaluate the relationship between ethnographic methods, data analysis, and theory building. The first part of the course theorizes the method itself, analyzing the history or "genealogy" of ethnographic methods. The rest of the course examines several classic educational ethnographies that directly shaped the field as well as contemporary ethnographies engaging in critical debates about pertinent social, cultural, and political theories.
Terms: Spr
| Units: 3-4
EDUC 478:
Carceral Logics & Abolition in Education (AFRICAAM 278, CSRE 378)
Abolition is a complex concept, often moving against the grain in a society fixated on punishment. What happens when we begin with the concept that life is valuable and that concept should be the center of society when building institutions and responding to harm? In this short course, we will explore how abolition has been conceptualized over time, particularly in relation to carceral logics, and how both relate to education. We will explore what educators can learn from community-driven abolitionist projects and how we can apply these conceptualizations and strategies to education spaces towards liberation.
Last offered: Winter 2023
| Units: 2-5
EDUC 479:
Entering the Backstage of Education Policy Making (PUBLPOL 379)
How to mobilize evidence to support informed decisions by education policy makers? How to create public sector partnerships for research and practice? In this 3-4-credit course, students will have the opportunity to engage with policy teams around a real educational problem, providing pro-bono technical support. Before the course starts, the instructor will collect expressions of interest from the Brazilian Ministry of Education and from State and municipal Secretariats of Education in the country, and match students to the problems most highly rated by each of them upon applying to the course (participation capped at 25 students). Working in groups, students will produce (1) a meta-analysis, analyzing what we know about what works or not to address the problem based on existing scientific research, (2) a policy review, summarizing what we (do not) know about the problem based on public documents and expert opinions (from Stanford or elsewhere), and (3) recommendations for action, proposing a strategy for making progress towards that problem. Groups will meet with their client bi-weekly to refine their understanding of the problem, share progress towards deliverables, collect feedback, and iterate around the initial objectives as teams learn more about their problems. This course is worth 3-4 credits, meaning you might need to dedicate 9-12 hours per week, including class time. This includes participation in both full-class and section meetings, leaving approximately 8 hours for work outside of class. The course meets twice a week over the course of the Spring quarter. It consists of 3 lectures, 12 group-work meetings, and 5 client-facing meetings. See schedule for additional details. Enrollment depends on instructor permission obtained in the first day of class. Priority will be given to Master's and PhD students in ICE.
Terms: Spr
| Units: 3-4
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);
Amaral Carnauba, F. (PI);
Annamma, S. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Artiles, A. (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);
Bromley, P. (PI);
Brown, B. (PI);
Brown, N. (PI);
Bryk, T. (PI);
Callan, E. (PI);
Carlson, J. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Charity Hudley, A. (PI);
Cohen, G. (PI);
Cotterman, K. (PI);
Cox, G. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Dee, T. (PI);
Demszky, D. (PI);
Domingue, B. (PI);
Ehrlich, T. (PI);
Ellch, L. (PI);
Fisher, P. (PI);
Fogg, B. (PI);
Fong, B. (PI);
Forssell, K. (PI);
Garcia, A. (PI);
Gilbert, D. (PI);
Goldenberg, C. (PI);
Goldman, S. (PI);
Gordon, L. (PI);
Grossman, P. (PI);
Gumport, P. (PI);
Haber, N. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Hanushek, E. (PI);
Haysman, C. (PI);
Heath, S. (PI);
Hines, M. (PI);
Hoagland, G. (PI);
Jaquith, A. (PI);
Juel, C. (PI);
Kamil, M. (PI);
Kelman, A. (PI);
Kijima, R. (PI);
Kim, P. (PI);
Kirst, M. (PI);
Kozleski, E. (PI);
Kuboyama, E. (PI);
Kushner, M. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Lee, V. (PI);
Lemons, C. (PI);
Levin, H. (PI);
Levine, E. (PI);
Levine, S. (PI);
Lichand, G. (PI);
Lit, I. (PI);
Litvak, L. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
Loyalka, P. (PI);
Lyall, K. (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);
Monsalve, S. (PI);
Murata, A. (PI);
Nandagopal, K. (PI);
Nasir, N. (PI);
O'Hara, S. (PI);
Obradovic, J. (PI);
Osborne, J. (PI);
Osuna, J. (PI);
Padilla, A. (PI);
Park, E. (PI);
Pea, R. (PI);
Peterson, M. (PI);
Phillips, D. (PI);
Plank, D. (PI);
Pope, D. (PI);
Porteus, A. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Reich, R. (PI);
Rickford, J. (PI);
Rodriguez, E. (PI);
Rogosa, D. (PI);
Rosa, J. (PI);
Ruiz-Primo, M. (PI);
Saleem, F. (PI);
Salehi, S. (PI);
Salinas, N. (PI);
Schorr, J. (PI);
Schwartz, D. (PI);
Shavelson, R. (PI);
Shulman, L. (PI);
Silverman, R. (PI);
Simms, W. (PI);
Smith, S. (PI);
Solano-Flores, G. (PI);
Sorcar, P. (PI);
Spencer, S. (PI);
Staklis, S. (PI);
Stevens, M. (PI);
Stipek, D. (PI);
Stout, F. (PI);
Strober, M. (PI);
Suarez, D. (PI);
Subramonyam, H. (PI);
Tarlau, R. (PI);
Thille, C. (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);
Yeatman, J. (PI);
pearman, f. (PI);
reardon, s. (PI)
EDUC 482:
Design to Equip Learners in Under-Resourced Communities (DESIGN 294)
This course equips students with the skills and knowledge necessary to develop innovative solutions that address the challenges faced by learners in under-resourced communities. By embracing a project-based approach and fostering partnerships with local and global communities, our students will have the opportunity to explore and experiment with design techniques and tools, ultimately co-creating solutions that are contextually relevant and responsive. The course provides a comprehensive exploration of human-centered design, learning sciences, digital technologies, and education entrepreneurship. The goal of the course is to foster effective and sustainable solutions that significantly improve the lives of learners in under-resourced communities. By the course's conclusion, students will be equipped with the necessary skills to drive meaningful change for learners in any community. Given the urgent need to address the challenges exacerbated by the pandemic, this course stands as a critical step towards creating a more just and equitable world for all.
Terms: Win
| Units: 3
EDUC 484:
Philosophy of Education for the Digital Age
Students in school today will live most of their lives in a world that will be radically changed by technologies such as AI, virtual reality, and smart devices. How should we think about civic values, moral responsibility, epistemic agency, and personal fulfilment in a future increasingly shaped by technology? How will the aims of education evolve in the digital future? This course will explore these and other questions through the work of contemporary philosophers of education and technology.
Terms: Win
| Units: 3
EDUC 487:
BAD Lab: Scholarly Communication in Education (CSRE 387, LINGUIST 255E)
This seminar gives doctoral students an overview of scholarly communication in education in areas related to the BAD Lab. In the first half, we focus on publication including: publishing journal articles and books. We also examine multimedia communication, including: giving research talks, job talks, and interviews. In the second half of the course, we focus on reviewing, editing, and the politics and economics of publishing in education and related areas.
Last offered: Winter 2023
| Units: 2
| Repeatable
2 times
(up to 4 units total)
EDUC 488:
Stanford Black Academic Lab: Community-Based Participatory Methods (AFRICAAM 488, CSRE 388, LINGUIST 276E)
This lab-based course is an overview of research methods that are used in the development of Black educators, including survey research, individual and focus group interviews, ethnographic methods, and documentary activism. Lab participants will be guided through critical thinking about the professional and personal development of Black educators while assessing the utility and relevance of research-based responses to that development in partnership with a particular educational organization or agency.
Terms: Win
| Units: 2-5
EDUC 489:
RILE Colloquium on Race, Inequality, and Language in Education
This course is a workshop for PhD students focusing on interdisciplinary empirical work related to Race, Inequality, and Language in Education.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
10 times
(up to 20 units total)
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);
Amaral Carnauba, F. (PI);
Annamma, S. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Artiles, A. (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);
Callan, E. (PI);
Carlson, J. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Charity Hudley, A. (PI);
Cohen, G. (PI);
Cox, G. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Dee, T. (PI);
Demszky, D. (PI);
Domingue, B. (PI);
Ehrlich, T. (PI);
Fisher, P. (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);
Haber, N. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Hines, M. (PI);
Hoagland, G. (PI);
Jaquith, A. (PI);
Juel, C. (PI);
Kamil, M. (PI);
Kelman, A. (PI);
Kijima, R. (PI);
Kim, P. (PI);
Kirst, M. (PI);
Koski, W. (PI);
Kozleski, E. (PI);
Kuboyama, E. (PI);
Kushner, M. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Lee, V. (PI);
Lemons, C. (PI);
Levine, E. (PI);
Levine, S. (PI);
Lichand, G. (PI);
Lit, I. (PI);
Loeb, S. (PI);
Lotan, R. (PI);
Loyalka, P. (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);
Osborne, J. (PI);
Osuna, J. (PI);
Padilla, A. (PI);
Park, E. (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);
Saleem, F. (PI);
Salehi, S. (PI);
Schwartz, D. (PI);
Shavelson, R. (PI);
Silverman, 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);
Subramonyam, H. (PI);
Tarlau, R. (PI);
Thille, C. (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);
Yeatman, J. (PI);
pearman, f. (PI);
reardon, s. (PI)
EDUC 492:
Humanistic and Historical Approaches to the Study of Education
This workshop tackles "big questions" in methodology and is envisioned as a community for graduate students who have already begun their research and are seeking additional epistemological training grounded in humanistic approaches to education. It offers an opportunity to critically engage conceptual frameworks and to familiarize oneself with foundational texts that represent a particular approach and are good to "think with." Secondarily, it presents an opportunity to present ongoing research ideas, projects, and writing, and to get and give critical feedback.
Last offered: Spring 2021
| Units: 3
EDUC 497:
Research Methods in Social Psychology and Allied Fields (PSYCH 297)
This course will focus on the methodological foundations of research in social psychology and allied fields, and on the background scientific and career decision-making that fosters strong research in these fields. It will focus on such topics as: why do science; how to develop research ideas and formulate a research program; classic experimental design; experimental approaches to social problems - the Lewinian tradition; the choice between laboratory, on-line, field and intervention research strategies; the role of theory in methodological choices; how to build experiments that reflect the real world; crafting IV's and DV's; the many routes to statistical power; the precautions of research hygiene; refining theory - generalizing and replicating; research productivity and the life of a research psychologist, effective approaches to writing.
Terms: Aut
| Units: 3
EDUC 498:
Field Research in Educational Neuroscience
This field-based course is designed to provide students who already have had an introduction to Educational Neuroscience with the opportunity to learn how to conduct such research in the context of an ongoing research practice partnership, as well as review and integrate curricular content and professional development materials that will make such work more accessible to practitioners and students.
Terms: Spr
| Units: 1-5
| Repeatable
4 times
(up to 20 units total)
EDUC 499:
Advanced Methods in Education and Neuroscience: Electrophysiology
A number of recent advanced methods in electrophysiology are proving to be quite useful in driving progress in psychology, the learning sciences, human development and education. This course will provide a structured overview of the following methodological advances, opportunities to learn about them in more depth, and provide in-depth opportunities to discuss and critically evaluate recent use-cases and publications that successfully apply them. In addition, students will receive direct supervision, feedback, and support for their ongoing efforts to become more involved in ongoing electrophysiology research projects.
Terms: Aut
| Units: 2-4
| Repeatable
10 times
(up to 40 units total)
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);
Amaral Carnauba, F. (PI);
Annamma, S. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Artiles, A. (PI);
Aukerman, M. (PI);
Ball, A. (PI);
Banks, 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);
Callan, E. (PI);
Carlson, J. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Charity Hudley, A. (PI);
Cuban, L. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Dee, T. (PI);
Demszky, D. (PI);
Fisher, P. (PI);
Forssell, K. (PI);
Goldenberg, C. (PI);
Goldman, S. (PI);
Gordon, L. (PI);
Grossman, P. (PI);
Gumport, P. (PI);
Haber, N. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Hines, M. (PI);
Juel, C. (PI);
Kelman, A. (PI);
Kirst, M. (PI);
Kozleski, E. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Lee, V. (PI);
Lemons, C. (PI);
Levine, E. (PI);
Levine, S. (PI);
Lichand, G. (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);
Padilla, A. (PI);
Park, E. (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);
Saleem, F. (PI);
Salehi, S. (PI);
Schwartz, D. (PI);
Shavelson, R. (PI);
Smith, S. (PI);
Solano-Flores, G. (PI);
Staklis, S. (PI);
Stipek, D. (PI);
Strober, M. (PI);
Suarez, D. (PI);
Subramonyam, H. (PI);
Tarlau, R. (PI);
Thille, C. (PI);
Valdes, G. (PI);
Walker, D. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wotipka, C. (PI);
Yeatman, J. (PI);
pearman, f. (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);
Amaral Carnauba, F. (PI);
Annamma, S. (PI);
Antonio, A. (PI);
Ardoin, N. (PI);
Artiles, A. (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);
Bromley, P. (PI);
Brown, B. (PI);
Bryk, T. (PI);
Callan, E. (PI);
Carlson, J. (PI);
Carnoy, M. (PI);
Carter, P. (PI);
Charity Hudley, A. (PI);
Cohen, G. (PI);
Cuban, L. (PI);
Damon, W. (PI);
Darling-Hammond, L. (PI);
Dee, T. (PI);
Demszky, D. (PI);
Domingue, B. (PI);
Fisher, P. (PI);
Garcia, A. (PI);
Goldenberg, C. (PI);
Goldman, S. (PI);
Gordon, L. (PI);
Grossman, P. (PI);
Gumport, P. (PI);
Haber, N. (PI);
Haertel, E. (PI);
Hakuta, K. (PI);
Hines, M. (PI);
Juel, C. (PI);
Kelman, A. (PI);
Kirst, M. (PI);
Kozleski, E. (PI);
LaFromboise, T. (PI);
Labaree, D. (PI);
Lee, V. (PI);
Lemons, C. (PI);
Levine, E. (PI);
Levine, S. (PI);
Lichand, G. (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);
Osborne, J. (PI);
Osuna, J. (PI);
Padilla, A. (PI);
Park, E. (PI);
Pea, R. (PI);
Phillips, D. (PI);
Pope, D. (PI);
Porteus, A. (PI);
Powell, W. (PI);
Ramirez, F. (PI);
Reich, R. (PI);
Rogosa, D. (PI);
Rosa, J. (PI);
Ruiz-Primo, M. (PI);
Saleem, F. (PI);
Salehi, S. (PI);
Schwartz, D. (PI);
Shavelson, R. (PI);
Shulman, L. (PI);
Silverman, R. (PI);
Smith, S. (PI);
Solano-Flores, G. (PI);
Staklis, S. (PI);
Stevens, M. (PI);
Stipek, D. (PI);
Strober, M. (PI);
Suarez, D. (PI);
Subramonyam, H. (PI);
Tarlau, R. (PI);
Thille, C. (PI);
Valdes, G. (PI);
Walker, D. (PI);
Wieman, C. (PI);
Williamson, P. (PI);
Willinsky, J. (PI);
Wineburg, S. (PI);
Wotipka, C. (PI);
Yeatman, J. (PI);
pearman, f. (PI);
reardon, s. (PI)
