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 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 101:
Introduction to Teaching and Learning
This course is designed to help undergraduates explore career interests in education; it is the core course for the Undergraduate Minor in Education, and fulfills requirements for Honors in Education. The course considers the philosophy, history, politics, professional practice and social structures of teaching in the United States. Students will read and discuss teaching theory and research, participate in learning activities and visit school teaching sites, as well as examine and analyze artifacts and models of teaching.
Terms: Aut
| Units: 4
EDUC 103A:
Tutoring: Seeing a Child through Literacy (EDUC 203A)
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 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 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 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 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 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 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 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 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 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 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 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 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 199A:
Undergraduate Honors Seminar
Required of juniors and seniors in the honors program in the School of Education. Student involvement and apprenticeships in educational research. Participants share ongoing work on their honors thesis. Prerequisite: consent of instructor. May be repeated for credit once.
Terms: Aut
| Units: 3
| Repeatable
2 times
(up to 3 units total)
EDUC 200A:
Introduction to Data Analysis and Interpretation
Primarily for master's students in the School of Education. Focus is on reading literature and interpreting descriptive and inferential statistics, especially those commonly found in education. Topics: basic research design, instrument reliability and validity, 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 264E:
Methods and Materials in Bilingual Classrooms
Restricted to STEP elementary teacher candidates in the BCLAD program. Theories, research, and methods related to instruction of Spanish-English bilingual children, grades K-8. Approaches to dual language instruction, and pedagogical and curricular strategies for the instruction of reading, language arts, science, history, social science, and math in Spanish. Assessment issues and practices with bilingual students. In Spanish.
Terms: Aut
| Units: 2
EDUC 267B:
Curriculum and Instruction in Science
Possible objectives of secondary science teaching and related methods: selection and organization of content and instructional materials; lab and demonstration techniques; evaluation, tests; curricular changes; ties with other subject areas. Prerequisite: STEP student or consent of instructor. (STEP)
Terms: Aut
| Units: 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 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 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 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 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 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 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 306A:
Economics of Education in the Global Economy
Case material considers development problems in the U.S. and abroad. Discussion sections on economic aspects of educational development.
Terms: Aut
| Units: 5
EDUC 306Y:
Economic Support Seminar for Education and Economic Development
Core economic concepts that address issues in education in developing and developed countries. Supply and demand, elasticity, discount rates, rate of return analysis, utility functions, and production functions. Corequisite: 306A.
Terms: Aut
| Units: 1
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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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 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)
