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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
Instructors: ; Arribas Layton, L. (PI)

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
Instructors: ; Wolf, J. (PI)

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 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 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
Instructors: ; Lobo, K. (PI)

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
Instructors: ; Gavin, R. (PI); Vega, R. (PI)

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
Instructors: ; May, L. (PI)

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
Instructors: ; Levine, E. (PI)

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 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); Langer-Osuna, J. (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); 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 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
Instructors: ; Antonio, A. (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); Langer-Osuna, J. (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); 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 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
Instructors: ; Martinez, A. (PI)

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 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 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 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
Instructors: ; Arribas Layton, L. (PI)

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
Instructors: ; Santos, H. (PI); Song, J. (PI)

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 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)
Instructors: ; Ramirez, J. (PI)

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 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)
Instructors: ; Kuboyama, E. (PI)

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
Instructors: ; Solano-Flores, G. (PI)

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 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 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
Instructors: ; Haber, N. (PI)

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 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 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 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 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
Instructors: ; Domingue, B. (PI)

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 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 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 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
Instructors: ; Williams, M. (PI)

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
Instructors: ; Lakshminarayanan, G. (PI)

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
Instructors: ; Diffenbaugh, P. (PI)

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 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 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
Instructors: ; Jaquith, A. (PI)

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
Instructors: ; Ruiz-Primo, M. (PI)

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
Instructors: ; Ruiz-Primo, M. (PI)

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, Sum | 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 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 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
Instructors: ; Kelman, A. (PI)

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 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
Instructors: ; McFarland, D. (PI)

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
Instructors: ; McFarland, D. (PI)

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
Instructors: ; Powell, W. (PI)

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
Instructors: ; Smith, S. (PI); Bhat, K. (TA)

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 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
Instructors: ; Golde, C. (PI)

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
Instructors: ; Tien, J. (PI)

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
Instructors: ; Stevens, M. (PI)

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 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
Instructors: ; Gumport, P. (PI)

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)
Instructors: ; Lee, V. (PI)

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
Instructors: ; Powell, W. (PI)

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 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 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
Instructors: ; Antonio, A. (PI)

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)
Instructors: ; Bromley, P. (PI)

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 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 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 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)
Instructors: ; Cohen, G. (PI)

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

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)
Instructors: ; Hines, M. (PI)

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 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 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)
Instructors: ; Loyalka, P. (PI)

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 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
Instructors: ; Damon, W. (PI)

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
Instructors: ; May, L. (PI)

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 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
Instructors: ; Lichand, G. (PI)

EDUC 480: Directed Reading

For advanced graduate students. (all areas)
Terms: Aut, Win, Spr, Sum | Units: 1-15 | Repeatable for credit
Instructors: ; Adams, C. (PI); Alim, H. (PI); Alvarado, A. (PI); 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); Langer-Osuna, J. (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); 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); Langer-Osuna, J. (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); 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 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 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); Langer-Osuna, J. (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); 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)
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