31 - 40 of 107 results for: EDUC

Required for M.A. students in ICE and IEPA. Orientation to the M.A. program and research project; exploration of resources for study and research.

In this course, students will use data from the Stanford Education Data Archive (SEDA) to study the patterns, causes, consequences, and remedies of educational inequality in the US. SEDA is based on 200 million test score records, administrative data, and census data from every public school, school district, and community in the US. The course will include lectures, discussion, and small group research projects using SEDA and other data.

This is a required course for all POLS students. The goals of the POLS Seminar (EDUC 209ABC) are to assist students in making the most of their Stanford graduate experience across several dimensions (academic, professional, and social). EDUC 209A is focused on orienting students to the academic and extra-curricular aspects of the experience as quickly as possible, while helping them coalesce as a group and learn how to leverage each other's professional knowledge. Another goals is to help student define their graduate degree goals, so they can plan their year in a very intentional manner that will result in a project or experiences they can highlight during the required Spring quarter POLS Project Forum.

Forum for POLS students to link their academic learning to real world experience through in-class discussions, presentations, and reflective writing. Fall Quarter is focused on understanding the intern's role within the larger organization. Winter Quarter is outward looking with a focus on understanding the broader fields the students' organizations reside within. Spring Quarter focus is on students learning from and being prepared to teach others.

Key concepts in teaching and learning; teacher content knowledge and pedagogical content knowledge; student prior knowledge and preconceptions; cognition and metacognition; classroom culture, motivation, and management; teaching diverse populations; comparison of teaching models; analysis of teaching; standards, accountability, and assessment of learning; assessing teaching quality; online learning and teaching.

The required internship is a cornerstone of the LDT program. This course will provide students an opportunity to link their academic learning to real world experience through in-class discussions, presentations, and reflective writing. It will allow the program director to monitor the quality of the experience and provide timely advice and support as needed for an optimal learning experience.nnThe course will meet several times each quarter, adjacent to LDT seminar (Fridays, 12-1). An internship agreement will be required at the beginning of the course signed by the faculty advisor), as well as a reflection paper at the end of the course. Students will take the course for 1 unit, unless they request additional units for unpaid internship hours.

The effects of schools and schooling on individuals, the stratification system, and society. Education as socializing individuals and as legitimizing social institutions. The social and individual factors affecting the expansion of schooling, individual educational attainment, and the organizational structure of schooling.

Required for students in the POLS M.A. program; others welcome. Focus is on 20th-century U.S. Intended and unintended patterns in school change; the paradox of reform that schools are often reforming but never seem to change much; rhetorics of reform and factors that inhibit change. Case studies emphasize the American high school.nnThis course is required for POLS students pursuing the PreK-12 concentration.

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.