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301 - 310 of 389 results for: EDUC

EDUC 351A: Statistical Methods for Longitudinal Research (STATS 222)

Research designs and statistical procedures for time-ordered (repeated-measures) data. The analysis of longitudinal panel data is central to empirical research on learning, development, aging, and the effects of interventions. Topics include: measurement of change, growth curve models, analysis of durations including survival analysis, experimental and non-experimental group comparisons, reciprocal effects, stability. See http://rogosateaching.com/stat222/. Prerequisite: intermediate statistical methods
Last offered: Autumn 2015

EDUC 351B: Statistical Issues in Testing and Assessment

The new book by Howard Wainer, "Uneducated Guesses: Using Evidence to Uncover Misguided Education Policies" is the basis for this seminar. Also included will be supporting research literature and data analysis activities for topics such as college admissions, methods for missing data, assessment of achievement gaps, and the use of value-added analysis. See http://www-stat.stanford.edu/~rag/ed351B/
Last offered: Autumn 2013 | Repeatable 6 times (up to 18 units total)

EDUC 351C: Workshop in Technical Quality of Educational Assessments and Accountability

Topics include: determinations of accuracy for individual scores and group summaries; design and reporting of educational assessments; achievement instruments in state-level accountability systems; and policy implications of statistical properties. See http://www.stanford.edu/~rag/.

EDUC 352: Education Research Partnerships

This course focuses on developing and sustaining effective education research partnerships. Partnerships are essential in creating new research projects, conducting field-based inquiry, and in implementing lessons from research projects. The course emphasizes the power of successful partnerships in improving education while exploring potential barriers to the formation and productivity of partnerships. During this course there will be explicit opportunities for students to develop the knowledge and capacities necessary for effective collaborative partnership research.
Last offered: Winter 2016

EDUC 353A: Problems in Measurement: Item Response Theory

Study of the mathematical models used in psychological measurement with an emphasis on item response theory (IRT). We will examine various problems, including estimation of item parameters and person abilities, polytomous response models, and other issues. A key focus of this course will be on developing applied skills with the relevant models. Prerequisites included EDUC 252 (or consent of the instructor).
Last offered: Spring 2016

EDUC 353C: Problems in Measurement: Generalizability Theory

Application to analysis of educational achievement data, including performance assessments. Fundamental concepts, computer programs, and actual applications.
Last offered: Winter 2013

EDUC 354: School-Based Decision Making

Leadership and organizational issues. Leadership as it plays out in the pragmatic demands and tensions of site-level decision processes. Interdependence and complexity of several factors critical to school achievement and equity outcomes: governance, culture, instruction, resource alignment, inquiry, community engagement. School decision-making as a capacity-building process.
Terms: Win | Units: 4
Instructors: Hoagland, G. (PI)

EDUC 355: Higher Education and Society

For undergraduates and graduate students interested in what colleges and universities do, and what society expects of them. The relationship between higher education and society in the U.S. from a sociological perspective. The nature of reform and conflict in colleges and universities, and tensions in the design of higher education systems and organizations.
Terms: Win | Units: 3
Instructors: Stevens, M. (PI)

EDUC 356: Street History: Learning the Past in School and Out (HISTORY 337C)

Interdisciplinary. Since Herodotus, history and memory have competed to shape minds: history cultivates doubt and demands interpretation; memory seeks certainty and detests that which thwarts its aims. History and memory collide in modern society, often violently. How do young people become historical amidst these forces; how do school, family, nation, and mass media contribute to the process?
Last offered: Spring 2009

EDUC 357: Science and Environmental Education in Informal Contexts

There are ever-expanding opportunities to learn science in contexts outside the formal classroom, in settings such as zoos, museums, and science centers. How are issues around science and the environment presented in these contexts, how do people behave and learn in these contexts, and what messages do they take away? This course will cover the learning theories and empirical research that has been conducted in these settings. Case studies of nearby science centers will add an experiential dimension.
Terms: Win | Units: 3-4
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