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EDUC 351A: Design and Analysis of Longitudinal Research

The analysis of longitudinal data is central to empirical research on learning and development. Topics: measurement of change, growth models, reciprocal effects, stability, analysis of durations including survival analysis, and experimental and non-experimental group comparisons. See http://www-stat.stanford.edu/~rag/ed351longit/ .nnPrerequisite: intermediate statistical methods. (PSE)
Terms: Spr | Units: 1-2
Instructors: Rogosa, D. (PI)

EDUC 353C: Problems in Measurement: Generalizability Theory

Application to analysis of educational achievement data, including performance assessments. Fundamental concepts, computer programs, and actual applications. (PSE)
Terms: Aut | Units: 3
Instructors: Haertel, E. (PI)

EDUC 354X: School-Based Decision Making

Leadership and organizational issues. Leadership as it plays out in the pragmatic demands and tensions of site-level decision processes. The interdependence of factors critical to school achievement and equity outcomes: governance and culture, instruction, resource alignment, inquiry, community engagement. The complexity of decisions in these arenas and the capacity-building process of leadership for results.
Terms: Win | Units: 3-4
Instructors: Hoagland, G. (PI)

EDUC 355X: 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: Spr | Units: 3
Instructors: Stevens, M. (PI)

EDUC 357X: 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

EDUC 359B: The History of Research in Science Education

For doctoral students interested in science education and literacy in school subjects.
Terms: Win | Units: 2-3 | Repeatable 5 times (up to 15 units total)
Instructors: Brown, B. (PI)

EDUC 359C: Science Literacy

The changing debate over conceptions of the nature of science and the calls to broaden it. Themes, directions, limitations, and epistemological foundations of the body of research on the nature of science.
Terms: Win | Units: 2-3 | 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 362X: The Science Curriculum: Values and Ideology in a Contested Terrain

The issue of what should be taught in schools is a site of contestation where issues of beliefs, values and ideologies emerge. This course will use the school science curriculum and the history of its development to explore the common positions adopted and argued for in approaching curriculum development. Course will help students develop a knowledge of curriculum reform in school science and a deeper understanding of the arguments that have shaped its present form and their historical antecedents.
Terms: Spr | Units: 3-5
Instructors: Osborne, J. (PI)

EDUC 364: Cognition and Learning

Cognitive psychology is the study of human thought including topics including the nature of expertise, creativity, and memory. Emphasis is on learning. The role of cognitive psychology in helping people learn, and determining the most desirable type of learning and whether people have learned. Students design and conduct their own learning study.
Last offered: Winter 2009
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