341 - 350 of 364 results for: EDUC

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.

This course, designed for graduate students in the humanities and education, explores approaches to teaching the humanities at both the secondary and collegiate levels, with a focus on the teaching of text, and how the humanities can help students develop the ability to read and think critically. The course explores purposes and pedagogical approaches for teaching humanities through a variety of texts and perspectives. The course is designed as an opportunity for doctoral students in the Humanities both to enrich their own teaching, and to broaden their understanding of professional teaching opportunities, including community college and secondary school teaching.

Seminar. Based on peer collaboration, lesson study helps to create professional communities among teachers and support their learning. Research literature, teacher thinking and beliefs, teacher professional development, and conceptual frameworks.

This course is a survey of research methods with applications in online learning. The methods covered are very interdisciplinary, including an introduction to machine learning, text/discourse analysis, causal modeling, and psychometrics. Broader question in research methodology are also covered, including how to formulate a good research question, when to use qualitative or quantitative methods, and the relative merits of theory-driven confirmatory vs. exploratory research. The goal of this course is to support researchers in the online learning space and other fields in their research endeavors.

This seminar will focus on foundations and methodic approaches to the study of social interaction.

Whether as students, taxpayers, or philanthropists, we share an interest that schools, government agencies, and nonprofit organizations effectively achieve their intended outcomes. This course asks how stakeholders and managers can assess these institutions' performance and commitment to continuous improvement. This seemingly technocratic question is often the center of political controversy, as it is today in criticisms of the student assessments required by No Child Left Behind and of "value-added" assessments of teacher performance.nnEver mindful that performance management is a graveyard of good intentions, we will study the practical aspects of institutional change - including leadership, accountability, learning, and culture ?- that often account for the difference between success and failure. We start with the presumption that you can't manage what you can't measure, but managers can usually measure only proxies rather than ultimate outcomes. In addition to the inevitable slippage between the proxies and ultimate outcomes, there is a tension between using assessments for learning and improvement, on the one hand, and for accountability, incentives, and penalties, on the other. Moreover, people have incentives to "game" any performance evaluation system.nnWe will examine the challenges of managing to outcomes in various contexts, focusing particularly on students' and teachers' performance, but also including the performance of selected government agencies (e.g., police and welfare departments), nonprofit organizations, and foundations. We will focus on the interconnections among strategic planning, performance budgeting, and performance management. We will also look at experiments with new funding vehicles that depend on measuring outcomes, such as social impact bonds, conditional cash transfers, and pay for performance schemes in healthcare and other sectors.

This course addresses a broad set of topics that have implications for developmentally appropriate and effective early childhood education. It begins with children's social, emotional and cognitive development and issues related to poverty, culture and language. We will also examine research evidence on effective instruction for young children, evaluations of preschool interventions, and several current policy debates.

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).

Emphasis is on the current state of knowledge in the research literature and comparisons to students' experiences and observations in bilingual education, English as a second language, reading instruction, cultural issues in education, and research methods.