printer friendly pageEDUC 265: History of Higher Education in the U.S. (AMSTUD 165, EDUC 165, HISTORY 158C)
Major periods of evolution, particularly since the mid-19th century. Premise: insights into contemporary higher education can be obtained through its antecedents, particularly regarding issues of governance, mission, access, curriculum, and the changing organization of colleges and universities.
Terms: Win
| Units: 3-5
Instructors:
Levine, E. (PI)
;
Bates, D. (TA)
EDUC 266: Educational Neuroscience
An introduction to the growing intersection between education research and emerging research on functional brain development. Students will probe the contributions and limitations of emerging theoretical and empirical contribution of neuroscience approaches to specific academic skills such as reading and mathematics, as well as exposure to general processes crucial for educational success, including motivation, attention, and social cognition. Final projects will explore these themes in the service of interventions designed to improve how these functions.
Terms: Win
| Units: 3
| Repeatable
3 times
(up to 9 units total)
Instructors:
McCandliss, B. (PI)
EDUC 267C: Curriculum and Instruction in Science
Possible objectives of secondary science teaching and related methods: selection and organization of content and instructional materials; lab and demonstration techniques; evaluation, tests; curricular changes; ties with other subject areas. Prerequisite: STEP student or consent of instructor. (STEP)
Terms: Win
| Units: 3
Instructors:
Magallanes, J. (PI)
EDUC 268C: Curriculum and Instruction in History and Social Science
The methodology of history instruction: teaching for historical thinking and reasoning; linking the goals of teaching history with literacy; curriculum trends; and opportunities to develop teaching and resource units. Prerequisite: STEP student.
Terms: Win
| Units: 3
Instructors:
Castillon, I. (PI)
EDUC 271: Education Policy in the United States
(Same as
GSBGEN 347) The course will provide students from different disciplines with an understanding of the broad educational policy context. The course will cover topics including a) school finance systems; b) an overview of policies defining and shaping the sectors and institutional forms of schooling, c) an overview of school governance, d) educational human-resource policy, e) school accountability policies at the federal and state levels; and f) school assignment policies and law, including intra- and inter-district choice policies, desegregation law and policy.
Terms: Win
| Units: 3
EDUC 284: Designing Equitable Groupwork
Teaching in academically and linguistically heterogeneous classrooms requires a repertoire of pedagogical strategies. Focus is on how to provide access to intellectually challenging curriculum and equal-status interaction for students in diverse classrooms. Emphasis is on group work and its cognitive, social, and linguistic benefits for students. How to prepare for group work, equalize participation, and design learning tasks that support conceptual understanding, mastery of content and language growth. How to assess group products and individual contributions. (STEP)
Terms: Win
| Units: 2
Instructors:
Ang, D. (PI)
;
Camarillo, L. (PI)
;
Heiken, K. (PI)
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Instructors:
Ang, D. (PI)
;
Camarillo, L. (PI)
;
Heiken, K. (PI)
;
Karan-Harwin, M. (PI)
;
Lakshminarayanan, G. (PI)
;
Woodbury, E. (PI)
EDUC 285D: Dis/ability and Access in the Elementary Classroom
For STEP elementary teacher candidates. Needs of exceptional learners, identification of learning differences and disabilities, and adaptations in the regular inclusion classroom. Legal requirements of special education, testing procedures, development of individualized education plans, and support systems and services. Students follow a special needs learner to understand diagnosis, student needs, and types of services.
Terms: Win
| 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 306B: Global Education Policy & Organization (PUBLPOL 316)
Education policy, politics, and development. Topics include: politics, interests, institutions, policy, and civil society; how schools and school systems operate as political systems; how policy making occurs in educational systems; and theories of development.
Terms: Win
| Units: 3-5
Instructors:
Carnoy, M. (PI)
;
Santos, H. (TA)
EDUC 315A: Introduction to CSCL: Computer-Supported Collaborative Learning (CS 498C)
This seminar introduces students to foundational concepts and research on computer-supported collaborative learning (CSCL). It is designed for LSTD doctoral students, LDT masters' students, other GSE graduate students and advanced undergraduates inquiring about theory, research and design of CSCL. CSCL is defined as a triadic structure of collaboration mediated by a computational artefact (participant-artifact-participant). CSCL encompasses two individuals performing a task together in a short time, small or class-sized groups, and students following the same course, digitally interacting.
Terms: Win
| Units: 3
Instructors:
Pea, R. (PI)
;
Pittman, J. (TA)
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