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331 - 340 of 434 results for: EDUC

EDUC 389B: Race, Ethnicity, and Language: Writing Race, Ethnicity, and Language in Ethnography (ANTHRO 398B, CSRE 389B, LINGUIST 254)

This methods seminar focuses on developing ethnographic strategies for representing race, ethnicity, and language in writing without reproducing the stereotypes surrounding these categories and practices. In addition to reading various ethnographies, students conduct their own ethnographic research to test out the authors' contrasting approaches to data collection, analysis, and representation. The goal is for students to develop a rich ethnographic toolkit that will allow them to effectively represent the (re)production and (trans)formation of racial, ethnic, and linguistic phenomena.
Last offered: Autumn 2021

EDUC 389C: Race, Ethnicity, and Language: Black Digital Cultures from BlackPlanet to AI (AFRICAAM 389C, CSRE 385, PWR 194AJB)

This seminar explores the intersections of language and race/racism/racialization in the public schooling experiences of students of color. We will briefly trace the historical emergence of the related fields of sociolinguistics and linguistic anthropology, explore how each of these scholarly traditions approaches the study of language, and identify key points of overlap and tension between the two fields before considering recent examples of inter-disciplinary scholarship on language and race in urban schools. Issues to be addressed include language variation and change, language and identity, bilingualism and multilingualism, language ideologies, and classroom discourse. We will pay particular attention to the implications of relevant literature for teaching and learning in urban classrooms.
Terms: Win | Units: 3-4
Instructors: Banks, A. (PI)

EDUC 390: Urban Schools, Social Policy, and the Gentrifying City (CSRE 291, URBANST 141A)

This course is designed to help students develop a more sophisticated understanding of educational inequality in the contemporary U.S. city. This course will survey existing literature about the intersection of gentrification and urban schooling, focusing on policies and practices that gave rise to the current urban condition, theory and research about urban redevelopment, collateral consequences for schools and communities, and how these issues relate to the structure and governance of urban schools as well as to the geography of opportunity more broadly.
Last offered: Spring 2021

EDUC 391: Engineering Education and Online Learning (ENGR 391)

A project based introduction to web-based learning design. In this course we will explore the evidence and theory behind principles of learning design and game design thinking. In addition to gaining a broad understanding of the emerging field of the science and engineering of learning, students will experiment with a variety of educational technologies, pedagogical techniques, game design principles, and assessment methods. Over the course of the quarter, interdisciplinary teams will create a prototype or a functioning piece of educational technology.
Terms: Aut | Units: 3
Instructors: Bowen, K. (PI)

EDUC 392: Education for Liberation: A History of African American Education, 1800 to the Present (CSRE 292)

This course examines discourses around education and freedom in African American educational thought from the 19th century to the present, using both primary sources and the works of current historians. The course pays particular attention to how the educational philosophies of different African American thinkers reflected their conceptions of what shape freedom might take in the American context, and the tension between educational outlooks that sought inclusion or integration versus those that prized self-determination. We will also be attentive to the ways in which age, gender, geography, class, and color worked to influence the pursuit and achievement of various African American educational visions. This will be a 3-5 credit course and meet as a seminar open both to graduate students and advanced undergraduates.
Last offered: Winter 2023

EDUC 393: Proseminar: Education, Business, Politics

Overview of the field of education for joint degree (M.B.A./M.A.) students.
Terms: Win | Units: 3
Instructors: Cox, G. (PI)

EDUC 394: School and District Leadership to Support English Learners' Academic Achievement

English learners (ELs) constitute nearly 10% of the U.S. K12 population. At some point in their careers, the majority of educators will have English learners in their schools and classrooms. This course is designed for students who are considering educational policy or leadership careers and are interested in learning about the legal framework and research base for the education of ELs. NOTE: This is online course where most of the work (readings, discussions, and assignments) will be completed by students working in pairs or in groups, online or face to face. There will be two in-person class meetings on campus at the assigned day and times, one in the third week of classes and one in the last. Course is variable units, but workload will not vary. PLEASE SEE IMPORTANT NOTE BELOW IN THE "Schedule for EDUC 394" LINK
Last offered: Spring 2019

EDUC 395: The Hidden Curriculum of Scholarly Writing

Focus is on producing articles for scholarly journals in education and the social sciences. Ethics and craft of scholarly publishing. Writing opinion articles for lay audiences on issues of educational and social import.
Terms: Win | Units: 3-5

EDUC 397A: Democracy and Education

John Dewey's Democracy and Education may be the most comprehensive and influential book on educational theory and practice. Conceptualizing democracy and its implications for schooling is its central concern. We offer a close reading of Dewey's effort paired with Denis Phillips' recent chapter by chapter commentary on Dewey's book. A century after Democracy and Education in 1916 and the founding of Stanford's School of Education in 1917, Phillips' Companion invites a reexamination of American democracy and education today.
Last offered: Winter 2020 | Repeatable 2 times (up to 6 units total)

EDUC 398: Core Mechanics for Learning

In game play, core mechanics refers to the rules of interaction that drive the game forward. This class will consider whether there are core mechanics that can drive learning forward, and if so, how to build them into learning environments. The course mixes basic theory, research methods, and application of learning principles.
Terms: Win | Units: 3
Instructors: Blair, K. (PI)
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