printer friendly pageEDUC 429S: The History of Native Americans of California (EDUC 119S, NATIVEAM 119S)
How the federal government placed education at the center of its Indian policy in second half of 19th century, subjecting Native Americans to programs designed to erase native cultures and American Indian responses to those programs. Topics include traditional Indian education, role of religious groups, Meriam Report, Navajo-Hopi Rehabilitation Act, Johnson-O'Malley Act, and public schools.
Last offered: Autumn 2019
EDUC 430A: Experimental Research Design and Analysis
The course will cover the following topics: a) the logic of causal inference and the Fisher/Neyman/Rubin counterfactual causal model (Fisher, 1935; Heckman, 1979; Holland, 1986; Neyman, 1990; Rubin, 1978); b) randomized experiments; c) complex randomized experiments in education (cluster randomized trials, multi-site trials, staggered implementation via randomization, etc.); d) policy experiments with randomization; e) meta-analysis; and f) power in randomized experiments; g) the ethics and politics of randomized experiments.
Terms: Aut
| Units: 3-5
Instructors:
Bettinger, E. (PI)
;
Novicoff, S. (TA)
EDUC 430B: Quasi-Experimental Research Design & Analysis (SOC 258B)
This course surveys quantitative methods to make causal inferences in the absence of randomized experiment including the use of natural and quasi-experiments, instrumental variables, regression discontinuity, fixed effects estimators, and difference-in-differences. We emphasize the proper interpretation of these research designs and critical engagement with their key assumptions for applied researchers. Prerequisites: Prior training in multivariate regression (e.g.,
ECON 102B or the permission of the instructor).
Terms: Win
| Units: 3-5
Instructors:
Dee, T. (PI)
EDUC 430C: Using Data to Describe the World: Descriptive Social Science Research Techniques (SOC 258C)
This course focuses on the skills needed to conduct theoretically-informed and policy-relevant descriptive social science. Students read recent examples of rigorous descriptive quantitative research that exemplifies the use of data to describe important phenomena related to educational and social inequality. The course will help develop skills necessary to conceptualize, operationalize, and communicate descriptive research, including techniques related to measurement and measurement error, data harmonization, data reduction, and visualization. Students develop a descriptive project during the course. Prerequisite: satisfactory completion of a course in multivariate regression.
Last offered: Spring 2022
| Repeatable
2 times
(up to 10 units total)
EDUC 431: Thinking and Learning with Data
Graduate seminar covering research from statistics education and the nascent field of data science education. Topics include research on students' conceptions and difficulties with core statistical ideas, learning technologies to support learning about data, and new pedagogical designs for teaching about data in both formal and informal contexts. Intended for math education, science education, and learning sciences students. Emphasis is on K-12 age group.
Last offered: Spring 2023
EDUC 432: Designing Explorable Explanations for Learning
In this graduate-level course, students will learn how to design explorable explanations (and more broadly interactive simulations) for learning. We will apply concepts from instructional design, constructionist learning theory, and information visualization to design engaging explorable explanations. Students will follow the human-centered design process to iteratively build working prototypes of explorables. Students will also develop the skills necessary to offer design feedback, and critique and evaluate explorable explanations.
Terms: Win
| Units: 3-4
Instructors:
Subramonyam, H. (PI)
EDUC 433: Intersectional Qualitative Approaches (CSRE 433)
This variable unit, graduate course is designed to explore intersectional analysis because intersectionality is a "method and a disposition, a heuristic and an analytic tool" (Carbado, Crenshaw, Mays, & Tomlinson, 2013, p. 11). This course engages the approaches and analyses possible within an intersectional theoretical framing by examining a wide range of interdisciplinary research methodologies and methods. We will study a myriad of innovative ways of doing intersectional scholarship and given the focus on robust methodological moves, this course will highlight questions of axiology of inquiry, analysis, and representation through an intersectional lens. Our class will investigate and create intersectional conceptual framing for designing and interpreting research. We will explore and develop qualitative or mixed¿methods research data collection, analyses, holistic interpretation, and analytic writing from an intersectional perspective.
Last offered: Spring 2020
EDUC 434: Seminar in Teacher Education: Issues of Pedagogy
This course explores issues of pedagogy in the preparation of teachers. While much has been written about reforming teacher education, less work examines how we actually teach people to teach. Since how we teach is also what we teach in teacher education, this lack of attention to pedagogy is problematic. In this class, we will investigate pedagogical approaches used in teacher education.
Terms: Aut
| Units: 1-4
| Repeatable
2 times
(up to 8 units total)
Instructors:
Williamson, P. (PI)
EDUC 437: Curricular Practical Training
"Curricular Practical Training" independent study sections specifically created for international students in F-1 Visa Status who wish to receive credit and to be paid for internships.
Terms: Aut, Win, Spr, Sum
| Units: 1-4
| Repeatable
for credit
Instructors:
Bettinger, E. (PI)
;
Cox, G. (PI)
;
Domingue, B. (PI)
...
more instructors for EDUC 437 »
Instructors:
Bettinger, E. (PI)
;
Cox, G. (PI)
;
Domingue, B. (PI)
;
Forssell, K. (PI)
;
Haber, N. (PI)
;
Jaquith, A. (PI)
;
Kelman, A. (PI)
;
Kijima, R. (PI)
;
Loeb, S. (PI)
;
Loyalka, P. (PI)
;
Padilla, A. (PI)
;
Smith, S. (PI)
;
Solano-Flores, G. (PI)
;
Stevens, M. (PI)
;
Willinsky, J. (PI)
;
Wotipka, C. (PI)
;
Yeatman, J. (PI)
EDUC 438: Second Language Acquisition Theories: Implications for Policy, Instruction and Teacher Preparation
This course will first offer a snapshot of Second Language Acquisition (SLA) theories, contrast varying theoretical perspectives and examine how they inform the language teaching and learning process. It will then engage students in the examination and discussion of well-known approaches used in language instruction (e.g., leveled ELD, SIOP, CLIL, bilingual education, secondary foreign language education, heritage language instruction) in order to identify the theoretical perspectives informing particular pedagogies and practices.
Last offered: Spring 2018
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