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1 - 10 of 376 results for: EDUC

EDUC 100C: EAST House Seminar: Current Issues and Debates in Education

"This is Water:" An Inquiry into the Culture at Stanford and Your Personal Values. In a commencement address at Kenyon College, David Foster Wallace shares the following story: "There are these two young fish swimming along, and they happen to meet an older fish swimming the other way, who nods at them and says, 'Morning, boys. How's the water?' And the two young fish swim on for a bit, and then eventually one of them looks over at the other and goes, 'What the hell is water?'" Wallace goes on to say that "the most obvious, important realities are often the ones that are hardest to see and talk about." In this class, we will explore the water that we are swimming in everyday: the culture at Stanford and our personal values. The two may be in resonance or in tension. Through a variety of readings and ethnographic activities, such as making observations and collecting cultural artifacts, we will become ethnographers of our own institution. We will supplement this inquiry with a personal archeology: digging out our own personal set of values and examining how they connect or conflict with "mainstream" culture at Stanford. This will involve a suite of practices that may prove useful in your everyday life: mindfulness practices, self-reflection prompts, and partner exercises all designed to help you access and articulate your personal values. Notes: Attendance at first class required. Seminar meets in the EAST House Dining Hall located at 554 Governor's Ave. The seminar is open to all students at Stanford with first-priority given to pre-assign residents of EAST House followed by other residents of EAST and all other undergraduates. Graduate students are allowed to enroll on a space-available basis. Visitors/auditors are not allowed. The seminar is required for all pre-assigned residents of EAST House and is repeatable for credit.
Terms: Spr | Units: 1-2 | Repeatable for credit | Grading: Satisfactory/No Credit
Instructors: Antonio, A. (PI)

EDUC 102: Examining Social Structures, Power, and Educational Access

Goal is to prepare Education and Youth Development fellows for their work with adolescents in the Haas Center's pre-college summer programs and to define their role in addressing educational inequities in the summer programs and beyond.
Terms: Spr | Units: 2-3 | Repeatable for credit | Grading: Letter or Credit/No Credit
Instructors: Metz, T. (PI)

EDUC 103B: Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices (AFRICAAM 106, CSRE 103B, EDUC 337)

Focus is on classrooms with students from diverse racial, ethnic and linguistic backgrounds. Studies, writing, and media representation of urban and diverse school settings; implications for transforming teaching and learning. Issues related to developing teachers with attitudes, dispositions, and skills necessary to teach diverse students.
Terms: Spr | Units: 3-5 | UG Reqs: WAY-ED | Grading: Letter or Credit/No Credit

EDUC 110: Sociology of Education: The Social Organization of Schools (EDUC 310, SOC 132, SOC 332)

Seminar. Key sociological theories and empirical studies of the links between education and its role in modern society, focusing on frameworks that deal with sources of educational change, the organizational context of schooling, the impact of schooling on social stratification, and the relationships between the educational system and other social institutions such as families, neighborhoods, and the economy.
Terms: not given this year | Units: 4 | UG Reqs: GER:DB-SocSci | Grading: Letter or Credit/No Credit

EDUC 112X: Urban Education (AFRICAAM 112, CSRE 112X, EDUC 212X, SOC 129X, SOC 229X)

(Graduate students register for EDUC 212X or SOC 229X). Combination of social science and historical perspectives trace the major developments, contexts, tensions, challenges, and policy issues of urban education.
Terms: Win | Units: 3-4 | UG Reqs: GER:DB-SocSci, WAY-ED | Grading: Letter or Credit/No Credit

EDUC 114N: Growing Up Bilingual (CHILATST 14N, CSRE 14N)

This course is a Freshman Introductory Seminar that has as its purpose introducing students to the sociolinguistic study of bilingualism by focusing on bilingual communities in this country and on bilingual individuals who use two languages in their everyday lives. Much attention is given to the history, significance, and consequences of language contact in the United States. The course focuses on the experiences of long-term US minority populations as well as that of recent immigrants.
Terms: Win | Units: 3 | UG Reqs: WAY-ED, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: Valdes, G. (PI)

EDUC 115N: How to Learn Mathematics

What is going on in mathematics education in the United States? Why do so many people hate and fear math? What contributes to the high levels of innumeracy in the general population? Why do girls and women opt out of math when they get a chance? In this seminar we will consider seminal research on math learning in K-12 classrooms, including a focus on equity. We will spend time investigating cases of teaching and learning, through watching videos and visiting schools. This seminar is for those who are interested in education, and who would like to learn about ways to help students (and maybe yourselves?) learn and enjoy mathematics. If you have had bad math experiences and would like to understand them ¿ and put them behind you ¿ this seminar will be particularly good for you. The final project for this class will involve developing a case of one or more math learners, investigating their journeys in the world of math.
Terms: Win | Units: 3 | UG Reqs: GER:DB-SocSci, WAY-SI | Grading: Letter or Credit/No Credit

EDUC 116N: Howard Zinn and the Quest for Historical Truth (HISTORY 116N)

With more than two million copies in print, Howard Zinn¿s A People's History is a cultural icon. We will use Zinn¿s book to probe how we determine what was true in the past. A People's History will be our point of departure, but our journey will visit a variety of historical trouble spots: debates about whether the US was founded as a Christian nation, Holocaust denial, and the "Birther" controversy of President Obama.
Terms: Spr | Units: 3 | UG Reqs: WAY-A-II | Grading: Letter or Credit/No Credit
Instructors: Wineburg, S. (PI)

EDUC 11SC: Work and Family

Examination into the forces behind the rise in women's paid work and subsequent changes in the workplace and in families. Topics include gendered division of labor, decisions about marriage and childrearing, economic issues, employers' role in structuring work and family, and public policy issues such as anti-discrimination laws, divorce laws, and subsidized child care.
Terms: not given this year | Units: 2 | Grading: Letter or Credit/No Credit

EDUC 120C: Education and Society (EDUC 220C, SOC 130, SOC 230)

The effects of schools and schooling on individuals, the stratification system, and society. Education as socializing individuals and as legitimizing social institutions. The social and individual factors affecting the expansion of schooling, individual educational attainment, and the organizational structure of schooling.
Terms: Aut, last offered Autumn 2014 | Units: 4-5 | UG Reqs: GER:DB-SocSci | Grading: Letter or Credit/No Credit
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