printer friendly pageEDUC 207: Education and Inequality: Big Data for Large-Scale Problems (EDUC 107, SOC 107E, SOC 205)
In this course, students will use data from the Stanford Education Data Archive (SEDA) to study the patterns, causes, consequences, and remedies of educational inequality in the US. SEDA is based on 200 million test score records, administrative data, and census data from every public school, school district, and community in the US. The course will include lectures, discussion, and small group research projects using SEDA and other data.
Terms: Aut
| Units: 3-5
EDUC 208B: Curriculum Construction
The theories and methods of curriculum development and improvement. Topics: curriculum ideologies, perspectives on design, strategies for diverse learners, and the politics of curriculum construction and implementation. Students develop curriculum plans for use in real settings. Service Learning Course (certified by Haas Center).
Terms: Win
| Units: 3-4
Instructors:
Pope, D. (PI)
EDUC 212: Urban Education (AFRICAAM 112, CSRE 112X, EDUC 112, SOC 129X, SOC 229X)
(Graduate students register for
EDUC 212 or
SOC 229X). Combination of social science and historical perspectives trace the major developments, contexts, tensions, challenges, and policy issues of urban education.
Terms: Spr
| Units: 3-4
Instructors:
Ball, A. (PI)
EDUC 213: Introduction to Teaching
Key concepts in teaching and learning; teacher content knowledge and pedagogical content knowledge; student prior knowledge and preconceptions; cognition and metacognition; classroom culture, motivation, and management; teaching diverse populations; comparison of teaching models; analysis of teaching; standards, accountability, and assessment of learning; assessing teaching quality; online learning and teaching.
Terms: Aut
| Units: 3-4
Instructors:
Wischnia, S. (PI)
;
Gargroetzi, E. (TA)
EDUC 214: Museum Cultures: Material Representation in the Past and Present (AMSTUD 134, ARCHLGY 134, ARCHLGY 234, ARTHIST 284B, CSRE 134, NATIVEAM 134)
Students will open the "black box" of museums to consider the past and present roles of institutional collections, culminating in a student-curated exhibition. Today, museums assert their relevance as dynamic spaces for debate and learning. Colonialism and restitution, the politics of representation, human/object relationships, and changing frameworks of authority make museum work widely significant and consistently challenging. Through thinking-in-practice, this course reflexively explores "museum cultures": representations of self and other within museums and institutional cultures of the museum world itself.n3 credits (no final project) or 5 credits (final project). May be repeat for credit
Terms: Spr
| Units: 3-5
| Repeatable
3 times
(up to 15 units total)
Instructors:
Hodge, C. (PI)
EDUC 216: Education, Race, and Inequality in African American History, 1880-1990 (AFRICAAM 116, AMSTUD 216, CSRE 216X, HISTORY 255E)
Seminar. The relationship among race, power, inequality, and education from the 1880s to the 1990s. How schools have constructed race, the politics of school desegregation, and ties between education and the late 20th-century urban crisis.
Terms: Win
| Units: 3-5
Instructors:
Gordon, L. (PI)
EDUC 220C: Education and Society (EDUC 120C, 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
| Units: 4-5
Instructors:
Ramirez, F. (PI)
EDUC 220D: History of School Reform: Origins, Policies, Outcomes, and Explanations (HISTORY 258E)
Required for students in the POLS M.A. program; others welcome. Focus is on 20th-century U.S. Intended and unintended patterns in school change; the paradox of reform that schools are often reforming but never seem to change much; rhetorics of reform and factors that inhibit change. Case studies emphasize the American high school.nnThis course is required for POLS students pursuing the PreK-12 concentration.
Terms: Aut
| Units: 3-5
Instructors:
Labaree, D. (PI)
;
Raab, E. (TA)
EDUC 222: Resource Allocation in Education
Problems of optimization and design, and evaluation of decision experience. Marginal analysis, educational production functions, cost effectiveness and cost-benefit analysis, constrained maximization, program evaluation. Introduction to linear models for large-scale data analysis. Implications to model assumptions.
Terms: Win
| Units: 4-5
Instructors:
Carnoy, M. (PI)
EDUC 228G: Becoming Literate in School III
Third in a three-course required sequence of reading and language arts theory and methodology for candidates in STEP Elementary Teacher program. Theories for guiding instruction and curricular choices.
Terms: Spr
| Units: 2
Instructors:
Aukerman, M. (PI)
;
Martin, P. (TA)
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