printer friendly pageEDUC 255A: Experimental Research Designs in Educational Research
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:
Oosterbeek, H. (PI)
EDUC 255B: Causal Inference in Quantitative Educational and Social Science Research (SOC 257)
Quantitative methods to make causal inferences in the absence of randomized experiment including the use of natural and quasi-experiments, instrumental variables, regression discontinuity, matching estimators, longitudinal methods, fixed effects estimators, and selection modeling. Assumptions implicit in these approaches, and appropriateness in research situations. Students develop research proposals relying on these methods. Prerequisites: exposure to quantitative research methods; multivariate regression.
Terms: Win
| Units: 3-5
Instructors:
Dee, T. (PI)
;
Gurantz, O. (TA)
EDUC 255C: Applied Quasi-Experimental Research in Education (SOC 258)
Course will provide hands-on practice in analysis of data from experimental and quasi-experimental research designs, including a) instrumental variables estimators; b) regression discontinuity estimators; c) difference-in-difference estimators; d) matching estimators; e) fixed effects estimators; and f) panel data methods (including individual fixed effects models, lagged covariate adjustment models, growth models, etc.). Prerequisites: satisfactory completion of
EDUC 255B,
EDUC 257C or
SOC 257.
Terms: Spr
| Units: 3-5
EDUC 256: Psychological and Educational Resilience Among Children and Youth (HUMBIO 149)
Theoretical, methodological, and empirical issues pertaining to the psychological and educational resilience of children and adolescents. Overview of the resilience framework, including current terminology and conceptual and measurement issues. Adaptive systems that enable some children to achieve successful adaptation despite high levels of adversity exposure. How resilience can be studied across multiple levels of analysis, ranging from cell to society. Individual, family, school, and community risk and protective factors that influence children's development and adaptation. Intervention programs designed to foster resilient adaptation in disadvantaged children's populations.
Terms: Spr
| Units: 4
Instructors:
Padilla, A. (PI)
EDUC 258: Literacy Development and Instruction
Literacy acquisition as a developmental and educational process. Problems that may be encountered as children learn to read. How to disentangle home, community, and school instruction from development.
Terms: Win
| Units: 3-5
Instructors:
Juel, C. (PI)
EDUC 259X: Application of Hierarchical Linear Models in Behavioral and Social Research
The fundamental phenomenon of interest in educational research is the growth in knowledge and skills of individual students. Two facts - that children's growth is typically the object of inquiry and that such growth occurs in organizational settings - correspond to two of the most troublesome and persistent methodological problems in the social sciences: the measurement of change and the assessment of multi-level effects (also referred to as the unit of analysis problem). Although these two methodological problems have distinct, long-standing, and non-overlapping literatures, these problems, in fact, share a common cause - the inadequacy of traditional statistical techniques for the modeling of hierarchy.
Terms: Win
| Units: 4
Instructors:
Castellano, K. (PI)
;
Shear, B. (TA)
EDUC 260B: Advanced Statistical Methods for Observational Studies (SOMGEN 290, STATS 266)
Design principles and statistical methods for observational studies, particularly for cause and effect determinations. Topics include: matching methods, sensitivity analysis, instrumental variables, graphical models, marginal structural models. 3 unit registration requires a small project and presentation. Computing is in R. Pre-requisites:
HRP 261 and 262 or
STATS 209 (
HRP 239), or equivalent. See
http://rogosateaching.com/somgen290/
EDUC 260X: Statistical Methods for Group Comparisons and Causal Inference (HRP 239, STATS 209)
Critical examination of statistical methods in social science applications, especially for cause and effect determinations. Topics: path analysis, multilevel models, matching and propensity score methods, analysis of covariance, instrumental variables, compliance, longitudinal data, mediating and moderating variables. See
http://web.stanford.edu/~rag/stat209/. Prerequisite: intermediate-level statistical methods.
Terms: Win
| Units: 3
Instructors:
Rogosa, D. (PI)
;
Du, W. (TA)
EDUC 261: Sociocultural Theories of Learning & Development: Vygotksy & Bakhtin
Grounded in theories of Vygotsky and Bakhtin, this course will review commonly used, but often misunderstood, concepts about how context enters theories of learning and development. Topics will include: distinctions between development and learning; the place of culture in developing higher mental functions; the zone of proximal development, conceptions and misconceptions; contributions of activity theory; importance of heterogeneity and multivocality; and role of language in ¿ideological becoming¿ or idea development. Focus will be on using theory to guide research.
Terms: Win
| Units: 3
Instructors:
Freedman, S. (PI)
EDUC 262A: Curriculum and Instruction in English
Approaches to teaching English in the secondary school, including goals for instruction, teaching techniques, and methods of evaluation. (STEP)
Terms: Sum
| Units: 2
Instructors:
Glazer, J. (PI)
;
Sullivan, S. (PI)
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