printer friendly pageEDUC 252: Introduction to Test Theory
Concepts of reliability and validity; derivation and use of test scales and norms; mathematical models and procedures for test validation, scoring, and interpretation. Prerequisite:
STATS 190 or equivalent.
Terms: Aut
| Units: 4-5
Instructors:
Haertel, E. (PI)
EDUC 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:
Bettinger, E. (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
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
Instructors:
Candelaria, C. (PI)
;
reardon, s. (PI)
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:
Lizcano, R. (PI)
;
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: Spr
| 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)
;
Valentino, R. (PI)
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://www-stat.stanford.edu/~rag/stat209. Prerequisite: intermediate-level statistical methods
Terms: Win
| Units: 3
Instructors:
Rogosa, D. (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
EDUC 262B: Curriculum and Instruction in English
Approaches to teaching English in the secondary school, including goals for instruction, teaching techniques, and methods of evaluation. STEP secondary only.
Terms: Aut
| Units: 3
Instructors:
Hauser, M. (PI)
;
Igra, D. (PI)
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