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241 - 250 of 252 results for: EDUC ; Currently searching offered courses. You can also include unoffered courses

EDUC 479: Entering the Backstage of Education Policy Making (PUBLPOL 379)

How to mobilize evidence to support informed decisions by education policy makers? How to create public sector partnerships for research and practice? In this 3-4-credit course, students will have the opportunity to engage with policy teams around a real educational problem, providing pro-bono technical support. Before the course starts, the instructor will collect expressions of interest from the Brazilian Ministry of Education and from State and municipal Secretariats of Education in the country, and match students to the problems most highly rated by each of them upon applying to the course (participation capped at 25 students). Working in groups, students will produce (1) a meta-analysis, analyzing what we know about what works or not to address the problem based on existing scientific research, (2) a policy review, summarizing what we (do not) know about the problem based on public documents and expert opinions (from Stanford or elsewhere), and (3) recommendations for action, prop more »
How to mobilize evidence to support informed decisions by education policy makers? How to create public sector partnerships for research and practice? In this 3-4-credit course, students will have the opportunity to engage with policy teams around a real educational problem, providing pro-bono technical support. Before the course starts, the instructor will collect expressions of interest from the Brazilian Ministry of Education and from State and municipal Secretariats of Education in the country, and match students to the problems most highly rated by each of them upon applying to the course (participation capped at 25 students). Working in groups, students will produce (1) a meta-analysis, analyzing what we know about what works or not to address the problem based on existing scientific research, (2) a policy review, summarizing what we (do not) know about the problem based on public documents and expert opinions (from Stanford or elsewhere), and (3) recommendations for action, proposing a strategy for making progress towards that problem. Groups will meet with their client bi-weekly to refine their understanding of the problem, share progress towards deliverables, collect feedback, and iterate around the initial objectives as teams learn more about their problems. This course is worth 3-4 credits, meaning you might need to dedicate 9-12 hours per week, including class time. This includes participation in both full-class and section meetings, leaving approximately 8 hours for work outside of class. The course meets twice a week over the course of the Spring quarter. It consists of 3 lectures, 12 group-work meetings, and 5 client-facing meetings. See schedule for additional details. Enrollment depends on instructor permission obtained in the first day of class. Priority will be given to Master's and PhD students in ICE.
Terms: Spr | Units: 3-4
Instructors: Lichand, G. (PI)

EDUC 480: Directed Reading

For advanced graduate students. (all areas)
Terms: Aut, Win, Spr, Sum | Units: 1-15 | Repeatable for credit
Instructors: Adams, C. (PI) ; Alim, H. (PI) ; Alvarado, A. (PI) ; Amaral Carnauba, F. (PI) ; Annamma, S. (PI) ; Antonio, A. (PI) ; Ardoin, N. (PI) ; Artiles, A. (PI) ; Atkin, J. (PI) ; Aukerman, M. (PI) ; Ball, A. (PI) ; Banks, A. (PI) ; Barron, B. (PI) ; Bettinger, E. (PI) ; Blikstein, P. (PI) ; Boaler, J. (PI) ; Bonnet, G. (PI) ; Booker, A. (PI) ; Borko, H. (PI) ; Brazer, S. (PI) ; Brest, P. (PI) ; Bromley, P. (PI) ; Brown, B. (PI) ; Brown, N. (PI) ; Bryk, T. (PI) ; Callan, E. (PI) ; Carlson, J. (PI) ; Carnoy, M. (PI) ; Carter, P. (PI) ; Charity Hudley, A. (PI) ; Cohen, G. (PI) ; Cotterman, K. (PI) ; Cox, G. (PI) ; Damon, W. (PI) ; Darling-Hammond, L. (PI) ; Dee, T. (PI) ; Demszky, D. (PI) ; Domingue, B. (PI) ; Ehrlich, T. (PI) ; Ellch, L. (PI) ; Fisher, P. (PI) ; Fogg, B. (PI) ; Fong, B. (PI) ; Forssell, K. (PI) ; Garcia, A. (PI) ; Gilbert, D. (PI) ; Goldenberg, C. (PI) ; Goldman, S. (PI) ; Gordon, L. (PI) ; Grossman, P. (PI) ; Gumport, P. (PI) ; Haber, N. (PI) ; Haertel, E. (PI) ; Hakuta, K. (PI) ; Hanushek, E. (PI) ; Haysman, C. (PI) ; Heath, S. (PI) ; Hines, M. (PI) ; Hoagland, G. (PI) ; Jaquith, A. (PI) ; Juel, C. (PI) ; Kamil, M. (PI) ; Kelman, A. (PI) ; Kijima, R. (PI) ; Kim, P. (PI) ; Kirst, M. (PI) ; Kozleski, E. (PI) ; Kuboyama, E. (PI) ; Kushner, M. (PI) ; LaFromboise, T. (PI) ; Labaree, D. (PI) ; Lee, V. (PI) ; Lemons, C. (PI) ; Levin, H. (PI) ; Levine, E. (PI) ; Levine, S. (PI) ; Lichand, G. (PI) ; Lit, I. (PI) ; Litvak, L. (PI) ; Loeb, S. (PI) ; Lotan, R. (PI) ; Loyalka, P. (PI) ; Lyall, K. (PI) ; Martinez, A. (PI) ; Martinez, R. (PI) ; Massy, W. (PI) ; McCandliss, B. (PI) ; McDermott, R. (PI) ; McFarland, D. (PI) ; McLaughlin, M. (PI) ; Mendoza-Newman, M. (PI) ; Meyerson, D. (PI) ; Monsalve, S. (PI) ; Murata, A. (PI) ; Nandagopal, K. (PI) ; Nasir, N. (PI) ; O'Hara, S. (PI) ; Obradovic, J. (PI) ; Osborne, J. (PI) ; Osuna, J. (PI) ; Padilla, A. (PI) ; Park, E. (PI) ; Pea, R. (PI) ; Peterson, M. (PI) ; Phillips, D. (PI) ; Plank, D. (PI) ; Pope, D. (PI) ; Porteus, A. (PI) ; Powell, W. (PI) ; Ramirez, F. (PI) ; Reich, R. (PI) ; Rickford, J. (PI) ; Rodriguez, E. (PI) ; Rogosa, D. (PI) ; Rosa, J. (PI) ; Ruiz-Primo, M. (PI) ; Saleem, F. (PI) ; Salehi, S. (PI) ; Salinas, N. (PI) ; Schorr, J. (PI) ; Schwartz, D. (PI) ; Shavelson, R. (PI) ; Shulman, L. (PI) ; Silverman, R. (PI) ; Simms, W. (PI) ; Smith, S. (PI) ; Solano-Flores, G. (PI) ; Sorcar, P. (PI) ; Spencer, S. (PI) ; Staklis, S. (PI) ; Stevens, M. (PI) ; Stipek, D. (PI) ; Stout, F. (PI) ; Strober, M. (PI) ; Suarez, D. (PI) ; Subramonyam, H. (PI) ; Tarlau, R. (PI) ; Thille, C. (PI) ; Valdes, G. (PI) ; Van Lare, M. (PI) ; Walker, D. (PI) ; Weiler, H. (PI) ; Wieman, C. (PI) ; Williamson, P. (PI) ; Willinsky, J. (PI) ; Wineburg, S. (PI) ; Wolf, J. (PI) ; Wotipka, C. (PI) ; Yeatman, J. (PI) ; pearman, f. (PI) ; reardon, s. (PI)

EDUC 482: Design to Equip Learners in Under-Resourced Communities (DESIGN 294)

This course equips students with the skills and knowledge necessary to develop innovative solutions that address the challenges faced by learners in under-resourced communities. By embracing a project-based approach and fostering partnerships with local and global communities, our students will have the opportunity to explore and experiment with design techniques and tools, ultimately co-creating solutions that are contextually relevant and responsive. The course provides a comprehensive exploration of human-centered design, learning sciences, digital technologies, and education entrepreneurship. The goal of the course is to foster effective and sustainable solutions that significantly improve the lives of learners in under-resourced communities. By the course's conclusion, students will be equipped with the necessary skills to drive meaningful change for learners in any community. Given the urgent need to address the challenges exacerbated by the pandemic, this course stands as a critical step towards creating a more just and equitable world for all.
Terms: Win | Units: 3

EDUC 484: Philosophy of Education for the Digital Age

Students in school today will live most of their lives in a world that will be radically changed by technologies such as AI, virtual reality, and smart devices. How should we think about civic values, moral responsibility, epistemic agency, and personal fulfilment in a future increasingly shaped by technology? How will the aims of education evolve in the digital future? This course will explore these and other questions through the work of contemporary philosophers of education and technology.
Terms: Win | Units: 3
Instructors: Cox, G. (PI)

EDUC 488: Stanford Black Academic Lab: Community-Based Participatory Methods (AFRICAAM 488, CSRE 388, LINGUIST 276E)

This lab-based course is an overview of research methods that are used in the development of Black educators, including survey research, individual and focus group interviews, ethnographic methods, and documentary activism. Lab participants will be guided through critical thinking about the professional and personal development of Black educators while assessing the utility and relevance of research-based responses to that development in partnership with a particular educational organization or agency.
Terms: Win | Units: 2-5

EDUC 489: RILE Colloquium on Race, Inequality, and Language in Education

This course is a workshop for PhD students focusing on interdisciplinary empirical work related to Race, Inequality, and Language in Education.
Terms: Aut, Win, Spr | Units: 1-2 | Repeatable 10 times (up to 20 units total)

EDUC 490: Directed Research

For advanced graduate students. (all areas)
Terms: Aut, Win, Spr, Sum | Units: 1-15 | Repeatable for credit
Instructors: Alim, H. (PI) ; Alvarado, A. (PI) ; Amaral Carnauba, F. (PI) ; Annamma, S. (PI) ; Antonio, A. (PI) ; Ardoin, N. (PI) ; Artiles, A. (PI) ; Aukerman, M. (PI) ; Ball, A. (PI) ; Banks, A. (PI) ; Barron, B. (PI) ; Bettinger, E. (PI) ; Blikstein, P. (PI) ; Boaler, J. (PI) ; Booker, A. (PI) ; Borko, H. (PI) ; Brazer, S. (PI) ; Brest, P. (PI) ; Bromley, P. (PI) ; Brown, B. (PI) ; Bryk, T. (PI) ; Callan, E. (PI) ; Carlson, J. (PI) ; Carnoy, M. (PI) ; Carter, P. (PI) ; Charity Hudley, A. (PI) ; Cohen, G. (PI) ; Cox, G. (PI) ; Damon, W. (PI) ; Darling-Hammond, L. (PI) ; Dee, T. (PI) ; Demszky, D. (PI) ; Domingue, B. (PI) ; Ehrlich, T. (PI) ; Fisher, P. (PI) ; Fong, B. (PI) ; Garcia, A. (PI) ; Gilbert, D. (PI) ; Goldenberg, C. (PI) ; Goldman, S. (PI) ; Gordon, L. (PI) ; Grossman, P. (PI) ; Gumport, P. (PI) ; Haber, N. (PI) ; Haertel, E. (PI) ; Hakuta, K. (PI) ; Hines, M. (PI) ; Hoagland, G. (PI) ; Jaquith, A. (PI) ; Juel, C. (PI) ; Kamil, M. (PI) ; Kelman, A. (PI) ; Kijima, R. (PI) ; Kim, P. (PI) ; Kirst, M. (PI) ; Koski, W. (PI) ; Kozleski, E. (PI) ; Kuboyama, E. (PI) ; Kushner, M. (PI) ; LaFromboise, T. (PI) ; Labaree, D. (PI) ; Lee, V. (PI) ; Lemons, C. (PI) ; Levine, E. (PI) ; Levine, S. (PI) ; Lichand, G. (PI) ; Lit, I. (PI) ; Loeb, S. (PI) ; Lotan, R. (PI) ; Loyalka, P. (PI) ; Martinez, R. (PI) ; McCandliss, B. (PI) ; McDermott, R. (PI) ; McFarland, D. (PI) ; McLaughlin, M. (PI) ; Meyerson, D. (PI) ; Murata, A. (PI) ; Nasir, N. (PI) ; Obradovic, J. (PI) ; Osborne, J. (PI) ; Osuna, J. (PI) ; Padilla, A. (PI) ; Park, E. (PI) ; Pea, R. (PI) ; Phillips, D. (PI) ; Plank, D. (PI) ; Pope, D. (PI) ; Porteus, A. (PI) ; Powell, W. (PI) ; Ramirez, F. (PI) ; Rodriguez, E. (PI) ; Rogosa, D. (PI) ; Rosa, J. (PI) ; Ruiz-Primo, M. (PI) ; Saleem, F. (PI) ; Salehi, S. (PI) ; Schwartz, D. (PI) ; Shavelson, R. (PI) ; Silverman, R. (PI) ; Smith, S. (PI) ; Solano-Flores, G. (PI) ; Sorcar, P. (PI) ; Staklis, S. (PI) ; Stevens, M. (PI) ; Stipek, D. (PI) ; Strober, M. (PI) ; Suarez, D. (PI) ; Subramonyam, H. (PI) ; Tarlau, R. (PI) ; Thille, C. (PI) ; Valdes, G. (PI) ; Walker, D. (PI) ; Wieman, C. (PI) ; Williamson, P. (PI) ; Willinsky, J. (PI) ; Wineburg, S. (PI) ; Wolf, J. (PI) ; Wotipka, C. (PI) ; Yeatman, J. (PI) ; pearman, f. (PI) ; reardon, s. (PI)

EDUC 497: Research Methods in Social Psychology and Allied Fields (PSYCH 297)

This course will focus on the methodological foundations of research in social psychology and allied fields, and on the background scientific and career decision-making that fosters strong research in these fields. It will focus on such topics as: why do science; how to develop research ideas and formulate a research program; classic experimental design; experimental approaches to social problems - the Lewinian tradition; the choice between laboratory, on-line, field and intervention research strategies; the role of theory in methodological choices; how to build experiments that reflect the real world; crafting IV's and DV's; the many routes to statistical power; the precautions of research hygiene; refining theory - generalizing and replicating; research productivity and the life of a research psychologist, effective approaches to writing.
Terms: Aut | Units: 3

EDUC 498: Field Research in Educational Neuroscience

This field-based course is designed to provide students who already have had an introduction to Educational Neuroscience with the opportunity to learn how to conduct such research in the context of an ongoing research practice partnership, as well as review and integrate curricular content and professional development materials that will make such work more accessible to practitioners and students.
Terms: Spr | Units: 1-5 | Repeatable 4 times (up to 20 units total)

EDUC 499: Advanced Methods in Education and Neuroscience: Electrophysiology

A number of recent advanced methods in electrophysiology are proving to be quite useful in driving progress in psychology, the learning sciences, human development and education. This course will provide a structured overview of the following methodological advances, opportunities to learn about them in more depth, and provide in-depth opportunities to discuss and critically evaluate recent use-cases and publications that successfully apply them. In addition, students will receive direct supervision, feedback, and support for their ongoing efforts to become more involved in ongoing electrophysiology research projects.
Terms: Aut | Units: 2-4 | Repeatable 10 times (up to 40 units total)
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