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61 - 70 of 101 results for: EDUC

EDUC 361: Workshop: Networks and Organizations (SOC 361W)

For students doing advanced research. Group comments and criticism on dissertation projects at any phase of completion, including data problems, empirical and theoretical challenges, presentation refinement, and job market presentations. Collaboration, debate, and shaping research ideas. Prerequisite: courses in organizational theory or social network analysis.
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable for credit
Instructors: Powell, W. (PI)

EDUC 364: Cognition and Learning

This course focuses on helping students to advance their knowledge of cognitive psychology and what this field can offer to understand learning and educational practice. We will discuss how people learn, understand, and remember information, and why some people seem to be better at this than others. Topics discussed include the construction of knowledge, thinking about thinking, and the motivational and affective factors that shape thinking processes. Upon successful completion of this course, you will have a deeper understanding of how learners' knowledge, motivation, and development contribute to making meaning of information and to the actions they take to learn.
Terms: Aut | Units: 3-4

EDUC 366: Learning in Formal and Informal Environments

How learning opportunities are organized in schools and non-school settings including museums, after-school clubs, community art centers, theater groups, aquariums, sports teams, and new media contexts. Sociocultural theories of development as a conceptual framework. Readings from empirical journals, web publications, and books.Collaborative written or multimedia research project in which students observe and document a non-school learning environment.
Terms: Aut | Units: 3

EDUC 374: Philanthropy and Civil Society (POLISCI 334, SOC 374, SUSTAIN 324)

Cross-listed with Law ( LAW 7071), Political Science ( POLISCI 334) and Sociology ( SOC 374). Associated with the Center for Philanthropy and Civil Society (PACS). Year-long workshop for doctoral students and advanced undergraduates writing senior theses on the nature of civil society or philanthropy. Focus is on pursuit of progressive research and writing contributing to the current scholarly knowledge of the nonprofit sector and philanthropy. Accomplished in a large part through peer review. Readings include recent scholarship in aforementioned fields. May be repeated for credit for a maximum of 3 units.
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable 6 times (up to 18 units total)

EDUC 377G: Problem Solving for Social Change

(Also GSBGEN 367). Stanford graduates will play important roles in solving many of today's and tomorrow's major societal problems -- such as improving educational and health outcomes, conserving energy, and reducing global poverty -- which call for actions by nonprofit, business, and hybrid organizations as well as governments. This course teaches skills and bodies of knowledge relevant to these roles through problems and case studies drawn from nonprofit organizations, for-profit social enterprises, and governments. Topics include designing, implementing, scaling, and evaluating social strategies; systems thinking; decision making under risk; psychological biases that adversely affect people's decisions; methods for influencing individuals' and organizations' behavior, ranging from incentives and penalties to "nudges;" human-centered design; corporate social responsibility; and pay-for-success programs. We will apply these concepts and tools to address an actual social problem facing Stanford University. (With the exception of several classes on strategy and evaluation, there is no substantial overlap with Paul Brest's and Mark Wolfson's course, Strategic Philanthropy and Impact Investing ( GSBGEN 319), which has a different focus from this one.)
Terms: Aut | Units: 3
Instructors: Brest, P. (PI)

EDUC 380: Supervised Internship

Terms: Aut, Win, Spr, Sum | Units: 1-15 | Repeatable for credit
Instructors: Alim, H. (PI) ; Alvarado, A. (PI) ; Antonio, A. (PI) ; Ardoin, N. (PI) ; Atkin, J. (PI) ; Aukerman, M. (PI) ; Ball, A. (PI) ; Barron, B. (PI) ; Bernert, R. (PI) ; Bettinger, E. (PI) ; Blikstein, P. (PI) ; Booker, A. (PI) ; Borko, H. (PI) ; Brazer, S. (PI) ; Brest, P. (PI) ; Brown, B. (PI) ; Brown, N. (PI) ; Bryk, T. (PI) ; Callan, E. (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) ; Ehrlich, T. (PI) ; Fogg, B. (PI) ; Forssell, K. (PI) ; Goldenberg, C. (PI) ; Goldman, S. (PI) ; Gordon, L. (PI) ; Grossman, P. (PI) ; Gumport, P. (PI) ; Haertel, E. (PI) ; Hakuta, K. (PI) ; Hanushek, E. (PI) ; Heath, S. (PI) ; Hoagland, G. (PI) ; Juel, C. (PI) ; Kamil, M. (PI) ; Kelman, A. (PI) ; Kim, P. (PI) ; Kirst, M. (PI) ; Koski, W. (PI) ; LaFromboise, T. (PI) ; Labaree, D. (PI) ; Levin, H. (PI) ; Lit, I. (PI) ; Loeb, S. (PI) ; Lotan, R. (PI) ; Martinez, A. (PI) ; Massy, W. (PI) ; McDermott, R. (PI) ; McFarland, D. (PI) ; McLaughlin, M. (PI) ; Mendoza-Newman, M. (PI) ; Meyerson, D. (PI) ; Murata, A. (PI) ; Nasir, N. (PI) ; O'Hara, S. (PI) ; Obradovic, J. (PI) ; Padilla, A. (PI) ; Pea, R. (PI) ; Phillips, D. (PI) ; Pope, D. (PI) ; Porteus, A. (PI) ; Powell, W. (PI) ; Ramirez, F. (PI) ; Reich, R. (PI) ; Rickford, J. (PI) ; Rogosa, D. (PI) ; Salinas, N. (PI) ; Schwartz, D. (PI) ; Shavelson, R. (PI) ; Shulman, L. (PI) ; Simms, W. (PI) ; Smith, S. (PI) ; Staklis, S. (PI) ; Stevens, M. (PI) ; Stipek, D. (PI) ; Stout, F. (PI) ; Strober, M. (PI) ; Suarez, D. (PI) ; Valdes, G. (PI) ; Walker, D. (PI) ; Weiler, H. (PI) ; Willinsky, J. (PI) ; Wineburg, S. (PI) ; Wotipka, C. (PI) ; reardon, s. (PI)

EDUC 382: Holistic College Student Development: Theory and Practices (EDUC 182, LIFE 182)

In this course we examine, explore, and develop practices supporting holistic college student development. We will examine classic cognitive theories of intellectual and ethical development (Perry, Baxter-Magolda), moral development and reasoning (Kohlberg, Gilligan), psychosocial development (Chickering and Reisser), and racial, ethnic, and religious identity development. We will also explore the development of capacities and qualities that are of growing contemporary interest including presence/mindfulness, authenticity/courage, compassion/empathy, and forgiveness/gratitude. We will also consider models of leadership that flow from holistic development. Lastly, we will introduce practices for the continued development of these cognitive, affective, and spiritual capacities. This course is appropriate for those interested in student/human development, student affairs, and leadership.
Terms: Aut | Units: 3

EDUC 387: Workshop: Comparative Sociology (SOC 311A)

Analysis of quantitative and longitudinal data on national educational systems and political structures. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr | Units: 1-5 | Repeatable for credit

EDUC 387A: World Education Reform Database (WERD) Lab

This lab-based course provides hands-on experience with collecting, cleaning, and analyzing cross-national education reform data using the World Education Reform Database (WERD) (See more at https://werd.stanford.edu/). It is appropriate for students of any level who want to gain experience with collaborative, team-based research about global education reform, and may be especially useful for doctoral students who would like to conduct a research project using WERD data.
Terms: Aut, Win, Spr, Sum | Units: 1-3 | Repeatable 12 times (up to 36 units total)
Instructors: Bromley, P. (PI)

EDUC 388A: Language Policies and Practices

For STEP teacher candidates seeking to meet requirements for the English Learner Authorization on their preliminary credential. Historical, political, and legal foundations of education programs for English learners. Theories of second language learning, and research on the effectiveness of bilingual education. Theory-based methods to facilitate and measure English learners' growth in language and literacy acquisition, and create environments which promote English language development and content area learning through specially designed academic instruction in English. (STEP)
Terms: Aut | Units: 3
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