printer friendly pageEDUC 395: Scholarly Writing in Education and the Social Sciences
Focus is on producing articles for scholarly journals in education and the social sciences. Ethics and craft of scholarly publishing. Writing opinion articles for lay audiences on issues of educational and social import.
Terms: Spr
| Units: 3-5
Instructors:
Wineburg, S. (PI)
EDUC 396: The Design of Technologies for Casual Learning (EDUC 196)
Studio-based, participatory, and user-centered development of casualnlearning technologies is explored, using the Apple iPhone as anprototype platform. The term "casual" is borrowed from casual gamingnto denote that the learning technologies are meant for learners to usenin "extreme informal" learning circumstances (while "on the go", "anyntime and any place"). The class builds on learning about andnsynthesizing knowledge, theory and development activity in four areasnincluding learning theories, mobile technologies, games andnparticipatory design processes.
EDUC 397: Identity, Culture, and the Adolescent Learner
This course examines the myriad factors that influence adolescent identity development, particularly as these may have an effect on students' learning, interaction, and engagement in school. Drawing on readings in psychology, ethnography, and education research, the course places special emphasis on how adolescent identities are shaped by societal forces associated with race, gender, sexual orientation, ethnicity, class, ability, language, and other factors.
Terms: Win
| Units: 1-3
Instructors:
Sadowski, M. (PI)
EDUC 398: Core Mechanics for Learning
In game play, core mechanics refers to the rules of interaction that drive the game forward. This class will consider whether there are core mechanics that can drive learning forward, and if so, how to build them into learning environments. The course mixes basic theory, research methods, and application of learning principles.
Terms: Win
| Units: 3
Instructors:
Blair, K. (PI)
;
Tsang, J. (PI)
EDUC 399A: Designing Surveys
This workshop/course is designed for students who are designing a survey for use in a research project. The workshop content draws on relevant cognitive processing theories and research (on comprehension, retrieval, judgment, and reporting). In addition to some readings and a few lectures, this workshop is designed to be highly interactive and practical. By the end of the course students will have designed and pilot tested their survey instrument. Course may be repeated for credit.
Terms: Win
| Units: 1-2
| Repeatable
20 times
(up to 40 units total)
Instructors:
Porteus, A. (PI)
EDUC 401A: Mini Courses in Methodology: Statistical Packages for the Social Sciences (SPSS)
Statistical analysis using SPSS, including generating descriptive statistics, drawing graphs, calculating correlation coefficients, conducting t-tests, analysis of variance, and linear regression. Building up datasets, preparing datasets for analysis, conducting statistical analysis, and interpreting results.
Terms: Aut
| Units: 1
Instructors:
Powers, J. (PI)
EDUC 401B: Mini Courses in Methodology: Stata
The goal of this course is to familiarize students with the Stata statistical software package for use in quantitative research. By the end of the course, students should be able to import and export data, clean and manage data, conduct standard statistical tests (e.g., correlation, t-test, regression), and produce a graph.
Terms: Aut, Win
| Units: 1
Instructors:
Powers, J. (PI)
EDUC 401C: Data Analysis Examples Using R
We will do basic and intermediate level data analysis examples, likenthose that students will have seen in their courses, in R. Examplesninclude: descriptive statistics and plots, analysis of variance,ncorrelation and regression, categorical variables, multilevel data.nSee
http://rogosateaching.com/ed401/
Last offered: Autumn 2015
EDUC 401D: Multilevel Modeling Using R (STATS 196A)
Multilevel data analysis examples using R. Topics include: two-level nested data, growth curve modeling, generalized linear models for counts and categorical data, nonlinear models, three-level analyses. For more information, see course website:
http://rogosateaching.com/stat196/
Terms: Spr
| Units: 1
Instructors:
Rogosa, D. (PI)
EDUC 402: Formative Assessment of Literacy Learning and Performance
With the emergence of national standards and assessments, the role of classroom assessments has received diminished attention. Literacy acquisition - learning to read and write as facets of academic language - is critical through the grades and across content areas. This course will cover (1) the recent history of classroom assessment, (2) a conception of assessment as practical inquiry, (3) a review of performance-based assessment methods, and (4) practical implementation of the preceding ideas.
| Repeatable
4 times
(up to 8 units total)
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