printer friendly pageEDUC 212: Urban Education (AFRICAAM 112, CSRE 112X, EDUC 112, SOC 129X, SOC 229X)
(Graduate students register for
EDUC 212 or
SOC 229X). Combination of social science and historical perspectives trace the major developments, contexts, tensions, challenges, and policy issues of urban education.
Terms: Spr
| Units: 3-4
Instructors:
Ball, A. (PI)
EDUC 213: Introduction to Teaching
Key concepts in teaching and learning; teacher content knowledge and pedagogical content knowledge; student prior knowledge and preconceptions; cognition and metacognition; classroom culture, motivation, and management; teaching diverse populations; comparison of teaching models; analysis of teaching; standards, accountability, and assessment of learning; assessing teaching quality; online learning and teaching.
Terms: Aut
| Units: 3-4
Instructors:
Wischnia, S. (PI)
;
Gargroetzi, E. (TA)
EDUC 214: Museum Cultures: Material Representation in the Past and Present (AMSTUD 134, ARCHLGY 134, ARCHLGY 234, ARTHIST 284B, CSRE 134, NATIVEAM 134)
Students will open the "black box" of museums to consider the past and present roles of institutional collections, culminating in a student-curated exhibition. Today, museums assert their relevance as dynamic spaces for debate and learning. Colonialism and restitution, the politics of representation, human/object relationships, and changing frameworks of authority make museum work widely significant and consistently challenging. Through thinking-in-practice, this course reflexively explores "museum cultures": representations of self and other within museums and institutional cultures of the museum world itself.n3 credits (no final project) or 5 credits (final project). May be repeat for credit
Terms: Spr
| Units: 3-5
| Repeatable
3 times
(up to 15 units total)
Instructors:
Hodge, C. (PI)
EDUC 215: LDT Internship Workshop
The required internship is a cornerstone of the LDT program. This course will provide students an opportunity to link their academic learning to real world experience through in-class discussions, presentations, and reflective writing. It will allow the program director to monitor the quality of the experience and provide timely advice and support as needed for an optimal learning experience.nnThe course will meet several times each quarter, adjacent to LDT seminar (Fridays, 12-1). An internship agreement will be required at the beginning of the course signed by the faculty advisor), as well as a reflection paper at the end of the course. Students will take the course for 1 unit, unless they request additional units for unpaid internship hours.
Terms: Aut, Win, Spr, Sum
| Units: 1-3
| Repeatable
5 times
(up to 15 units total)
Instructors:
Forssell, K. (PI)
EDUC 216: Education, Race, and Inequality in African American History, 1880-1990 (AFRICAAM 116, AMSTUD 216, CSRE 216X, HISTORY 255E)
Seminar. The relationship among race, power, inequality, and education from the 1880s to the 1990s. How schools have constructed race, the politics of school desegregation, and ties between education and the late 20th-century urban crisis.
Terms: Win
| Units: 3-5
Instructors:
Gordon, L. (PI)
EDUC 217: Free Speech, Academic Freedom, and Democracy (ETHICSOC 217X, PHIL 278C)
The course examines connected ideas of free speech, academic freedom, and democratic legitimacy that are still widely shared by many of us but have been subject to skeptical pressures both outside and inside the academy in recent years. The course explores the principled basis of these ideas, how well they might (or might not) be defended against skeptical challenge, and how they might be applied in particular controversies about the rights of students, instructors, and researchers.
Terms: Spr
| Units: 3
| UG Reqs: WAY-ER
Instructors:
Callan, E. (PI)
EDUC 218: Topics in Cognition and Learning: Technology and Multitasking
In our new media ecology, has affinity for social media and multitasking become addictive? Detrimental to learning and well-being? What can we learn from studies in the developmental cognitive sciences and cognitive neurosciences of reward, attention, memory & learning, motivation, stress, and self-regulation for tackling the behavioral design problems we face in crafting better socio-technical systems? This seminar course is designed to engage students in recent advances in this rapidly growing research area via discussions of both historical and late-breaking findings in the literature. By drawing on a breadth of studies ranging from cognitive development, cognitive neuroscience, and educational/training studies, students will gain an appreciation for specific ways interdisciplinary approaches can add value to specific programs of research.
Terms: Spr
| Units: 3
| Repeatable
for credit
Instructors:
McCandliss, B. (PI)
;
Pea, R. (PI)
EDUC 219E: The Creative Arts in Elementary Classrooms
For STEP Elementary only or for candidates in the Multiple Subjects program. Hands-on exploration of visual arts media and works of art.
Terms: Sum
| Units: 2
Instructors:
Freeman, S. (PI)
EDUC 220A: Introduction to the Economics of Education
The relationship between education and economic analysis. Topics: labor markets for teachers, the economics of child care, the effects of education on earnings and employment, the effects of education on economic growth and distribution of income, and the financing of education. Students who lack training in microeconomics, register for 220Y for 1 additional unit of credit.
Last offered: Winter 2009
EDUC 220B: Introduction to the Politics of Education
(Same as
GSBGEN 349.) The relationships between political analysis and policy formulation in education; focus is on alternative models of the political process, the nature of interest groups, political strategies, community power, the external environment of organizations, and the implementations of policy. Applications to policy analysis, implementation, and politics of reform. (APA)
Last offered: Autumn 2011
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