301 - 310 of 377 results for: EDUC

In an era of globalization characterized by widespread migration and cultural contacts, professionals face a unique challenge: How does one practice successfully when working with clients/students from so many different backgrounds? This course focuses upon the need to examine, conceptualize, and work with individuals according to the multiple ways in which they identify themselves. It will systematically examine multicultural counseling concepts, issues, and research. Literature on counselor and client characteristics such as social status or race/ethnicity and their effects on the counseling process and outcome will be reviewed. Issues in consultation with culturally and linguistically diverse parents and students and work with migrant children and their families are but a few of the topics covered in this course.

Continution of 233A. Topics include: developmental psychology and service learning; collaborating with the community;psychological research on altruism and prosocial behavior; volunteers' motivations; attributions about poverty, and the problem of prejudice.

Students work alongside teachers and performing artists to plan and implement classroom activities with elementary school children to prepare them for a Lively Arts performance. Background theory in education and arts education. Students develop a follow-up classroom activity for children in their own art form.

Recently two laws in Brazil (10639/2003 and 13465/2008), which came about due to intense pressure from Black and Indigenous social movements throughout the 20th century, have introduced changes in public education curriculum policies. These new curriculum policies mandate that the study of Afro-Brazilian, African, and Indigenous histories and cultures must be taught at all educational levels including at the elementary, secondary, and post-secondary levels. As part of this mandate, educators are now directed to incorporate considerations of ethnic-racial diversity in relation to people's thinking and experiences. These policies aim to fight racism as well as other forms of discrimination, and moreover, encourage the building of more equitable pedagogies. This course will discuss past and current policies and practices in Brazilian education from the point of view of different social projects organized by Indigenous Peoples, Afro-Brazilians, Asian-Brazilians, as well as Euro-Brazilians. It will also focus on Latin American efforts to promote equity in education, as well as to articulate different points of view, and reinforce and build epistemologies that support the decolonization of thinking, behaviors, research and policies. As part of this process, the course will study the experiences of people demanding these new public policies in terms of the extent to which they were able to influence institutional structures and to establish particular policy reforms. The course will also analyze theoretical frameworks employed by opponents of these movements to resist policies that might challenge their privileged place in society. In doing this, the course will offer theoretical and methodological avenues to promote research that can counter hegemonic curricular policies and pedagogical practices. The course will be fully participatory and oriented towards generating ongoing conversations and discussion about the various issues that arose in Brazil in relation to these two recent laws. To meet these goals, we will do a close reading of relevant scholarly works, paying particular attention to their theoretical frameworks, research designs, and findings.

(Same as OB 586.) How firms learn from their experiences and the opportunities created by flawed learning. Common mistakes in learning and barriers to the adoption of effective practices. How to avoid common mistakes and build organizations that learn more effectively to identify possible opportunities in markets. Concepts and findings from organization theory, psychology, decision theory, and statistics.

Why firms do not learn from their experiences and the opportunities created by flawed learning. Common mistakes in learning and barriers to the adoption of effective practices. How to avoid common mistakes and build organizations that learn more effectively to identify possible opportunities in markets. Concepts and findings from organization theory, psychology, decision theory, and statistics. Readings include teaching notes, papers in psychology and organization theory, HBR articles, and Moneyball by Michael Lewis who discusses market-level mistakes in professional baseball.

The significance and consequences of language diversity in the culture and society of the U.S. Experiences of non-English background individuals through focus on Spanish-English bilingual communities.

How can methods and insights from psychology inform education practice, particularly in a higher education context? This course aims to develop your skills as critical consumers and producers of empirical findings on teaching and learning. Course involves a quarter-long project to develop a pedagogical research proposal, supplemented and informed by readings, guided discussions, and group workshops.

The course will focus on developing students¿ understanding of theory and research on several key issues in the relationship between education and inequality: 1) what are the recent patterns and trends in both economic and educational inequality? 2) what kinds of inequality (from a normative/philosophical perspective) should we worry about? 3) how do we measure educational inequality? 4) how are economic and educational inequality linked? 5) what policies/practices might reduce educational inequality? The course will be a graduate student seminar, with enrollment capped at 20-25.