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131 - 140 of 364 results for: EDUC

EDUC 229C: Learning Design and Technology Seminar

Four-quarter required seminar for the LDT master's program. Discussions and activities related to designing for learning with technology. Support for internships and Master's project. Theoretical and practical perspectives, hands-on development, and collaborative efforts. (LDT)
Terms: Spr | Units: 1

EDUC 229D: Learning Design and Technology Seminar

Four-quarter required seminar for the LDT master's program. Discussions and activities related to designing for learning with technology. Support for internships and Master's project. Theoretical and practical perspectives, hands-on development, and collaborative efforts. (LDT)
Terms: Sum | Units: 2-5

EDUC 231: Knowing God: Learning Religion in Popular Culture (AMSTUD 231X, JEWISHST 291X, RELIGST 231X)

This course will examine how people learn religion outside of school, and in conversation with popular cultural texts and practices. Taking a broad social-constructivist approach to the variety of ways people learn, this course will explore how people assemble ideas about faith, identity, community, and practice, and how those ideas inform individual, communal and global notions of religion. Much of this work takes place in formal educational environments including missionary and parochial schools, Muslim madrasas or Jewish yeshivot. However, even more takes place outside of school, as people develop skills and strategies in conversation with broader social trends. This course takes an interdisciplinary approach to questions that lie at the intersection of religion, popular culture, and education.

EDUC 232: Culture, Learning, and Poverty

This course examines the categories and methods used to analyze and explain educational inequalities in the United States from 1950 to present. Approaches to theories of school failure and methods of intervention are distinguished by their ideas on the play of learning, language, cognition, culture, and social class in human development. Particular attention is given to the Culture of Poverty controversies of the 1960s and their recent emergence.
Terms: Aut | Units: 2-3

EDUC 233A: Counseling Theories and Interventions from a Multicultural Perspective (AFRICAAM 233A, CSRE 233A)

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.
Last offered: Spring 2011

EDUC 233B: Adolescent Development and Mentoring in the Urban Context

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.
Last offered: Winter 2009

EDUC 234: Career and Personal Counseling (EDUC 134, PSYCH 192)

Theories and methods for helping people create more satisfying lives for themselves. Simulated counseling experiences.
Last offered: Spring 2015

EDUC 236: Beyond Bits and Atoms: Designing Technological Tools (CS 402)

Practicum in designing and building technology-enabled curricula and hands-on learning environments. Students use software toolkits and state-of-the-art fabrication machines to design educational software, educational toolkits, and tangible user interfaces. The course will focus on designing low-cost technologies, particularly for urban school in the US and abroad. We will explore theoretical and design frameworks from the constructionist learning perspective, critical pedagogy, interaction design for children.
Terms: Win | Units: 3-4

EDUC 236B: Curricular Public Policies for the Recognition of Afro-Brazilians and Indigenous Population (AFRICAAM 126B, CSRE 126B, EDUC 136B, PUBLPOL 126B)

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.
Last offered: Winter 2015

EDUC 238: Teacher Policies in Latin America

We will explore the complex, challenging and often troubled world of teacher policy in Latin America. Education policy is an important instrument of change and the hope of many teachers and students. They affect the lives of many people and therefore their design, implementation and evaluation must have high academic and political rigor. The emphasis of this course is on the design and implementation of teacher policies in Latin America. We will focus on how to use empirical evidence to take into account the impact, feasibility and political complexities of designing and implementing teacher policy in LA.
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