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31 - 40 of 109 results for: EDUC ; Currently searching autumn courses. You can expand your search to include all quarters

EDUC 206A: Applied Research Methods in International and Comparative Education I: Introduction

Required for M.A. students in ICE and IEPA. Orientation to the M.A. program and research project; exploration of resources for study and research.
Terms: Aut | Units: 1-3 | Grading: Letter (ABCD/NP)

EDUC 209A: Policy, Organization, and Leadership Studies Seminar

This is a required course for all POLS students. The goals of the POLS Seminar (EDUC 209ABC) are to assist students in making the most of their Stanford graduate experience across several dimensions (academic, professional, and social). EDUC 209A is focused on orienting students to the academic and extra-curricular aspects of the experience as quickly as possible, while helping them coalesce as a group and learn how to leverage each other's professional knowledge. Another goals is to help student define their graduate degree goals, so they can plan their year in a very intentional manner that will result in a project or experiences they can highlight during the required Spring quarter POLS Project Forum.
Terms: Aut | Units: 1-3 | Grading: Letter or Credit/No Credit
Instructors: Brazer, S. (PI)

EDUC 210: Policy, Organization, and Leadership Studies Internship Workshop

Forum for POLS students to link their academic learning to real world experience through in-class discussions, presentations, and reflective writing. Fall Quarter is focused on understanding the intern's role within the larger organization. Winter Quarter is outward looking with a focus on understanding the broader fields the students' organizations reside within. Spring Quarter focus is on students learning from and being prepared to teach others.
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable for credit | Grading: Satisfactory/No Credit
Instructors: Salinas, N. (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 | Grading: Letter or Credit/No Credit
Instructors: Wischnia, S. (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 for credit | Grading: Satisfactory/No Credit
Instructors: Forssell, K. (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: Aut | Units: 3 | UG Reqs: WAY-ER | Grading: Letter or Credit/No Credit
Instructors: Callan, E. (PI)

EDUC 220D: History of School Reform: Origins, Policies, Outcomes, and Explanations (HISTORY 258E)

Strongly recommended for students in the POLS M.A. program; others welcome. Focus is on 20th-century U.S. Intended and unintended patterns in school change; the paradox of reform that schools are often reforming but never seem to change much; rhetorics of reform and factors that inhibit change. Case studies emphasize the American high school.nnThis course is strongly recommended for POLS students pursuing K ¿ 12 leadership.
Terms: Aut | Units: 3-5 | Grading: Letter (ABCD/NP)

EDUC 228F: Becoming Literate in School II

Second in a three-course required sequence of reading and language arts theory and methodology for candidates in the STEP Elementary program. Theories for guiding instruction and curricular choices.
Terms: Aut | Units: 2 | Grading: Letter (ABCD/NP)

EDUC 229A: 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: Aut | Units: 1-2 | Grading: Satisfactory/No Credit
Instructors: Forssell, K. (PI)

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 | Grading: Letter or Credit/No Credit
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