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61 - 70 of 109 results for: EDUC

EDUC 281: Technology for Learners

How can we use technology to improve learning? Many hope that technology will make learning easier, faster, or accessible to more learners. This course explores a variety of approaches to designing tools for learning, the theories behind them, and the research that tests their effectiveness. Strong focus on evaluating and designing new tools for specific learners and subjects. Space is limited. Priority is given to master's students in the LDT Master's Program. Cardinal Course certified by the Haas Center.
Terms: Aut | Units: 3-4 | Grading: Letter or Credit/No Credit

EDUC 283: Child Development In and Beyond Schools

(Formerly EDUC 144). How schools form a context for children's social and cognitive development. Focus is on early and middle childhood. Transactional processes between children and learning opportunities in classroom contexts. Topics include: alternative theoretical perspectives on the nature of child development; early experience and fit with traditional school contexts; assessment practices and implications for developing identities as learners; psychological conceptions of motivational processes and alternative perspectives; the role of peer relationships in schools; and new designs for learning environments. Readings address social science and methodological issues. STEP Elementary only.
Terms: Aut | Units: 2 | Grading: Letter (ABCD/NP)

EDUC 284A: Designing Equitable Groupwork

Teaching in academically and linguistically heterogeneous classrooms requires a repertoire of pedagogical strategies. Focus is on how to provide access to intellectually challenging curriculum and equal-status interaction for students in diverse classrooms. Emphasis is on group work and its cognitive, social, and linguistic benefits for students. How to prepare for group work, equalize participation, and design learning tasks that support conceptual understanding, mastery of content and language growth. How to assess group products and individual contributions. (STEP)
Terms: Aut | Units: 1 | Grading: Letter or Credit/No Credit

EDUC 291: Learning Sciences and Technology Design Research Seminar and Colloquium

Students and faculty present and critique new and original research relevant to the Learning Sciences and Technology Design doctoral program. Goal is to develop a community of scholars who become familiar with each other's work. Practice of the arts of presentation and scholarly dialogue while introducing seminal issues and fundamental works in the field.
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable for credit | Grading: Letter or Credit/No Credit

EDUC 299: Equity and Schooling

(Formerly EDUC 167.) Introduction to the theories and practices of equity and democracy in education. How to think about teaching and schooling in new ways; the individual moral and political reasons for becoming a teacher. (STEP)
Terms: Aut | Units: 3 | Grading: Letter or Credit/No Credit

EDUC 306A: Economics of Education in the Global Economy

Case material considers development problems in the U.S. and abroad. Discussion sections on economic aspects of educational development.
Terms: Aut | Units: 5 | Grading: Letter or Credit/No Credit

EDUC 306Y: Economic Support Seminar for Education and Economic Development

Core economic concepts that address issues in education in developing and developed countries. Supply and demand, elasticity, discount rates, rate of return analysis, utility functions, and production functions. Corequisite: 306A. (Carnoy)
Terms: Aut | Units: 1 | Grading: Letter or Credit/No Credit

EDUC 311: Research Workshop in International Education

International Education Initiative (IEI) ¿ a cross-campus initiative to promote greater collaboration around research in international education at Stanford. It is designed to help students conduct higher quality research in international education and gain wide exposure to the international education research community. Students will have the chance to engage with invited speakers from outside Stanford, present and get feedback about their own research, and learn new methodological tools.
Terms: Aut, Win, Spr | Units: 1 | Repeatable for credit | Grading: Satisfactory/No Credit
Instructors: Loyalka, P. (PI)

EDUC 313: The Education of American Jews (JEWISHST 393X, RELIGST 313X)

This course will take an interdisciplinary approach to the question of how American Jews negotiate the desire to retain a unique ethnic sensibility without excluding themselves from American culture more broadly. Students will examine the various ways in which people debate, deliberate, and determine what it means to be an "American Jew". This includes an investigation of how American Jewish relationships to formal and informal educational encounters through school, popular culture, religious ritual, and politics.
Terms: Aut | Units: 4 | Grading: Letter (ABCD/NP)
Instructors: Kelman, A. (PI)

EDUC 314: Technologies, Social Justice and Black Vernacular Culture

From texts to techne, from artifacts to discourses on science and technology, this course is an examination of how Black people in this society have engaged with the mutually consitutive relationships that endure between humans and technologies. We will focus on these engagements in vernacular cultural spaces, from storytelling traditions to music and move to ways academic and aesthetic movements have imagined these relationships. Finally, we will consider the implications for work with technologies in both school and community contexts for work in the pursuit of social and racial justice. Course is open to master's and doctoral students only.
Terms: Aut, Win | Units: 3-5 | Grading: Letter or Credit/No Credit
Instructors: Banks, A. (PI)
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