printer friendly pageEDUC 180S: Pre-field Course for Alternative Spring Break
Limited to students participating in the Alternative Spring Break program. See
http://asb.stanford.edu for more inform
Terms: Win
| Units: 1
| Repeatable
for credit
Instructors:
Antonio, A. (PI)
;
Boaler, J. (PI)
;
Brown, B. (PI)
...
more instructors for EDUC 180S »
Instructors:
Antonio, A. (PI)
;
Boaler, J. (PI)
;
Brown, B. (PI)
;
Forssell, K. (PI)
;
LaFromboise, T. (PI)
;
Stevens, M. (PI)
EDUC 203A: Tutoring: Seeing a Child through Literacy (EDUC 103A)
Experience tutoring grade school readers in a low income community near Stanford under supervision. Training in tutoring; the role of instruction in developing literacy; challenges facing low income students and those whose first language is not English. How to see school and print through the eyes of a child. Ravenswood Reads tutors encouraged to enroll. Service Learning Course (certified by Haas Center). May be repeated for credit.
Terms: Aut
| Units: 3-4
| Repeatable
10 times
(up to 40 units total)
Instructors:
Scott, R. (PI)
EDUC 208B: Curriculum Construction
The theories and methods of curriculum development and improvement. Topics: curriculum ideologies, perspectives on design, strategies for diverse learners, and the politics of curriculum construction and implementation. Students develop curriculum plans for use in real settings. Service Learning Course (certified by Haas Center).
Terms: Win
| Units: 3-4
Instructors:
Pope, D. (PI)
EDUC 220D: History of School Reform: Origins, Policies, Outcomes, and Explanations (HISTORY 258E)
Required 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 required for POLS students pursuing the PreK-12 concentration.
Terms: Aut
| Units: 3-5
Instructors:
Labaree, D. (PI)
;
Raab, E. (TA)
EDUC 245: Understanding Racial and Ethnic Identity Development (AFRICAAM 245, CSRE 245)
This seminar will explore the impact and relative salience of racial/ethnic identity on select issues including: discrimination, social justice, mental health and academic performance. Theoretical perspectives on identity development will be reviewed, along with research on other social identity variables, such as social class, gender and regional identifications. New areas within this field such as the complexity of multiracial identity status and intersectional invisibility will also be discussed. Though the class will be rooted in psychology and psychological models of identity formation, no prior exposure to psychology is assumed and other disciplines-including cultural studies, feminist studies, and literature-will be incorporated into the course materials.
Terms: Spr
| Units: 3-5
Instructors:
LaFromboise, T. (PI)
;
Hussain, S. (TA)
EDUC 250E: Qualitative Interviewing
Addressing the theoretical underpinnings of qualitative interviews as well as the application of theory to practice, this course considers different approaches to interviewing. Interview types covered will range from group interviews to individual interviews, and from unstructured, ethnographically oriented interviews to highly structured interviews. Working with community partners to facilitate application to practice, the students will move from theory to interview design, implementation, and initial stages of analysis, with an emphasis on consistency in approach and utility in graduate-level research.
Terms: Win
| Units: 3
| Repeatable
2 times
(up to 6 units total)
Instructors:
Ardoin, N. (PI)
;
Rafanelli, S. (TA)
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
Instructors:
Forssell, K. (PI)
;
Martin, P. (TA)
EDUC 303: Designing Learning Spaces
Project-based. How space shapes personal interactions and affords learning opportunities In formal and informal settings. How to integrate learning principles into the design of spaces and develop a rubric to assess the impact on learning.
Terms: Spr
| Units: 3-4
Instructors:
Forssell, K. (PI)
EDUC 322: Community-based Research As Tool for Social Change:Discourses of Equity in Communities & Classrooms (AFRICAAM 130, CSRE 130, EDUC 123)
Issues and strategies for studying oral and written discourse as a means for understanding classrooms, students, and teachers, and teaching and learning in educational contexts. The forms and functions of oral and written language in the classroom, emphasizing teacher-student and peer interaction, and student-produced texts. Individual projects utilize discourse analytic techniques.
Terms: Aut
| Units: 3-5
Instructors:
Ball, A. (PI)
EDUC 332: Theory and Practice of Environmental Education
Foundational understanding of the history, theoretical underpinnings, and practice of environmental education as a tool for addressing today's pressing environmental issues. The purpose, design, and implementation of environmental education in formal and nonformal settings with youth and adult audiences. Field trip and community-based project offer opportunities for experiencing and engaging with environmental education initiatives.
Terms: Spr
| Units: 3
Instructors:
Ardoin, N. (PI)
;
Phukan, I. (TA)
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