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131 - 140 of 286 results for: VPGE::* ; Currently searching offered courses. You can also include unoffered courses

EDUC 399A: Designing Surveys

This workshop/course is designed for students who are designing a survey to collect quantitative data for a research project. The workshop content draws on relevant cognitive processing theories and research related to development of good survey questions. In addition to some readings and a few mini lectures, this workshop is designed to be highly interactive and practical. By the end of the course students will have designed and pilot tested their survey instrument. Course enrollment is limited to 12 students and may be repeated for credit.
Terms: Win | Units: 1-2 | Repeatable 20 times (up to 40 units total)
Instructors: Porteus, A. (PI)

EDUC 401A: Mini Courses in Methodology: Statistical Packages for the Social Sciences (SPSS)

Statistical analysis using SPSS, including generating descriptive statistics, drawing graphs, calculating correlation coefficients, conducting t-tests, analysis of variance, and linear regression. Building up datasets, preparing datasets for analysis, conducting statistical analysis, and interpreting results.
Terms: Aut | Units: 1
Instructors: Lang, D. (PI)

EDUC 401B: Mini Courses in Methodology: Stata

The goal of this course is to familiarize students with the Stata statistical software package for use in quantitative research. By the end of the course, students should be able to import and export data, clean and manage data, conduct standard statistical tests (e.g., correlation, t-test, regression), and produce a graph.
Terms: Aut, Win | Units: 1
Instructors: Stenhaug, B. (PI)

EDUC 401D: Multilevel Modeling Using R (STATS 196A)

See http://rogosateaching.com/stat196/ . Multilevel data analysis examples using R. Topics include: two-level nested data, growth curve modeling, generalized linear models for counts and categorical data, nonlinear models, three-level analyses.
Terms: Spr | Units: 1
Instructors: Rogosa, D. (PI)

EDUC 417: Research and Policy on Postsecondary Access (EDUC 117)

The transition from high school to college. K-16 course focusing on high school preparation, college choice, remediation, pathways to college, and first-year adjustment. The role of educational policy in postsecondary access. Service Learning Course (certified by Haas Center).
Terms: Aut | Units: 3
Instructors: Antonio, A. (PI)

EDUC 426: Unleashing Personal Potential: Behavioral Science and Design Thinking Applied to Self (PSYCH 264)

This course facilitates the application of the methods, theories, and findings of behavioral science to students own lives and improvement projects. It does so by combining behavioral science with a design thinking approach. You will learn to identify your potential, navigate to achieve it, and stay resilient during the journey. Students will design their own action plans, define goals and prototype strategies to test them, in an iterative feedback cycle. Our course thus blends two intellectual streams that seldom intersect: behavioral science and design thinking.
Terms: Spr | Units: 4

EDUC 429: Reducing Health Disparities and Closing the Achievement Gap through Health Integration in Schools (HUMBIO 122E, PEDS 229)

(HUMBIO students must enroll in HUMBIO 122E. Med/Graduate students must enroll in PEDS 229.) Health and education are inextricably linked. If kids aren't healthy, they won't realize their full potential in school. This is especially true for children living in poverty. This course proposes to: 1) examine the important relationship between children's health and their ability to learn in school as a way to reduce heath disparities; 2) discuss pioneering efforts to identify and address manageable health barriers to learning by integrating health and education in school environments.
Terms: Win | Units: 3

EDUC 430C: Using Data to Describe the World: Descriptive Social Science Research Techniques (SOC 258C)

This course focuses on the skills needed to conduct theoretically-informed and policy-relevant descriptive social science. Students read recent examples of rigorous descriptive quantitative research that exemplifies the use of data to describe important phenomena related to educational and social inequality. The course will help develop skills necessary to conceptualize, operationalize, and communicate descriptive research, including techniques related to measurement and measurement error, data harmonization, data reduction, and visualization. Students develop a descriptive project during the course. Prerequisite: satisfactory completion of a course in multivariate regression.
Terms: Spr | Units: 3-5 | Repeatable 2 times (up to 10 units total)

EDUC 439: Critical Race Theory in Education

This seminar will examine the foundational tenets of Critical Race Theory (CRT) as an analytic framework to study of inequities in P-20 education. Each week will examine how CRT tenets developed in law and were taken up in education via epistemology, methodology, and axiology. Consequently, the course will move temporally, spatially, and pedagogically across fields and siblings of Critical Race Theory. We will use the course content as a vehicle to understand the theoretical and analytical power and limits of CRT. Finally, we will explore CRT's focus on identifying and disrupting white supremacy, anti-Blackness, and interlocking inequities (re)produced in education.
Terms: Aut | Units: 2-5
Instructors: Annamma, S. (PI)

EDUC 440: Re-Examining Special Education through Multiple Lenses

This seminar, intended to grow and shift with the changing landscape of education, with particular focus on students with learning differences and the interests of our doctoral students and faculty, begins by exploring three questions: (1) How can scholars and scientists support the growth and development of students with learning differences? (2) How do we define and critique evidence-based practices (EDPs), including what counts as evidence and in what ways do EDPs support change in school outcomes? (3) In what ways do the Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA) provide direction and support progress in creating fully inclusive communities across the U.S.? What are the missed opportunities, misdirections, and barriers to fully emancipated and connected lives? Conveners will likely change each quarter along with topics
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable 12 times (up to 36 units total)
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