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151 - 160 of 397 results for: CSI::certificate

EDUC 278: Introduction to Issues in Evaluation

Open to master's and doctoral students with priority to students in the School of Education. Focus is on the basic literature and major theoretical and practical issues in the field of program evaluation. Topics include: defining purpose, obtaining credible evidence, the role of the evaluator, working with stakeholder, values in evaluation, utilization, and professional standards. The course project is to design an evaluation for a complex national or international program selected by the instructor.
Terms: Spr | Units: 3-4

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 new tools for specific learners and subjects. Space is limited. Priority is given to master's students in the LDT Master's Program. To learn about the design of digital tools for learning, we recommend taking this course together with EDUC 230, Learning Experience Design.
Terms: Aut | Units: 3
Instructors: Forssell, K. (PI)

EDUC 288: Organizational Analysis (SOC 271)

Principles of organizational behavior and analysis; theories of group and individual behavior; organizational culture; and applications to school organization and design. Case studies.
Terms: Win | Units: 4
Instructors: Powell, W. (PI)

EDUC 290: Instructional Leadership: Building Capacity for Excellent Teaching

This course focuses on the role of leaders in designing, supporting and sustaining excellent teaching. How do leaders create the organizational conditions to focus attention on the technical core of instruction, curriculum and assessment. Course goals: 1) explore a variety of educational leadership approaches, 2) investigate the theory of action underlying these approaches to leadership and consider the implications for instructional practice and 3) develop understanding of the relationship between the leadership approach and the learning environment.
Terms: Spr | Units: 3-4
Instructors: Brazer, S. (PI)

EDUC 302: Behavior Design

Students learn Behavior Design and practice applying the methods to change human behavior in measurable ways. In this particular course, all projects will focus on one theme: Designing the first step.
Terms: Spr | Units: 3
Instructors: Fogg, B. (PI)

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: Win | Units: 5
Instructors: Carnoy, M. (PI)

EDUC 306B: Global Education Policy & Organization (PUBLPOL 316)

Education policy, politics, and development. Topics include: politics, interests, institutions, policy, and civil society; how schools and school systems operate as political systems; how policy making occurs in educational systems; and theories of development.
Terms: Spr | Units: 3-5
Instructors: Bromley, P. (PI)

EDUC 306D: World, Societal, and Educational Change: Comparative Perspectives (EDUC 136, SOC 231)

Theoretical perspectives and empirical studies on the structural and cultural sources of educational expansion and differentiation, and on the cultural and structural consequences of educational institutionalization. Research topics: education and nation building; education, mobility, and equality; education, international organizations, and world culture.
Terms: Aut | Units: 4-5

EDUC 333A: Understanding Learning Environments

Advanced seminar. Theoretical approaches to learning used to analyze learning environments and develop goals for designing resources and activities to support effective learning practices.
Terms: Aut | Units: 3

EDUC 334A: Youth and Education Law Project: Clinical Practice

(Same as LAW 660A). The Youth and Education Law Project offers students the opportunity to participate in a wide variety of educational rights and reform work, including direct representation of youth and families in special education and school discipline matters, community outreach and education, school reform litigation, and/or policy research and advocacy. All students have an opportunity to represent elementary and high school students with disabilities in special education proceedings, to represent students in school discipline proceedings, or to work with community groups in advocating for the provision of better and more equitable educational opportunities to their children. In addition, the clinic may pursue a specific policy research and advocacy project that will result in a written policy brief and policy proposal. Students working on special education matters have the opportunity to handle all aspects of their clients' cases. Students working in this area interview and counsel clients, investigate and develop facts, work with medical and mental health professionals and experts, conduct legal and educational research, create case plans, and represent clients at individual education program (IEP) team meetings, mediation or special education due process hearings. This work offers students a chance to study the relationship between individual special education advocacy and system-wide reform efforts such as impact litigation. Students working on school discipline matters interview and counsel clients, investigate and develop facts, interview witnesses, conduct legal and educational research, create case plan, and represent clients at school discipline hearings such as expulsion hearings. Such hearings provide the opportunity to present oral and written argument, examine witnesses, and present evidence before a hearing officer. If appropriate and necessary, such proceedings also present the opportunity to represent students on appeal before the school district board of trustees or the county board of education. The education clinic includes two or three mandatory training sessions to be held at the beginning of the term, a weekly seminar that focuses on legal skills and issues in law and education policy, regular case review, and a one hour weekly meeting with the clinic instructor. Admission is by consent of instructor. Beginning with the 2009-2010 academic year, each of the Law School's clinical courses is being offered on a full-time basis for 12 credits.
Terms: Win, Spr | Units: 4
Instructors: Koski, W. (PI)
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