printer friendly pageEDUC 228G: Becoming Literate in School III
Third in a three-course required sequence of reading and language arts theory and methodology for candidates in STEP Elementary Teacher program. Theories for guiding instruction and curricular choices.
Terms: Spr
| Units: 1
Instructors:
Montoy-Wilson, M. (PI)
;
Thornton, A. (PI)
EDUC 240: Adolescent Development and Learning
How do adolescents develop their identities, manage their inner and outer worlds, and learn? Presuppositions: that fruitful instruction takes into account the developmental characteristics of learners and the task demands of specific curricula; and that teachers can promote learning and motivation by mediating among the characteristics of students, the curriculum, and the wider social context of the classroom. Prerequisite: STEP student or consent of instructor. (STEP)
Terms: Aut
| Units: 3
EDUC 255: Mission and Money in Education
Educational institutions are defined by their academic missions and their financial structures. When we refer to public/private or nonprofit/profit sectors, these are shorthand descriptions of the different capital structures that underlie educational organizations. Increasingly, these options - and novel variations on them - exist throughout the education enterprise: in K-12 schools, higher education, and ancillary service providers. In this course we will explore the relationships between academic goals and financial structures, with particular focus on management and decision making in educational organizations.
Terms: Spr
| Units: 3
Instructors:
Cox, G. (PI)
EDUC 256: Psychological and Educational Resilience Among Children and Youth (HUMBIO 149)
Theoretical, methodological, and empirical issues pertaining to the psychological and educational resilience of children and adolescents. Overview of the resilience framework, including current terminology and conceptual and measurement issues. Adaptive systems that enable some children to achieve successful adaptation despite high levels of adversity exposure. How resilience can be studied across multiple levels of analysis, ranging from cell to society. Individual, family, school, and community risk and protective factors that influence children's development and adaptation. Intervention programs designed to foster resilient adaptation in disadvantaged children's populations.
Terms: Win
| Units: 4-5
EDUC 265: History of Higher Education in the U.S. (AMSTUD 165, EDUC 165, HISTORY 158C)
Major periods of evolution, particularly since the mid-19th century. Premise: insights into contemporary higher education can be obtained through its antecedents, particularly regarding issues of governance, mission, access, curriculum, and the changing organization of colleges and universities.
Terms: Win
| Units: 3-5
Instructors:
Levine, E. (PI)
EDUC 266: Educational Neuroscience
An introduction to the growing intersection between education research and emerging research on functional brain development. Students will probe the contributions and limitations of emerging theoretical and empirical contribution of neuroscience approaches to specific academic skills such as reading and mathematics, as well as exposure to general processes crucial for educational success, including motivation, attention, and social cognition. Final projects will explore these themes in the service of interventions designed to improve how these functions.
Terms: Spr
| Units: 3
| Repeatable
3 times
(up to 9 units total)
Instructors:
McCandliss, B. (PI)
EDUC 271: Education Policy in the United States
(Same as
GSBGEN 347) The course will provide students from different disciplines with an understanding of the broad educational policy context. The course will cover topics including a) school finance systems; b) an overview of policies defining and shaping the sectors and institutional forms of schooling, c) an overview of school governance, d) educational human-resource policy, e) school accountability policies at the federal and state levels; and f) school assignment policies and law, including intra- and inter-district choice policies, desegregation law and policy.
Terms: Spr
| Units: 3
Instructors:
Valant, J. (PI)
;
Tuggle Matheny, K. (TA)
EDUC 275: Leading Change in Schools
This course explores organizational conditions conducive to planned change that can lead to school improvement. Particular attention is given to the plurality of leadership roles in change efforts. Intended primarily for master's students who have had some past experience working in or with schools.
Terms: Spr
| Units: 3-4
Instructors:
Jaquith, A. (PI)
;
Chavez, R. (TA)
EDUC 278: Introduction to Program Evaluation
Introduction to Program Evaluation (
EDUC 278) will be offered as a six-week summer course, starting on June 23rd. The purpose of EDU 278 is to provide an introduction to the field of program evaluation. Students taking this course will be introduced to the basic concepts and intellectual debates in the field. This course is intended to raise issues and challenges faced by evaluators of social and educational programs. We will be working with real evaluation tasks throughout the course. The class will meet once a week for 2:50hrs. It is critical that you commit to reading all the material before class, so the discussion of the topics is focused, and you can be ready to apply them to the development of an evaluation proposal of a real-world program. The evaluation of the proposal will start on Week 3 and it will become the final paper.
Terms: Sum
| Units: 2-3
Instructors:
Ruiz-Primo, M. (PI)
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)
;
Delaney, V. (TA)
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