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121 - 130 of 354 results for: CSI::certificate

EDUC 220C: Education and Society (EDUC 120C, SOC 130, SOC 230)

The effects of schools and schooling on individuals, the stratification system, and society. Education as socializing individuals and as legitimizing social institutions. The social and individual factors affecting the expansion of schooling, individual educational attainment, and the organizational structure of schooling.
Terms: Spr | Units: 4-5
Instructors: Ramirez, F. (PI)

EDUC 220D: History of School Reform: Origins, Policies, Outcomes, and Explanations (HISTORY 258E)

Strongly recommended 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. This course is strongly recommended for POLS students pursuing K -12 leadership.
Terms: Spr | Units: 3-5
Instructors: Beckham, K. (PI)

EDUC 221A: Policy Analysis in Education

We explore current issues in preK-12 education policy including the expansion of early childhood programs, the effectiveness of accountability, the challenges facing teacher labor markets, and the financing of education. We discuss the role government and non-government agencies have (or should have) in making, implementing, and evaluating education policies. We will call attention to the vast inequities that exist in our current education system. Limited enrollment - course is designed for master¿s students. Undergraduates may enroll with instructor consent.
Terms: Win | Units: 4-5

EDUC 222: Resource Allocation in Education

This course covers economic principles and tools for informing resource allocation decisions in education. Students will review concepts related to educational goods and values; the costs and benefits of different levels and types of schooling; public versus private schooling; as well as adequacy and equity in education financing. Students will also learn about the use of educational production functions, teacher value-added estimation, cost effectiveness analysis, experimental program evaluation, systematic reviews, and causal chain analysis. Prerequisites: introductory statistics and regression analysis.
Terms: Spr | Units: 4-5

EDUC 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: 2

EDUC 232: Culture, Learning, and Poverty

This course examines the categories and methods used to analyze and explain educational inequalities in the United States from 1950 to present. Approaches to theories of school failure and methods of intervention are distinguished by their ideas on the play of learning, language, cognition, culture, and social class in human development. Particular attention is given to the Culture of Poverty controversies of the 1960s and their recent emergence.
Terms: Aut | Units: 2-3
Instructors: Beckham, K. (PI)

EDUC 236: Beyond Bits and Atoms: Designing Technological Tools (CS 402)

This course is a practicum in the design of technology-enabled curricula and hands-on learning environments. It focuses on the theories, concepts, and practices necessary to design effective, low-cost educational technologies that support learning in all contexts for a variety of diverse learners. We will explore theories and design frameworks from constructivist and constructionist learning perspectives, as well as the lenses of critical pedagogy, Universal Design for Learning (UDL), and interaction design for children. The course will concretize theories, concepts, and practices in weekly presentations (including examples) from industry experts with significant backgrounds and proven expertise in designing successful, evidence-based, educational technology products. The Practicum provides the design foundation for EDUC 211 / CS 402 L, a hands-on lab focused on introductory prototyping and the fabrication of incipient interactive, educational technologies. (No prior prototyping experience required.) Interested students must also register for either EDUC 211 or CS 402L, complete the application at http://bit.ly/ EDUC236-CS402 by January 4 at 5 p.m., and come to the first class at 8:30 a.m. in CERAS 108.
Terms: Win | Units: 3-4

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 249: Theory and Issues in the Study of Bilingualism (EDUC 149)

Sociolinguistic perspective. Emphasis is on typologies of bilingualism, the acquisition of bilingual ability, description and measurement, and the nature of societal bilingualism. Prepares students to work with bilingual students and their families and to carry out research in bilingual settings.
Terms: Aut, Spr | Units: 3-5
Instructors: Valdes, G. (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: Win | Units: 3 | Repeatable for credit
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