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1 - 10 of 48 results for: VPGE::Specialized ; Currently searching offered courses. You can also include unoffered courses

COMM 318: Quantitative Social Science Research Methods

An introduction to a broad range of social science research methods that are widely used in PhD work. Prerequisite: consent of instructor.
Terms: Spr | Units: 1-5
Instructors: Krosnick, J. (PI)

COMM 339: Questionnaire Design for Surveys and Laboratory Experiments: Social and Cognitive Perspectives (POLISCI 421K, PSYCH 231)

The social and psychological processes involved in asking and answering questions via questionnaires for the social sciences; optimizing questionnaire design; open versus closed questions; rating versus ranking; rating scale length and point labeling; acquiescence response bias; don't-know response options; response choice order effects; question order effects; social desirability response bias; attitude and behavior recall; and introspective accounts of the causes of thoughts and actions.
Terms: Aut | Units: 4
Instructors: Krosnick, J. (PI)

DESINST 215: The Design of Data

Our world is increasingly complex and laden with many forms of measurable data. Infographics abound, but whether explicit or not, the stories they tell are all designed. In this hands-on course, students will learn to use mapping and design techniques to sort and synthesize data, unlock insights and communicate information. Students will practice finding insight from both qualitative and quantitative information. Take this course if you are interested in learning how to navigate through and create for the complicated intersection of data and design. This class is for students of all experience levels. Note: this is not a data analytics or statistics class. nnAdmission by application. See dschool.stanford.edu/classes for more information.
Terms: Spr | Units: 3-4

EDUC 200A: Introduction to Data Analysis and Interpretation

Primarily for master's students in the School of Education. Focus is on reading literature and interpreting descriptive and inferential statistics, especially those commonly found in education. Topics: basic research design, instrument reliability and validity, descriptive statistics, correlation, t-tests, one-way analysis of variance, and simple and multiple regression. All offerings of this course (whether meeting on Mon & Weds or Tues & Thurs) will be taught identically.
Terms: Aut | Units: 4

EDUC 200B: Introduction to Qualitative Research Methods

(Formerly EDUC 151.) Primarily for master's students: An introduction to the core concepts and methods of qualitative research. Through a variety of hands-on learning activities, readings, field experiences, class lectures, and discussions, students will explore the processes and products of qualitative inquiry. This is a graduate level course. No undergraduates may enroll. Priority will be given to GSE students, and final enrollment depends on instructor approval after the first day of class.
Terms: Aut, Win | Units: 4

EDUC 252: Introduction to Test Theory

Concepts of reliability and validity; derivation and use of test scales and norms; mathematical models and procedures for test validation, scoring, and interpretation.
Terms: Win | Units: 3
Instructors: Domingue, B. (PI)

EDUC 252L: Introduction to Test Theory - Lab

This course will cover the material from 252A in an applied setting. Emphasis will be in developing a capacity for applying and interpreting psychometrics techniques to real-world and simulated data.
Terms: Win | Units: 2
Instructors: Domingue, B. (PI)

EDUC 260A: Applications of Causal Inference Methods (EPI 239, STATS 209B)

See http://rogosateaching.com/stat209/. Application of potential outcomes formulation for causal inference to research settings including: mediation, compliance adjustments, time-1 time-2 designs, encouragement designs, heterogeneous treatment effects, aggregated data, instrumental variables, analysis of covariance regression adjustments, and implementations of matching methods. Prerequisite: an introduction to causal inference methods such as STATS209.
Terms: Win | Units: 2

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

EDUC 278: Introduction to Program Evaluation

The purpose of Introduction to Program Evaluation ( EDUC 278) is to provide an introduction to the field of program evaluation. Students taking this course will learn basic concepts and participate in intellectual debates in the field. This course is intended to examine issues and challenges faced by evaluators of educational and social programs. We will be working with real evaluation tasks throughout the course. The class will meet once a week for 2hrs 50 min. It is critical that you commit to reading all the material before class, so that the discussion is well-focused. During the last weeks of the course, an evaluation proposal of a real-world program will be developed. The proposal will become the final paper.
Terms: Spr | Units: 2-3
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