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1 - 10 of 94 results for: EDUC ; Currently searching spring courses. You can expand your search to include all quarters

EDUC 100C: EAST House Seminar: Readings on Education and Society

Education and Society Theme (EAST) House seminar. In autumn quarter, faculty and other scholars from around the University discuss the latest issues, debates, and research in the field of Education. In winter quarter, the theme is "Ten Careers in Education in Ten Weeks." Each week will feature a speaker from a different sector in education including school administration, arts education, information technology, special education, international development, student affairs, education consulting, and education policy. In the spring, the seminar is a small group discussion of weekly readings on a focused topic in Education. Contact instructor for details. Notes: Attendance at first class required. Seminar meets in the EAST House Dining Hall located at 554 Governor's Ave. The seminar is open to all students at Stanford with first-priority given to pre-assign residents of EAST House followed by other residents of EAST and all other undergraduates. Graduate students are allowed to enroll on a space-available basis. Visitors/auditors are not allowed. The seminar is required for all pre-assigned residents of EAST House and is repeatable for credit.
Terms: Spr | Units: 1 | Repeatable for credit
Instructors: Antonio, A. (PI)

EDUC 102I: International Education Policy Workshop (EDUC 202I)

This is a project-based workshop. Practical introduction to issues in educational policy making, education reform, educational planning, implementation of policy interventions, and monitoring and evaluation in developing country contexts. Preference to students enrolled in ICE/IEAPA, but open to other students interested in international development or comparative public policy with instructor's consent. Attendance at first class required for enrollment.
Terms: Spr | Units: 2-4
Instructors: Thomas, C. (PI)

EDUC 111: The Young Adult Novel: A Literature For and About Adolescents

For undergraduates considering teaching or working with adolescents, and for those planning to apply to the coterminal program in the Stanford Teacher Education program (STEP). Students work together to define the genre of young adult novels. What they reveal about adolescence in America. How to read and teach young adult literature.
Terms: Spr | Units: 4
Instructors: Wolf, J. (PI)

EDUC 118S: Designing Your Stanford (ME 104S)

DYS uses a Design Thinking approach to help Freshmen and Sophomores learn practical tools and ideas to make the most of their Stanford experience. Topics include the purpose of college, major selection, educational and vocational wayfinding, and innovating college outcomes, explored through the design thinking process. This seminar class incorporates small group discussion, in-class activities, field exercises, personal reflection, and individual coaching. Expect ideation tools, storytelling practices, prototyping to discover more about yourself and possible paths forward. The course concludes with creation of multiple versions of what college might look like and how to make those ideas reality. All enrolled and waitlisted students should attend class on day 1 for admission. Additional course information at http://www.designingyourstanford.org.
Terms: Aut, Win, Spr | Units: 2

EDUC 122Q: Democracy in Crisis: Learning from the Past (HISTORY 52Q, POLISCI 20Q)

This January, an armed insurrection assaulted the U.S. Capital, trying to block the Electoral College affirmation of President Biden's election. For the past four years, American democracy has been in continual crisis. Bitter and differing views of what constitutes truth have resulted in a deeply polarized electoral process. The sharp increase in partisanship has crippled our ability as a nation to address and resolve the complex issues facing us.

There are reasons to hope the current challenges will be overcome and the path of our democracy will be reset on a sound basis. But that will require a shift to constructive--rather than destructive--political conflict.

This Sophomore Seminar will focus on U.S. democracy and will use a series of case studies of major events in our national history to explore what happened and why to American democracy at key pressure points. This historical exploration will shed light on how the current challenges facing American democracy might best be handled. (Cardinal Course certified by the Haas Center).
Terms: Spr | Units: 3 | UG Reqs: WAY-SI
Instructors: Ehrlich, T. (PI)

EDUC 131: Raza Youth in Urban Schools: Mis-educating Chicana/o/x and Latina/o/x Communities (CHILATST 131)

This course focuses on the experiences of Chicana/o/x and Latina/o/x youth in U.S. public schools. We will connect historical patterns with contemporary issues in some of this nation¿s largest urban school districts in order to uncover the ways in which urban schools both reflect and reproduce structural inequalities that marginalize Chicana/o/x and Latina/o/x youth. As we consider the origins and persistence of educational inequalities in relation to longstanding forms of violence, domination, and subordination, we will also highlight histories of activism and resistance, including organized struggles for educational justice in Chicana/o/x and Latina/o/x communities. Issues to be addressed include school (de)segregation, standardized testing, educational tracking, unequal opportunities to learn, deficit perspectives, bilingualism and bilingual education, immigration and undocumented students, ethnic studies curricula, and culturally relevant/responsive/sustaining approaches to pedagogy. This course will invite students to visit and observe in urban school settings, interview key stakeholders (students, parents, teachers, and/or policy makers), and reflect on their own K-12 schooling experiences in relation to course themes.
Terms: Spr | Units: 3-5
Instructors: Martinez, R. (PI)

EDUC 140: Honors Research

Provides opportunity for research in pursuit of senior honors theses.
Terms: Aut, Win, Spr | Units: 1-5 | Repeatable for credit

EDUC 148: Ingl├ęs Personal: Coaching Everyday Community English (CHILATST 148, CSRE 148D)

This course is a 1 to 5 unit service learning course that prepares students to provide direct one-on-one service to adult English language learners in East Palo Alto and other surrounding communities. Students meet with and "coach" an adult learner on a weekly basis. Can be repeated for credit.
Terms: Aut, Win, Spr | Units: 1-5 | Repeatable 3 times (up to 15 units total)

EDUC 171: Preschool Counts: Engaging Young Children in Math

This course is focused on concepts and theories of mathematics teaching and learning in Early Childhood Education and includes practical experience teaching aged 4-5 years using online methods. The recent distance learning context has led to new ways of interacting with children that will be explored in the course. Course participants will also investigate early math apps and current teaching technologies, as well as discuss examples of online teaching and learning in preschool and kindergarten contexts. Attendance is expected for online tutoring two times per week in addition to the weekly class meeting. The course may be repeated for credit.
Terms: Win, Spr | Units: 1-3 | Repeatable for credit

EDUC 180: Directed Reading in Education

For undergraduates and master's degree students. (All Areas)
Terms: Aut, Win, Spr | Units: 1-15 | Repeatable for credit
Instructors: Adams, C. (PI) ; Alim, H. (PI) ; Alvarado, A. (PI) ; Annamma, S. (PI) ; Antonio, A. (PI) ; Ardoin, N. (PI) ; Artiles, A. (PI) ; Aukerman, M. (PI) ; Ball, A. (PI) ; Banks, A. (PI) ; Barron, B. (PI) ; Bayati, M. (PI) ; Bettinger, E. (PI) ; Blikstein, P. (PI) ; Boaler, J. (PI) ; Bonnet, G. (PI) ; Booker, A. (PI) ; Borko, H. (PI) ; Brazer, S. (PI) ; Brest, P. (PI) ; Bromley, P. (PI) ; Brown, B. (PI) ; Bryk, T. (PI) ; Calfee, R. (PI) ; Callan, E. (PI) ; Carlson, J. (PI) ; Carnoy, M. (PI) ; Carter, P. (PI) ; Cohen, G. (PI) ; Cotterman, K. (PI) ; Cox, G. (PI) ; Cuban, L. (PI) ; Damon, W. (PI) ; Darling-Hammond, L. (PI) ; Dee, T. (PI) ; Domingue, B. (PI) ; Ehrlich, T. (PI) ; Eisner, E. (PI) ; Ellch, L. (PI) ; Emery, D. (PI) ; Flynn, F. (PI) ; Fogg, B. (PI) ; Fong, B. (PI) ; Forssell, K. (PI) ; Garcia, A. (PI) ; Goldenberg, C. (PI) ; Goldman, S. (PI) ; Gordon, L. (PI) ; Grossman, P. (PI) ; Gumport, P. (PI) ; Haber, N. (PI) ; Haertel, E. (PI) ; Hakuta, K. (PI) ; Hines, M. (PI) ; Hoagland, G. (PI) ; Imbens, G. (PI) ; Jaquith, A. (PI) ; Juel, C. (PI) ; Kamil, M. (PI) ; Kijima, R. (PI) ; Kim, P. (PI) ; Kirst, M. (PI) ; Koski, W. (PI) ; Kozleski, E. (PI) ; Krumboltz, J. (PI) ; Kuboyama, E. (PI) ; Kushner, M. (PI) ; LaFromboise, T. (PI) ; Labaree, D. (PI) ; Langer-Osuna, J. (PI) ; Lee, G. (PI) ; Lee, V. (PI) ; Lemons, C. (PI) ; Leslie, M. (PI) ; Levine, E. (PI) ; Levine, S. (PI) ; Lit, I. (PI) ; Loeb, S. (PI) ; Lotan, R. (PI) ; Loyalka, P. (PI) ; Lythcott, J. (PI) ; Martinez, A. (PI) ; Martinez, R. (PI) ; McCandliss, B. (PI) ; McDermott, R. (PI) ; McFarland, D. (PI) ; McLaughlin, M. (PI) ; Mendoza-Newman, M. (PI) ; Meyerson, D. (PI) ; Murata, A. (PI) ; Nandagopal, K. (PI) ; Nasir, N. (PI) ; O'Hara, S. (PI) ; Obradovic, J. (PI) ; Olkin, I. (PI) ; Osborne, J. (PI) ; Padilla, A. (PI) ; Pea, R. (PI) ; Perez-Granados, D. (PI) ; Peterson, M. (PI) ; Phillips, D. (PI) ; Pope, D. (PI) ; Porteus, A. (PI) ; Powell, W. (PI) ; Ramirez, F. (PI) ; Reich, R. (PI) ; Rogosa, D. (PI) ; Rohlen, T. (PI) ; Rosa, J. (PI) ; Roth, B. (PI) ; Ruiz-Primo, M. (PI) ; Salehi, S. (PI) ; Schwartz, D. (PI) ; Scott, R. (PI) ; Shavelson, R. (PI) ; Silverman, R. (PI) ; Singleton, K. (PI) ; Smith, S. (PI) ; Solano-Flores, G. (PI) ; Sorcar, P. (PI) ; Staklis, S. (PI) ; Stevens, M. (PI) ; Stipek, D. (PI) ; Strober, M. (PI) ; Suarez, D. (PI) ; Thille, C. (PI) ; Tyack, D. (PI) ; Valdes, G. (PI) ; Walker, D. (PI) ; Wieman, C. (PI) ; Williamson, P. (PI) ; Willinsky, J. (PI) ; Wineburg, S. (PI) ; Wise, S. (PI) ; Wolf, J. (PI) ; Wotipka, C. (PI) ; Yeatman, J. (PI) ; Yisrael, D. (PI) ; pearman, f. (PI) ; reardon, s. (PI)
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