Graduate courses in Education

Issues at the intersection of queer theory and educational practice. Experiences, rights, and responsibilities of lesbian, gay, bisexual, transgender, intersex, queer, and questioning students and teachers as members of marginalized or majority cultures.

3 units, Spr (Haertel, E)

EDUC 119X. Writing About Education

Workshop. How to communicate research and thinking in a clear and memorable way. The elements of good writing, word choice, and editing. Choosing the right publication for work; pros and cons of writing for a non-specialist audience; ethics, law, and libel; and how to get published. Students write about their work and share their writing.

1-3 units, not given this year

EDUC 136. World, Societal, and Educational Change: Comparative Perspectives

(Same as EDUC 306D, 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.

4-5 units, Win (Ramirez, F)

EDUC 144X. Child Development In and Beyond Schools

How schools form a context for children's social and cognitive development. Focus is on early and middle childhood. Transactional processes between children and learning opportunities in classroom contexts. Topics include: alternative theoretical perspectives on the nature of child development; early experience and fit with traditional school contexts; assessment practices and implications for developing identities as learners; psychological conceptions of motivational processes and alternative perspectives; the role of peer relationships in schools; and new designs for learning environments. Readings address social science and methodological issues. STEP Elementary only.

2 units, Sum (Staff)

EDUC 146X. Perspectives on the Education of Linguistic Minorities

(Same as APPLLING 207.) Social, political, linguistic, and pedagogical issues associated with educating students who do not speak the language or language variety of the majority society. Focus is on the U.S.; attention to minorities elsewhere. American attitudes toward linguistic and racial minorities. Educational problems of linguistically different children and non-English- or limited-English-speaking children. Approaches to solving problems.

3-5 units, not given this year

EDUC 147X. Human-Computer Interaction in Education

Required for students in the Learning Design and Technology Master's Program. Concepts underlying the design of human-computer interaction including usability and affordances, direct manipulation, systematic design methods, user conceptual models and interface metaphors, design languages and genres, human cognitive and physical ergonomics, information and interactivity structures, design tools, and environments. Studio/discussion component applies these principles to the design of interactive technology for teaching and learning.

3 units, not given this year

EDUC 180S. Pre-field Course for Alternative Spring Break

Limited to students participating in the Alternative Spring Break program. See http://asb.stanford.edu for more inform

1 unit, not given this year

EDUC 185. Master's Thesis

(all areas)

1-15 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff)

EDUC 201. History of Education in the United States

How education came to its current forms and functions, from the colonial experience to the present. Focus is on the 19th-century invention of the common school system, 20th-century emergence of progressive education reform, and the developments since WW II. The role of gender and race, the development of the high school and university, and school organization, curriculum, and teaching. (SSPEP)

3-4 units, Aut (Gordon, L)

EDUC 201B. Education for Liberation

How ethnic, gender, and religious groups have employed education to advance group self-determination and autonomy throughout history. How reformers attempted to impose educational prescriptions on these groups.

3-4 units, not given this year

EDUC 202. Introduction to Comparative and International Education

Contemporary theoretical debates about educational change and development, and the international dimension of issues in education. Emphasis is on the development of students' abilities to make cross-national and historical comparisons of educational phenomena. (SSPEP/ICE)

4-5 units, Aut (Adams, J)

EDUC 202I. Education Policy Workshop in International and Comparative Education

For students in International and Comparative Education. Practical introduction to issues in educational policy making, educational planning, implementation, and the role of foreign expertise/consultants in developing country contexts. (SSPEP/ICE)

3-4 units, not given this year

EDUC 203. The Anthropology of Education

Learning across situations, organizations, institutions, and cultures. How and when people learn and where, with whom and for what and how answers to these questions change across the lifespan. Schools in relation to other settings in which learning takes place for children, adolescents, and adults. Apprenticeship, mentorship, and learning through observation and imitation.

3-5 units, Win (Heath, S)

EDUC 203A. Tutoring: Seeing a Child through Literacy

(Same as EDUC 103A, SOC 103A, SOC 203A.) Experience tutoring grade school readers in a low income community near Stanford under supervision. Training in tutoring; the role of instruction in developing literacy; challenges facing low income students and those whose first language is not English. How to see school and print through the eyes of a child. Ravenswood Reads tutors encouraged to enroll.

4 units, Aut (Juel, C; England, P)

EDUC 204. Introduction to Philosophy of Education

How to think philosophically about educational problems. Recent influential scholarship in philosophy of education. No previous study in philosophy required. (SSPEP)

3 units, Aut (Callan, E)

EDUC 205X. The Impact of Social and Behavioral Science Research on Educational Issues

Ways in which research intersects with educational policy and practice. Emphasis is on behavioral, social, and cognitive traditions. Topics include early childhood education, early reading, science education, bilingual education, school desegregation, class size reduction, classroom organization, violence and juvenile crime, and affirmative action in higher education. Policy debates and how research informs or fails to inform deliberations and decisions in these areas.

3 units, Spr (Hakuta, K)

EDUC 206A. Applied Research Methods in International and Comparative Education I: Introduction

Required for M.A. students in ICE and IEAPA. Orientation to the M.A. program and research project; exploration of resources for study and research. (SSPEP/ICE)

1 unit, Aut (Wotipka, C)

EDUC 206B. Applied Research Methods in International and Comparative Education II: Master's Monograph Proposal

Required for M.A. students in ICE and IEAPA. Development of research skills through theoretical and methodological issues in comparative and international education. Preparation of a research proposal for the M.A. monograph. (SSPEP/ICE)

1-3 units, Win (Wotipka, C)

EDUC 206C. Applied Research Methods in ICE III: Data Collection and Analysis

Required for M.A. students in ICE and IEAPA. Practice in data collection and analysis. Preparation of the first draft of the M.A. monograph. (SSPEP/ICE)

1 unit, Spr (Wotipka, C)

EDUC 206D. Applied Research Methods in International and Comparative Education III: Master's Monograph Workshop

Conclusion of the M.A. program in ICE and IEAPA; required of M.A. students. Reviews of students' research in preparation for their master's monograph. (SSPEP/ICE)

3 units, Sum (Wotipka, C)

EDUC 208B. Curriculum Construction

The theories and methods of curriculum development and improvement. Topics: curriculum ideologies, perspectives on design, strategies for diverse learners, and the politics of curriculum construction and implementation. Students develop curriculum plans for use in real settings. (CTE)

3-4 units, Win (Pope, D)

EDUC 208C. Curriculum: In Theory and Policy

Focus is on key works on the organization and structuring of learning in formal and informal educational settings in light of contemporary issues in curriculum theory, relation of theory and practice, and strategies of curriculum policy development and implementation.

4 units, Spr (Willinsky, J)

EDUC 211. Master's Seminar in Social Sciences in Education

Limited to master's students in SSE. Hands-on forum. The process of developing and shaping a research program, integrating it with academic and field experiences, and building relationships beyond the program. Students conceptualize their projects and focus on researchable topics: effective revising and editing, job searches, working with your adviser, what next? or a celebration of achievements so far. (SSPEP)

1-3 units, not given this year

EDUC 212X. Urban Education

(Same as EDUC 112X.) (Graduate students register for 212X). Combination of social science and historical perspectives trace the major developments, contexts, tensions, challenges, and policy issues of urban education.

3-4 units, Spr (Carter, P)

EDUC 213X. Introduction to Teaching

Key concepts in teaching and learning. Student prior knowledge and preconceptions; facts, concepts, and the organization of knowledge; active learning; behavior and cognition; constructing knowledge; metacognition; motivation and affect; transfer; goals and objectives; zone of proximal development; input; organizing learning; modeling; feedback; practice; individual and group differences among students; and pedagogical content knowledge.

3-4 units, Aut (Goldenberg, C)

EDUC 214X. Social Entrepreneurship

(Same as STRAMGT 369.) The efforts of private citizens to create effective responses to social needs and innovative solutions to social problems. New opportunities for applying business skills in the social sector. Concepts, practices, and challenges of social entrepreneurship in the U.S. and around the world. Frameworks and tools to be more effective in socially entrepreneurial.

4 units, Win (Aubry, R)

EDUC 215X. International Human Rights and Education

Theory and practice. Focus is on how education may be seen as a human rights issue and a tool to educate citizens about their human rights. The history of human rights and the spread of the international human rights regime in terms of organizations and treaties. Issues include street and working children, language rights, and women's right to education.

4-5 units, not given this year

EDUC 217. Philosophical and Methodological Issues in Educational Research

The role causation in educational phenomena, and how to determine causal factors. Is educational research based on a positivistic paradigm? Randomized controlled experimental designs. Criteria for judging the rigor of qualitative modes of inquiry. Do Popperian or Deweyan approaches hold the key to resolving contentious issues? Does a postpositivist perspective hold promise?

3 units, not given this year

EDUC 218. Topics in Cognition and Learning: Innovation and Discovery

How people recruit perceptual mechanisms (such as for navigating, learning about spatial relations such as driving a car, or inferring the behavior of novel device) to understand symbolic and conceptual domains. Do hands-on activities with physical objects promote the development of mathematical thinking? May be repeated for credit.

3 units, Aut (Schwartz, D)

EDUC 220A. Introduction to the Economics of Education

The relationship between education and economic analysis. Topics: labor markets for teachers, the economics of child care, the effects of education on earnings and employment, the effects of education on economic growth and distribution of income, and the financing of education. Students who lack training in microeconomics, register for 220Y for 1 additional unit of credit. (SSPEP/APA)

4 units, Win (Loeb, S)

EDUC 220B. Introduction to the Politics of Education

(Same as GSBGEN 349.) The relationships between political analysis and policy formulation in education; focus is on alternative models of the political process, the nature of interest groups, political strategies, community power, the external environment of organizations, and the implementations of policy. Applications to policy analysis, implementation, and politics of reform. (APA)

4 units, Spr (Bettinger, E)

EDUC 220C. Education and Society

(Same as 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.

4-5 units, not given this year

EDUC 220Y. Introduction to the Economics of Education: Economics Section

For those taking 220A who have not had microeconomics before or who need a refresher. Corequisite: 220A. (SSPEP/APA)

1-2 units, Win (Loeb, S)

EDUC 221A. Policy Analysis in Education

Major concepts associated with the development, enactment, and execution of educational policy. Issues of policy implementation, agenda setting and problem formulation, politics, and intergovernmental relations. Case studies. Goal is to identify factors that affect how analysts and policy makers learn about and influence education. Limited enrollment. Prerequisite: consent of instructor. (SSPEP/APA)

4-5 units, Win (McLaughlin, M)

EDUC 222. Resource Allocation in Education

Problems of optimization and design, and evaluation of decision experience. Marginal analysis, educational production functions, cost effectiveness and cost-benefit analysis, constrained maximization, program evaluation. Introduction to linear models for large-scale data analysis. Implications to model assumptions. (SSPEP)

4-5 units, Spr (Carnoy, M)

EDUC 223. Good Districts and Good Schools: Research, Policy, and Practice

Recent studies of districts and schools that exceed expectations in producing desired results for students. Research methodologies, findings of studies, theories of change in reforming schools and districts and efforts to implement results. Components of good schools and districts. Required project studies a school or district to determine goodness. (SSPEP/APA, CTE)

3-4 units, Win (Cuban, L)

EDUC 226X. Empirical Analysis of Education Governance

Emphasis is on strategies for empirical evaluation. Topics include: school board, superintendent, and principal decision making; the state role in education policy and budgeting; the impact of teacher unionization; and the growing influence of private foundations and parent associations. Students participate in an original data collection effort for an ongoing research project.

3 units, not given this year

EDUC 228E. Becoming Literate in School I

First in a three course sequence. Introduction to reading and language arts theory and methodology for candidates STEP Elementary Teacher program. Instructional methods, formats, and materials.

2 units, Sum (Juel, C)

EDUC 228F. Becoming Literate in School II

Second in a three-course required sequence of reading and language arts theory and methodology for candidates in the STEP Elementary program. Theories for guiding instruction and curricular choices.

3 units, Aut (Staff)

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.

2 units, Win (Staff)

EDUC 228H. Literacy, History, and Social Science

How elementary school teachers can teach history and social science within a literacy framework. Topics include: historical thinking, reading, and writing; current research; applying nonfiction reading and writing strategies to historical texts; using primary sources with elementary students; adapting instruction to meet student needs; state standards; evaluating curriculum; assessing student knowledge; developing history and social science units; and embedding history and social science into the general literacy curriculum.

1 unit, Spr (Staff)

EDUC 229A. Learning Design and Technology Seminar

Four quarter seminar core of the LDT master's program. Designs for learning with technology. Issues and processes relating to internships and careers. Major learning, design, and technology project. Student navigate design sequences in learning environments rooted in practical problems. Theoretical and practical perspectives, hands-on development, and collaborative efforts. (all areas)

1 unit, Aut (Staff)

EDUC 229B. Learning Design and Technology Seminar

1 unit, Win (Staff)

EDUC 229C. Learning Design and Technology Seminar

1 unit, Spr (Staff)

EDUC 229D. Learning Design and Technology Seminar

4-5 units, Sum (Staff)

EDUC 230X. Social Enterprise

(Same as STRAMGT 341.) Approaches for creating social value through a social enterprises including nonprofits, for-profits, and hybrid forms of organization. Perspectives include entrepreneur, CEO, funder, and board member. Topics include undertaking the social entrepreneurship process; mobilizing economic and human resources; achieving social objectives with commercial vehicles; crafting alliances; managing growth; measuring and managing performance; governing for excellence. Case studies. Student teams carry out field-based research in a significant strategic or operational issue of a social enterprise

4 units, Spr (Wei, J)

EDUC 232B. Introduction to Curriculum

What should American schools teach? How should school programs be organized? How can schools determine whether their goals have been achieved? What kind of school organization helps teachers improve their teaching? Historical and contemporary perspective on the curriculum of American schools. Interactions among curriculum, the organizational structure of schools, the conception of the teacher's role, and teaching and student learning assessment. Text, video analysis of teaching, and small group discussions. (CTE)

4 units, not given this year

EDUC 233A. Adolescent Development and Mentoring in the Urban Context

Students engage in an ongoing mentoring relationship with an adolescent from a youth-serving organization. The impact of culture on mentoring. Intervention with children and adolescents, forming positive connections, demonstrating empathy, learning culturally specific caring norms, participating in activities promoting positive youth development. Students are expected to maintain this relationship for at least one additional quarter.

3 units, Aut (LaFromboise, T)

EDUC 233B. Adolescent Development and Mentoring in the Urban Context

Continution of 233A. Topics include: developmental psychology and service learning; collaborating with the community;psychological research on altruism and prosocial behavior; volunteers' motivations; attributions about poverty, and the problem of prejudice.

3 units, Win (LaFromboise, T)

EDUC 234. Career and Personal Counseling

(Same as EDUC 134, PSYCH 192.) Methods of integrating career and personal counseling with clients and counselors from differing backgrounds. Practice with assessment instruments. Case studies of bicultural role conflict. Informal experience in counseling. (PSE)

3 units, not given this year

EDUC 236B. Indigenous Latin America: Diversity and Governance

Debates on indigenous people's inclusion in modern Latin American democratic societies. Constitutions, national legislation, citizenry, role of education, and cultural diversity.

3-5 units, not given this year

EDUC 236X. Indigenous Peoples, Multiculturalism, and Education: Is Social Inclusion Possible in Latin America?

Existing forms of indigenous social organization based on tradition and ancient cosmology; the dynamics of change; and claims for participation and inclusion in present-day democratic societies in Latin America and their implications for the formal education system.

3-5 units, not given this year

EDUC 237X. Social Justice in Education

(Same as EDUC 137X.) (Formerly 320X.) Recent work in political theory to address questions about social justice in educational policy and practice: equality in education, language rights, race and multiculturalism, educational choice.

3 units, not given this year

EDUC 239. Emerging Issues in Child and Adolescent Development

Focus is on critical social and developmental issues that affect children and adolescents. Topics: divorce and single parenting, child care, poverty, sexuality, and mass media, emphasizing the impact of these conditions on normal development, education, and school-related social and cognitive performance. (PSE)

4 units, not given this year

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)

4 units, Aut (Darling-Hammond, L)

EDUC 241S. Organizational Learning

(Same as OB 586.) How firms learn from their experiences and the opportunities created by flawed learning. Common mistakes in learning and barriers to the adoption of effective practices. How to avoid common mistakes and build organizations that learn more effectively to identify possible opportunities in markets. Concepts and findings from organization theory, psychology, decision theory, and statistics.

2 units, Aut (Denrell, J)

EDUC 241X. Organizational Learning

(Same as OB 384.) Why firms do not learn from their experiences and the opportunities created by flawed learning. Common mistakes in learning and barriers to the adoption of effective practices. How to avoid common mistakes and build organizations that learn more effectively to identify possible opportunities in markets. Concepts and findings from organization theory, psychology, decision theory, and statistics. Readings include teaching notes, papers in psychology and organization theory, HBR articles, and Moneyball by Michael Lewis who discusses market-level mistakes in professional baseball.

4 units, Spr (Denrell, J)

EDUC 242. Language Use in the Chicano Community

(Same as SPANLIT 206.) The significance and consequences of language diversity in the culture and society of the U.S. Experiences of non-English background individuals through focus on Spanish-English bilingual communities.

3-5 units, not given this year

EDUC 243. Writing Across Languages and Cultures: Research in Writing and Writing Instruction

Theoretical perspectives that have dominated the literature on writing research. Reports, articles, and chapters on writing research, theory, and instruction; current and historical perspectives in writing research and research findings relating to teaching and learning in this area.

3-5 units, not given this year

EDUC 244. Classroom Management

Student and teacher roles in developing a classroom community. Strategies for classroom management within a theoretical framework. STEP secondary only.

2 units, Aut (Staff)

EDUC 244E. Elementary Classroom Culture and Management

How to best manage a classroom. Student and teacher roles in developing a classroom community. Strategies for classroom management within a theoretical framework. STEP elementary only.

1 unit, Sum (Costanzo, R)

EDUC 244F. Elementary Classroom Culture and Management

Skills for developing a positive classroom learning environment. Theoretical issues and opportunities to acquire strategies and make links with practice teaching class. STEP elementary only.

1 unit, Aut (Staff)

EDUC 246A. Secondary Teaching Seminar

Preparation and practice in issues and strategies for teaching in classrooms with diverse students. Topics: instruction, curricular planning, classroom interaction processes, portfolio development, teacher professionalism, patterns of school organization, teaching contexts, and government educational policy. Classroom observation and student teaching with accompanying seminars during each quarter of STEP year. 16 units required for completion of the program. Prerequisite: STEP student.

3 units, Sum (Lotan, R)

EDUC 246B. Secondary Teaching Seminar

Preparation and practice in issues and strategies for teaching in classrooms with diverse students. Topics: guided observations, building classroom community, classroom interaction processes, topics in special education portfolio development, teacher professionalism, patterns of school organization, teaching contexts, and government educational policy. Classroom observation and student teaching with accompanying seminars during each quarter of STEP year. 16 units required for completion of the program. Prerequisite: STEP student.

4 units, Aut (Lotan, R)

EDUC 246C. Secondary Teaching Seminar

5 units, Win (Compton, C)

EDUC 246D. Secondary Teaching Seminar

4-7 units, Spr (Lotan, R)

EDUC 246E. Elementary Teaching Seminar

Integrating theory and practice in teacher development. Topics include: equity, democracy, and social justice in the context of teaching and learning; teacher reflection, inquiry, and research; parent/teacher relationships; youth development and community engagement; professional growth and development; teacher leadership and school change processes; preparation for the job search, the STEP Elementary Portfolio, and the STEP Elementary Conference. Prerequisite: STEP student.

3 units, Sum (Lit, I)

EDUC 246F. Elementary Teaching Seminar

5-7 units, Aut (Lit, I)

EDUC 246G. Elementary Teaching Seminar

2 units, Win (Rutherford, S)

EDUC 246H. Elementary Teaching Seminar

5 units, Spr (Lit, I)

EDUC 247. Moral Education

Contemporary scholarship and educational practice related to the development of moral beliefs and conduct in young people. The psychology of moral development; major philosophical, sociological, and anthropological approaches. Topics include: natural capacities for moral awareness in the infant; peer and adult influences on moral growth during childhood and adolescence; extraordinary commitment during adulthood; cultural variation in moral judgment; feminist perspectives on morality; the education movement in today's schools; and contending theories concerning the goals of moral education. (PSE)

3 units, not given this year

EDUC 248X. Issues of Curriculum and Pedagogy in Multicultural Classrooms

Debates concerning race, class, gender and sexuality, and ethnicity as they impact curriculum and practice in heterogeneous classrooms. How teachers and students can become agents of educational change. Sources include videos, scholarship, popular press, and voices of practitioners, students, and families.

3-4 units, not given this year

EDUC 249. Theory and Issues in the Study of Bilingualism

(Same as 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. (SSPEP)

3-5 units, Aut (Valdes, G)

EDUC 250A. Inquiry and Measurement in Education

Part of doctoral research core. The logic of scientific inquiry in education, including identification of research questions, selection of qualitative or quantitative research methods, design of research studies, measurement, and collection, analysis and interpertation of evidence.

3 units, not given this year

EDUC 250B. Statistical Analysis in Education: Regression

Primarily for doctoral students; part of doctoral research core; prerequisite for advanced statistical methods courses in School of Education. Basic regression, a widely used data-analytic procedure, including multiple and curvilinear regression, regression diagnostics, analysis of residuals and model selection, logistic regression. Proficiency with statistical computer packages.

4 units, Win (Reardon, S)

EDUC 250C. Qualitative Analysis in Education

Primarily for doctoral students; part of doctoral research core. Methods for collecting and interpreting qualitative data including case study, ethnograpy, discourse analysis, observation, and interview.

4 units, Win (Goldman, S; Barron, B)

EDUC 251B. Statistical Analysis in Educational Research: Analysis of Variance

Primarily for doctoral students. ANOVA models as widely used data analytic procedures, especially in experimental, quasi-experimental, and criterion-group designs. Topics: single-factor ANOVA; factorial between and within subjects and mixed design ANOVA (fixed, random, and mixed models); analysis of covariance; and multiple comparison procedures. Prerequisite: 250A or equivalent. (all areas)

4 units, Spr (Shavelson, R)

EDUC 251C. Statistical Analysis in Educational Research: Applied Multivariate Analysis

Primarily for doctoral students in education, social, and behavioral sciences. Multivariate analysis of variance, discriminant analysis, factor analysis, correlation analysis. Advanced regression methods. Data compression: principal components analysis, clustering. Computer packages for data analysis. Prerequisite: 250B, 257, STATS 200, or equivalent. (all areas)

1-4 units, not given this year

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. Prerequisite: STATS 190 or equivalent. (PSE)

3-4 units, not given this year

EDUC 253X. Teaching the Unteachable: Teaching and Representing the Holocaust

(Same as HISTORY 237B.) Theodore Adorno asked whether it was possible to write poetry after Auschwitz; whatever the answer, each year witnesses exponential growth in state-sponsored mandates to teach the Holocaust. How and to what end does catastrophe become curriculum? How to assess what students learn from these efforts. The Nazis' efforts to teach for hate, and contemporary parallels. Historical and educational sources, especially films and memoirs.

3-5 units, not given this year

EDUC 254X. Leadership in Diverse Organizations

(Same as OB 393.) How improve capacity to exercise leadership and work effectively with others within the context of culturally diverse groups and organizations. Premise is that diversity presents challenges and opportunities that pushestudents to develop leadership skills relevant across a variety of situations. What social and psychological obstacles limit people's ability to work effectively across identity-based differences? What can people do to build the relational and organizational capacity to enable these differences to be a resource for learning and effectiveness within teams and organizations? Focus is on dynamics of race and gender; attention to other dimensions of identity and difference in organizations, including sexual orientation, nationality, class, and religion.

4 units, AUt (Meyerson, D)

EDUC 256. Psychological and Educational Resilience Among Children and Youth

Psychological and educational theories of resilience as they relate to children and youth. Emphasis is on family, school, and community assets as they relate to protective factors that create conditions of resilience. How protective factors can be used to create healthy communities that enhance the life qualities of at-risk children and youth.

4 units, Spr (Padilla, A)

EDUC 257A. Statistical Methods for Behavioral and Social Sciences

For students with experience in empirical research. Analysis of data from experimental studies through factorial designs, randomized blocks, repeated measures; regression methods through multiple regression, model building, analysis of covariance; categorical data analysis through log-linear models, logistic regression. Integrated with the use of statistical computing packages. Prerequisite: analysis of variance and regression at the level of STATS 161.

3 units, not given this year

EDUC 257B. Statistical Methods for Behavioral and Social Sciences

3 units, not given this year

EDUC 257C. Causal Inference in Quantitative Educational and Social Science Research

(Same as SOC 257.) Quantitative methods to make causal inferences in the absence of randomized experiment including the use of natural and quasi-experiments, instrumental variables, regression discontinuity, matching estimators, longitudinal methods, fixed effects estimators, and selection modeling. Assumptions implicit in these approaches, and appropriateness in research situations. Students develop research proposals relying on these methods. Prerequisites: exposure to quantitative research methods; multivariate regression.

3-5 units, Spr (Reardon, S)

EDUC 258. Literacy Development and Instruction

Literacy acquisition as a developmental and educational process. Problems that may be encountered as children learn to read. How to disentangle home, community, and school instruction from development.

3 units, not given this year

EDUC 259X. Application of Hierarchical Linear Models in Behavioral and Social Research

(Same as OB 682.) The fundamental phenomenon of interest in educational research is the growth in knowledge and skills of individual students. Two facts - that children's growth is typically the object of inquiry and that such growth occurs in organizational settings - correspond to two of the most troublesome and persistent methodological problems in the social sciences: the measurement of change and the assessment of multi-level effects (also referred to as the unit of analysis problem). Although these two methodological problems have distinct, long-standing, and non-overlapping literatures, these problems, in fact, share a common cause - the inadequacy of traditional statistical techniques for the modeling of hierarchy.

4 units, Aut (Staff), not given this year

EDUC 260X. Understanding Statistical Models and their Social Science Applications

(Same as HRP 239, STATS 209.) Statistical modeling in experimental and non-experimental settings, including misconceptions in social science applications such as causal models. Text is Statistical Models: Theory and Practice, by David Freedman. See http://www-stat.stanford.edu/~rag/stat209. Prerequisite: intermediate-level statistical methods including multiple regression, logistic regression, and log-linear models.

3 units, Win (Rogosa, D)

EDUC 261X. Justice at Home and Abroad: Civil Rights in the 21st Century

(Same as ETHICSOC 137R, POLISCI 137R, POLISCI 337R.) Focus is on theories of justice. How the core ideals of freedom, equality, and security animate theories which John Rawls considers the first virtue of social institutions. Topics include the U.S. Constitution as a legal framework for the operation of these ideals, civil rights legislation and litigation as the arena of tensions between those ideals, and how ideas of justice function both at home and abroad to impact civil liberties in today's war on terror.

5 units, Aut (Reich, R; Steyer, J)

EDUC 262A. Curriculum and Instruction in English

Approaches to teaching English in the secondary school, including goals for instruction, teaching techniques, and methods of evaluation. (STEP)

2 units, Sum (Staff)

EDUC 262B. Curriculum and Instruction in English

Approaches to teaching English in the secondary school, including goals for instruction, teaching techniques, and methods of evaluation. STEP secondary only.

3 units, Aut (Grossman, P)

EDUC 262C. Curriculum and Instruction in English

Approaches to teaching English in the secondary school, including goals for instruction, teaching techniques, and methods of evaluation. (STEP)

3 units, Win (Compton, C)

EDUC 263A. Curriculum and Instruction in Mathematics

The purposes and programs of mathematics in the secondary curriculum; teaching materials, methods. Prerequisite: STEP student or consent of instructor. (STEP) 263A. Sum, 263B. Aut, 263C. Win

2 units, Sum (Staff)

EDUC 263B. Curriculum and Instruction in Mathematics

The purposes and programs of mathematics in the secondary curriculum; teaching materials, methods. Prerequisite: STEP student or consent of instructor. (STEP) 263A. Sum, 263B. Aut, 263C. Win

3 units, Aut (Staff)

EDUC 263C. Curriculum and Instruction in Mathematics

The purposes and programs of mathematics in the secondary curriculum; teaching materials, methods. Prerequisite: STEP student or consent of instructor. (STEP) 263A. Sum, 263B. Aut, 263C. Win

3 units, Win (Staff)

EDUC 263E. Quantitative Reasoning in Mathematics I

First of a three-course sequence in mathematics for STEP elementary teacher candidates. Content, pedagogy, and context. Mathematics subject matter; the orchestration of teaching and learning of elementary mathematics including curriculum, classroom and lesson design, and cases studies. Sociocultural and linguistic diversity, equity, differentiation of instruction, the impact of state and national standards, and home/community connections.

2 units, Aut (Murata, A)

EDUC 263F. Quantitative Reasoning in Mathematics II

Second of a three-course sequence in mathematics for STEP elementary teacher candidates. Content, pedagogy, and context. Mathematics subject matter; the orchestration of teaching and learning of elementary mathematics including curriculum, classroom and lesson design, and cases studies. Sociocultural and linguistic diversity, equity, differentiation of instruction, the impact of state and national standards, and home/community connections.

2-3 units, Aut (Murata, A)

EDUC 263G. Quantitative Reasoning in Mathematics III

Third of a three-course sequence in mathematics for STEP elementary teacher candidates. Content, pedagogy, and context. Mathematics subject matter; the orchestration of teaching and learning of elementary mathematics including curriculum, classroom and lesson design, and cases studies. Sociocultural and linguistic diversity, equity, differentiation of instruction, the impact of state and national standards, and home/community connections.

3 units, Win (Murata, A)

EDUC 264A. Curriculum and Instruction in World Languages

Approaches to teaching foreign languages in the secondary school, including goals for instruction, teaching techniques, and methods of evaluation. Prerequisite: STEP student. (STEP)

2 units, Sum (Staff)

EDUC 264B. Curriculum and Instruction in World Languages

Approaches to teaching foreign languages in the secondary school, including goals for instruction, teaching techniques, and methods of evaluation. STEP secondary only.

3 units, Aut (Staff)

EDUC 264C. Curriculum and Instruction in World Languages

Approaches to teaching foreign languages in the secondary school, including goals for instruction, teaching techniques, and methods of evaluation. Prerequisite: STEP student. (STEP)

3 units, Win (Staff)

EDUC 264E. Methods and Materials in Bilingual Classrooms

Restricted to STEP elementary teacher candidates in the BCLAD program. Theories, research, and methods related to instruction of Spanish-English bilingual children, grades K-8. Approaches to dual language instruction, and pedagogical and curricular strategies for the instruction of reading, language arts, science, history, social science, and math in Spanish. Assessment issues and practices with bilingual students. In Spanish.

2 units, Aut (Staff)

EDUC 265. History of Higher Education in the U.S.

(Same as EDUC 165.) 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. (SSPEP-APA)

3-4 units, Win (Gordon, L)

EDUC 266X. Workshop in Practical Quantitative Research on Educational Policy and Inequality

Conceptual and technical skills for analyzing data concerning educational policy and inequality. How to design analytic strategies using available data sources. Interpreting and presenting results. Prerequisite: 250A.

3 units, Spr (Loeb, S)

EDUC 267A. Curriculum and Instruction in Science

Possible objectives of secondary science teaching and related methods: selection and organization of content and instructional materials; lab and demonstration techniques; evaluation, tests; curricular changes; ties with other subject areas. Prerequisite: STEP student or consent of instructor. (STEP)

2 units, Sum (Brown, B; Lythcott, J)

EDUC 267B. Curriculum and Instruction in Science

3 units, Aut (Brown, B)

EDUC 267C. Curriculum and Instruction in Science

3 units, Win (Lythcott, J)

EDUC 267E. Development of Scientific Reasoning and Knowledge

For STEP elementary teacher candidates. Theories and methods of teaching and learning science. How to develop curricula and criteria for critiquing curricula. Students design a science curriculum plan for a real setting. State and national science frameworks and content standards. Alternative teaching approaches; how to select approaches that are compatible with learner experience and lesson objectives. Focus is on the linguistic and cultural diversity of California public school students.

2 units, Aut (Staff)

EDUC 267F. Development of Scientific Reasoning and Knowledge II

Continuation of 267E. Scientific knowledge and pedagogical skills for supporting science instruction. Topics include: how children build scientific understandings and what that understanding might look and sound like in young children; what school science is and how concepts are connected to the doing of it; physical, life, and earth science constructs.

2 units, Spr (Lythcott, J)

EDUC 268A. Curriculum and Instruction in History and Social Science

The methodology of history instruction: teaching for historical thinking and reasoning; linking the goals of teaching history with literacy; curriculum trends; and opportunities to develop teaching and resource units. Prerequisite: STEP student.

2 units, Sum (Wineburg, S)

EDUC 268B. Curriculum and Instruction in History and Social Science

3 units, Aut (Staff)

EDUC 268C. Curriculum and Instruction in History and Social Science

3 units, Win (Staff)

EDUC 268E. Elementary History and Social Science

Teaching and learning history and social science in the elementary grades. What is included in the discipline and why it is important to teach. The development of historical thinking among children. How students learn and understand content in these disciplines.

3-4 units, not given this year

EDUC 269. Analysis of Teaching

Student learning and the epistemology of school subjects as related to the planning and implementation of teaching, analysis of curriculum, and evaluation of performance and understanding. Readings and activities are coordinated with student teaching activities of participants. Prerequisite: STEP student or consent of instructor.

3 units, not given this year

EDUC 269X. The Ethics in Teaching

Goal is to prepare for the ethical problems teachers confront in their professional lives. Skills of ethical reasoning, familiarity with ethical concepts, and how to apply these skills and concepts in the analysis of case studies. Topics: ethical responsibility in teaching, freedom of speech and academic freedom, equality and difference, indoctrination, and the teaching of values.

1 unit, Win (Callan, E)

EDUC 270A. Learning to Lead in Public Service Organizations

For Haas Center student service organization leaders. (Davis)

3-5 units, not given this year

EDUC 273. Gender and Higher Education: National and International Perspectives

(Same as SOC 273.) The effects of interactions between gender and the structures of higher education; policies seeking changes in those structures. Topics: undergraduate and graduate education, faculty field of specialization, rewards and career patterns, sexual harassment, and the development of feminist scholarship and pedagogy.

4 units, Spr (Wotipka, C)

EDUC 276. Educational Assessment

Reliability, validity, bias, fairness, and properties of test scores. Uses of tests to monitor, manage, and reform instruction. Testing and competition, meritocracy, achievement gaps, and explanations for group differences.

3 units, Win (Haertel, E)

EDUC 277. Education of Immigrant Students: Psychological Perspectives

(Same as EDUC 177.) Historical and contemporary approaches to educating immigrant students. Case study approach focuses on urban centers to demonstrate how stressed urban educational agencies serve immigrants and native-born U.S. students when confronted with overcrowded classrooms, controversy over curriculum, current school reform movements, and government policies regarding equal educational opportunity. (SSPEP)

4 units, Win (Padilla, A)

EDUC 278. Introduction to Issues in Evaluation

Open to master's and doctoral students with priority to students from education. Focus is on the basic literature and major theoretical and practical issues in evaluation. Introduction to basic concepts and intellectual debates in the field: knowledge construction, purpose of evaluation, values in evaluation, knowledge utilization, professional standards of evaluation practice. Enrollment limited to 18. (SSPEP)

3 units, Spr (Porteus, A)

EDUC 279. Urban Youth and Their Institutions: Research and Practice

(Same as EDUC 179.) The determinants and consequences of urban life for youth, emphasizing disciplinary and methodological approaches, and the gap between the perspectives of state and local organizations and those of youth and their communities. The diversity of urban youth experiences with respect to ethnicity, gender, and immigration histories. Case studies illustrate civic-level and grassroots institutions, their structures, networks, and philosophies; historical and contemporary realities of urban youth for policy makers, educators, and researchers. Limited enrollment. Prerequisite: consent of instructor. (SSPEP/APA)

4-5 units, Aut (McLaughlin, M)

EDUC 279B. Youth Empowerment and Civic Engagement

(Same as EDUC 179B.) Focus is on youth development policies and practices: what makes them effective, and how they operate in broader institutional contexts. Research-based information; conceptual underpinnings; best learning from experience; and the perspective of expert youth workers, policymakers, and youth about what works.

2-4 units, not given this year

EDUC 284. Teaching and Learning in Heterogeneous Classrooms

Teaching in academically and linguistically heterogeneous classrooms requires a repertoire of pedagogical strategies. Focus is on how to provide access to intellectually challenging curriculum and equal-status interaction for students in diverse classrooms. Emphasis is on group work and its cognitive, social, and linguistic benefits for students. How to prepare for group work, equalize participation, and design learning tasks that support conceptual understanding, mastery of content and language growth. How to assess group products and individual contributions. (STEP)

3 units, Aut (Lotan, R)

EDUC 285X. Supporting Students with Special Needs

For STEP teacher candidates. Needs of exceptional learners, identification of learning differences and disabilities, and adaptations in the regular inclusion classroom. Legal requirements of special education, testing procedures, development of individualized education plans, and support systems and services. Students follow a special needs learner to understand diagnosis, student needs, and types of services.

2-3 units, Spr (Fur, E)

EDUC 288. Organization Studies: Theories and Analyses

(Same as SOC 366.) Principles of organizational behavior and analysis; theories of group and individual behavior; organizational culture; and applications to school organization and design. Case studies.

4 units, Aut (Drori, G)

EDUC 290. Leadership: Research, Policy, and Practice

Conceptions of leadership that include the classroom, school, district office, and state capitol. The role of complexity; organizational leaders outside of schools past and present, and how that complexity permitted leadership to arise. Case studies. (SSPEP/APA)

4 units, not given this year

EDUC 291. Learning Sciences and Technology Design Research Seminar and Colloquium

Students and faculty present and critique new and original research relevant to the Learning Sciences and Technology Design doctoral program. Goal is to develop a community of scholars who become familiar with each other's work. Practice of the arts of presentation and scholarly dialogue while introducing seminal issues and fundamental works in the field.

1-3 units, Aut (Barron, B), Win (Schwartz, D), Spr (Goldman, S)

EDUC 291X. Introduction to Survey Research

(Same as EDUC 191X.) Planning tasks, including problem formulation, study design, questionnaire and interview design, pretesting, sampling, interviewer training, and field management. Epistemological and ethical perspectives. Issues of design, refinement, and ethics in research that crosses boundaries of nationality, class, gender, language, and ethnicity.

3-4 units, Win (Adams, J)

EDUC 293X. American Philosophy of Education

A century of classical writers in American philosophy, focusing on work on education, democracy, learning, and culture. Texts by Emerson, Peirce, James, Dewey, and Mead.

3-4 units, not given this year

EDUC 295. Learning and Cognition in Activity

(Same as PSYCH 261A.) Methods and results of research on learning, understanding, reasoning, problem solving, and remembering, as aspects of participation in social organized activity. Principles of coordination that support cognitive achievements and learning in activity settings in work and school environments.

3 units, not given this year

EDUC 298. Online Communities of Learning

Historical foundations, theoretical perspectives, underlying learning theories, case studies, and enabling technologies of online learning communities across and within K-12 schools, among teachers, in professional collaborations in the sciences, and across informal communities of interest in society.

3 units, not given this year

EDUC 301B. Theoretical Debates in the History of Education

How and to what purpose should students be educated in America? What is an appropriate curriculum? Do all students deserve or need the same curriculum?

3-4 units, not given this year

EDUC 303X. Designing Learning Spaces

Project-based. How space shapes personal interactions and affords learning opportunities In formal and informal settings. How to integrate learning principles into the design of spaces and develop a rubric to assess the impact on learning.

3-4 units, not given this year

EDUC 304. The Philosophical and Educational Thought of John Dewey

(Same as PHIL 242.) Dewey's pragmatic philosophy and educational thought; his debt to Darwin, Hegel, Peirce, and James; his educational writings including Democracy and Education; and his call for a revolution in philosophy in Reconstruction in Philosophy. (SSPEP)

4 units, not given this year

EDUC 306A. Education and Economic Development

Case material considers development problems in the U.S. and abroad. Discussion sections on economic aspects of educational development. (SSPEP/ICE)

5 units, Aut (Carnoy, M)

EDUC 306B. Politics, Policy Making, and Schooling Around the World

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.

3-4 units, Spr (Adams, J)

EDUC 306C. Political Economy of the Mind

Theories of political economy related to theories of the learning mind, emphasizing theories of genius. Readings from Pascal, Defoe, Smith, Balzac, Emerson, Marx, Veblen, Joyce, and Morrison. (SSPEP)

3-4 units, not given this year

EDUC 306D. World, Societal, and Educational Change: Comparative Perspectives

(Same as 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.

4-5 units, Win (Ramirez, F)

EDUC 306Y. Economic Support Seminar for Education and Economic Development

Core economic concepts that address issues in education in developing and developed countries. Supply and demand, elasticity, discount rates, rate of return analysis, utility functions, and production functions. Corequisite: 306A. (Carnoy)

1 unit, Aut (Carnoy, M)

EDUC 307B. The Politics of International Cooperation in Education

(Same as EDUC 107.) (Undergraduates and master's students register for 107.) Analysis of policies and practices in international cooperation, assistance, and exchange. The role of international organizations (World Bank, UNESCO, OECD) and the politics of multilateral and bilateral assistance programs. (SSPEP/ICE, APA)

3-4 units, not given this year

EDUC 307X. Organizing for Diversity: Opportunities and Obstacles in Groups and Organizations

Obstacles in organizations and groups that prevent people from participating, working effectively, and developing relationships in the context of diversity. How to create conditions in which diversity enhances learning and effectiveness? Experiential exercises; students experiment with conceptual and analytic skills inside and outside of the classroom.

3-4 units, not given this year

EDUC 309X. Educational Issues in Contemporary China

(Same as EDUC 109X.) Reforms such as the decentralization of school finance, emergence of private schools, expansion of higher education, and reframing of educational policy to focus on issues of quality. Have these reforms exacerbated educational inequality.

3-4 units, not given this year

EDUC 310. Sociology of Education: The Social Organization of Schools

(Same as EDUC 110, SOC 132, SOC 332.) Seminar. Key sociological theories and empirical studies of the links between education and its role in modern society, focusing on frameworks that deal with sources of educational change, the organizational context of schooling, the impact of schooling on social stratification, and the relationships between the educational system and other social institutions such as families, neighborhoods, and the economy.

4 units, Win (Carter, P)

EDUC 314. Workshop in Economics of Education

Research by students and faculty engaged in problems in the economics of education. Prerequisites: advanced graduate training in economics theory and methodology; current ongoing research. May be repeated for credit. (SSPEP)

1-2 units, not given this year

EDUC 315X. Race and Ethnicity in Society and Institutions

(Same as SOC 347.) Primarily for doctoral students. Major theories and empirical research. Emphasis is on schooling and race, racial identity, urban issues, and the impact of immigration on race relations.

1-5 units, Win (McDermott, M; Carter, P)

EDUC 316. Social Network Analysis

(Same as SOC 369.) The educational applications of social network analysis. Introduction to social network theory, methods, and research applications in sociology. Network concepts of interactionist (balance, cohesion, centrality) and structuralist (structural equivalence, roles, duality) traditions are defined and applied to topics in small groups, social movements, organizations, communities. Students apply these techniques to data on schools and classrooms. (SSPEP)

4-5 units, Aut (McFarland, D)

EDUC 321A. Emerging Conceptions of Qualitative and Ethnographic Research

Issues of knowing via forms through which human beings have historically represented the world and how they care about it, including narrative, visual images, and poetry. How to see and represent the educational worlds. Sources include videotaped classrooms in action, film excerpts that reveal human relations, and literary forms that describe classroom situations. Materials and procedures used by researchers, film makers, and fiction writers.

4-5 units, not given this year

EDUC 321X. Leading Social Change: Educational and Social Entrepreneurship

(Same as OB 385.) Mechanisms of change and theories of action. Case studies; guest lecturers.

4 units, not given this year

EDUC 322. Discourse of Liberation and Equity in Schools and Society

Issues and strategies for studying oral and written discourse as a means for understanding classrooms, students, and teachers, and teaching and learning in educational contexts. The forms and functions of oral and written language in the classroom, emphasizing teacher-student and peer interaction, and student-produced texts. Individual projects utilize discourse analytic techniques. Prerequisite: graduate status or consent of instructor. (SSPEP)

3-5 units, not given this year

EDUC 323A. Introduction to Education Policy Analysis

The formulation and improvement of federal and state education and children policies. Key current policy issues and trends in politics. Topics: the federal role in education and child care. (SSPEP)

3 units, Win (Kelemen, M)

EDUC 324. Business Opportunities in Education

(Same as GSBGEN 545.) For students in the joint degree program in Business and Education; open to others. Changing market mechanisms and emerging technologies creating opportunities in for-profit education and training organizations. Interaction of firms with public sectors. Roles of public administrators, educators, investors, and technology providers in defining opportunities, challenges, and constraints for education and training firms. Approaches to strategy formation, product development, and operations. Guest experts. (SSPEP/APA)

2 units, not given this year

EDUC 325A. Proseminar 1

Required of and limited to first-year Education doctoral students. Core questions in education: what is taught, to whom, and why; how do people learn; how do teachers teach and how do they learn to teach; how are schools organized; how are educational systems organized; and what are the roles of education in society?

3 units, Aut (McFarland, D; Willinsky, J)

EDUC 325B. Proseminar 2

3 units, Win (Borko, H; Barron, B)

EDUC 325C. Proseminar 3

3 units, Spr (Labaree, D; Ramirez, F)

EDUC 327A. The Conduct of Qualitative Inquiry

Two quarter sequence for doctoral students to engage in research that anticipates, is a pilot study for, or feeds into their dissertations. Prior approval for dissertation study not required. Students engage in common research processes including: developing interview questions; interviewing; coding, analyzing, and interpreting data; theorizing; and writing up results. Participant observation as needed. Preference to students who intend to enroll in 327C.

3-4 units, not given this year

EDUC 327C. The Conduct of Qualitative Inquiry

For doctoral students. Students bring research data for analysis and writing. Preference to those who have completed 327A.

1-4 units, not given this year

EDUC 328X. Topics in Learning and Technology: Interactivity and Feedback

Content changes each year. Interactivity including manipulation of an object, talking to another person, or clicking on a mouse. Proposals for the active learning ingredient of interactivity, and how different technologies capitalize on these ingredients.

3 units, not given this year

EDUC 329X. Seminar on Teacher Professional Development

For master's and doctoral students. Theories, principles, and models of professional development. Issues include: different conceptions of teacher, practice, and development; what gets developed in professional development; pedagogies of professional development; structures to support teacher learning; evaluating professional development; and policy issues. Field observation.

1-4 units, Spr (Borko, H)

EDUC 330X. Economic Approaches to Education Policy Analysis

(Same as GSBGEN 347.) Policy issues in education using the tools of microeconomics. How schools are funded; implications for efficiency, equity, and adequacy of resources. The impact of school resources on educational and economic well-being. Teacher labor markets. How teachers impact student achievement. How systems of school choice affect schools and students. How accountability has changed schooling. The effects of changes in affirmative action and financial aid in higher education. Prerequisites: intermediate microeconomics and regression analysis.

4 units, not given this year

EDUC 331A. Introduction to Research Design in Administration and Policy Analysis

Required for first-year APA doctoral students; SSPEP first-year doctoral students with consent of instructor. How to conduct literature reviews. How to use literature to frame and formulate problem statements, research questions, and conceptual frameworks. (APA)

3-5 units, Spr (Antonio, A)

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.

3 units, Aut (McDermott, R; Goldman, S)

EDUC 333B. Imagining the Future of Learning

How to understand and forecast social, educational, technological trends; how to develop concepts and ideas for engaging learning and technology. Presentations of scenarios for future learning concepts from education, government, technology, business and leisure sectors. Experiments with the research and visioning processes.

3 units, Win (Goldman, S)

EDUC 336X. Language, Identity, and Classroom Learning

As contemporary research focuses on how people act and recognize each other, analyzing interaction while acknowledging identity allows for a dynamic examination of cultural interaction. Broad cultural categorization can be overly expansive in identifying the characteristics of large groups of individuals.

1-3 units, Aut (Brown, B)

EDUC 337. Sociocultural Theory and Practices: Race, Ethnicity, and Linguistic Diversity in Classrooms

(Same as EDUC 103B.) Focus is on classrooms with students from diverse racial, ethnic and linguistic backgrounds. Studies, writing, and media representation of urban and diverse school settings; implications for transforming teaching and learning. Issues related to developing teachers with attitudes, dispositions, and skills necessary to teach diverse students.

3-5 units, not given this year

EDUC 339X. Advanced Topics in Quantitative Policy Analysis

For doctoral students. How to develop a researchable question and research design, identify data sources, construct conceptual frameworks, and interpret empirical results. Presentation by student participants and scholars in the field. May be repeated for credit.

1-2 units, Aut (Reardon, S; Loeb, S), Win (Reardon, S; Loeb, S), Spr (Reardon, S; Loeb, S)

EDUC 340. Psychology and American Indian Mental Health

Western medicine's definition of health as the absence of sickness, disease, or pathology; Native American cultures' definition of health as the beauty of physical, spiritual, emotional, and social things, and sickness as something out of balance. Topics include: historical trauma; spirituality and healing; cultural identity; values and acculturation; and individual, school, and community-based interventions. Prerequisite: experience working with American Indian communities.

3-5 units, not given this year

EDUC 341X. Urban School System Reform

Strategies for large-scale reform of complex school systems. Case studies of urban school systems. Sources include approaches developed in management studies, organizational behavior, and school reform. Political and community contexts; the role of urban superintendents and administrators in creating reform strategies. Factors such as labor relations and the regulatory environment. Guest speakers.

4 units, Spr (Darling-Hammond, L)

EDUC 342. Child Development and New Technologies

Focus is on the experiences computing technologies afford children and how these experiences might influence development. Sociocultural theories of development as a conceptual framework for understanding how computing technologies interact with the social ecology of the child and how children actively use technology to meet their own goals. Emphasis is on influences of interactive technology on cognitive development, identity, and social development equity.

1-3 units, not given this year

EDUC 344. Child Development and Schooling

How the practices and activities of schooling influence the social, emotional, and cognitive development of children. Metatheoretical approaches (mechanistic, organismic, developmental contextualist metamodels) and methods of conducting research on schooling and development (experimental, survey, ethnographic, intervention). Topics: how teaching practices influence cognitive growth in academic domains; how the organizational structures of schools (grade related transitions, class organizations) fit or fail to fit developmental needs; how friendship groups create contexts for learning and can lead to different trajectories of development; and how grading and other evaluative practices influence motivational orientations. Focus is on elementary school years. (PSE)

3-4 units, not given this year

EDUC 346. Research Seminar in Higher Education

Required for higher education students. Major issues, current structural features of the system, the historical context that shaped it, and theoretical frameworks. The purposes of higher education in light of interest groups including students, faculty, administrators, and external constituents. Issues such as diversity, stratification, decentralization, and changes that cut across these groups. (APA)

4 units, Aut (Antonio, A)

EDUC 347. The Economics of Higher Education

(Same as GSBGEN 348.) Topics: the worth of college and graduate degrees, and the utilization of highly educated graduates; faculty labor markets, careers, and workload; costs and pricing; discounting, merit aid, and access to higher education; sponsored research; academic medical centers; and technology and productivity. Emphasis is on theoretical frameworks, policy matters, and the concept of higher education as a public good. Stratification by gender, race, and social class.

4 units, Win (Bettinger, E)

EDUC 349X. Accountability and Assessment in Higher Education

Organizational report cards and accountability mechanisms: demand for and problems with them. Report cards as policy instruments; how they address information asymmetries; as alternatives to direct regulation; and current policy conditions that support them such as education standards and reform. Politics including interested audiences and organizational responses. An attempt to redesign an education report card.

3 units, not given this year

EDUC 350A. Psychological Studies in Education

Required of first-year doctoral students in Psychological Studies; others by consent of instructor. Introduction to the doctoral program in Psychological Studies in Education and to faculty and student research. (PSE)

2 units, not given this year

EDUC 350B. Psychological Studies in Education

2-3 units, not given this year

EDUC 350C. Psychological Studies in Education

Individual research projects in a group context. (PSE)

1-2 units, not given this year

EDUC 351A. Design and Analysis of Longitudinal Research

The analysis of longitudinal data as central to empirical research on learning and development. Topics: growth models, measurement of change, reciprocal effects, stability, analysis of durations including survival analysis, and experimental and non-experimental group comparisons. See http://www.stanford.edu/~rag/. Prerequisite: statistics at the level of 257. (PSE)

3 units, not given this year

EDUC 351C. Workshop in Technical Quality of Educational Assessments and Accountability

Topics include: determinations of accuracy for individual scores and group summaries; design and reporting of educational assessments; achievement instruments in state-level accountability systems; and policy implications of statistical properties. See http://www.stanford.edu/~rag/.

3 units, not given this year

EDUC 353A. Problems in Measurement: Item Response Theory

Alternative mathematical models used in test construction, analysis, and equating. Emphasis is on applications of item response theory (latent trait theory) to measurement problems, including estimation of item parameters and person abilities, test construction and scoring, tailored testing, mastery testing, vertical and horizontal test equating, and detection of item bias. Prerequisites: 252 and 257, or PSYCH 248 and 252, or equivalent. (PSE)

3 units, Aut (Haertel, E)

EDUC 353C. Problems in Measurement: Generalizability Theory

Application to analysis of educational achievement data, including performance assessments. Fundamental concepts, computer programs, and actual applications. (PSE)

3 units, not given this year

EDUC 354X. School-Based Decision Making

Leadership and organizational issues. Emphasis is on building capacity for individual schools to make decisions, establishment of an inquiry process at the school level, use and availability of information, implementation and evaluation of decisions, parental involvement, and support of school-based decisions by districts. (SSPEP/APA)

4 units, Win (Staff)

EDUC 356. Memory, History, and Education

(Same as HISTORY 337C.) Interdisciplinary. Since Herodotus, history and memory have competed to shape minds: history cultivates doubt and demands interpretation; memory seeks certainty and detests that which thwarts its aims. History and memory collide in modern society, often violently. How do young people become historical amidst these forces; how do school, family, nation, and mass media contribute to the process?

3-5 units, Spr (Wineburg, S)

EDUC 358X. Developments in Access to Knowledge and Scholarly Communication

Scholarly and educational implications of new academic communication systems. New dissemination methods in light of longstanding issues of epistemology, intellectual property, propriety, access, value, and responsibility within the scholarly community. Contexts include publishing, archiving, indexing, and networking.

3-4 units, Win (Willinsky, J)

EDUC 359A. Research in Science and Mathematics Education: Assessment and Evaluation

Historical and international perspectives. Emphasis is on trends and issues in contemporary American research and policy. Opportunity to develop and discuss dissertation plans. (CTE) (Shavelson)

2-4 units, not given this year

EDUC 359B. Research in Science and Mathematics Education

For doctoral students interested in science education and literacy in school subjects.

2-3 units, Win (Brown, B)

EDUC 359C. Research in Science Education: Research in Science Teaching

The changing debate over conceptions of the nature of science and the calls to broaden it. Themes, directions, limitations, and epistemological foundations of the body of research on the nature of science.

2-3 units, not given this year

EDUC 359E. Research on Mathematics Education

Comparative and cultural perspectives on mathematics teaching and learning practices in the U.S. mathematics education in the context of cultural and educational systems. Teaching and learning as an interactive system, classroom discourse and math talk, teacher professional development, classroom culture and norms, educational equity, and issues of curriculum and standards.

2-4 units, Aut (Murata, A)

EDUC 360. Action Research in Education

Introduction to the theory and practice of action research. Basic concepts and methods. The historical and ideological influences on this form of inquiry by teachers. Participants analyze action research reports and engage in a small-scale action-research project. (CTE)

3 units, not given this year

EDUC 361. Workshop: Networks and Organizations

(Same as SOC 361W.) For students doing advanced research. Group comments and criticism on dissertation projects at any phase of completion, including data problems, empirical and theoretical challenges, presentation refinement, and job market presentations. Collaboration, debate, and shaping research ideas. Prerequisite: courses in organizational theory or social network analysis.

1-5 units, Aut (McFarland, D), Win (McFarland, D), Spr (McFarland, D)

EDUC 363X. Research and Practice on Organizing Urban Schools for Improvement

(Same as OB 367.) This course is a Bass Seminar. For masters' and doctoral students in Education and GSB. Empirical research on urban school reform efforts, theoretical frameworks on student and adult learning, the sociology of work in schools, and social organization theory. How community context affects instructional coherence. Dynamics between school professionals and with parents. Authentic instruction and its effects. Case studies on reform implementation.

4 units, not given this year

EDUC 364. Cognition and Learning

Cognitive psychology is the study of human thought including topics including the nature of expertise, creativity, and memory. Emphasis is on learning. The role of cognitive psychology in helping people learn, and determining the most desirable type of learning and whether people have learned. Students design and conduct their own learning study.

3-4 units, Win (Schwartz, D)

EDUC 365. Social, Emotional, and Personality Development

Limited to doctoral students in PSE and those with a background in child and adolescent development. Developmental processes that account for psychological adaptation in social relationships, schools, and other interpersonal settings. Theoretical models of social, personality, and emotional development. Topics such as self-concept, empathy, motivation, aggression, and personality formation.

3 units, Win (Damon, W)

EDUC 366X. Learning in Formal and Informal Environments

How learning opportunities are organized in schools and non-school settings including museums, after-school clubs, community art centers, theater groups, aquariums, sports teams, and new media contexts. Sociocultural theories of development as a conceptual framework. Readings from empirical journals, web publications, and books.Collaborative written or multimedia research project in which students observe and document a non-school learning environment.

3 units, not given this year

EDUC 367. Cultural Psychology

(Formerly 292.) The relationship between culture and psychological processes; how culture becomes an integral part of cognitive, social, and moral development. Both historical and contemporary treatments of cultural psychology, including deficit models, crosscultural psychology, ecological niches, culturally specific versus universal development, sociocultural frameworks, and minority child development. The role of race and power in research on cultural psychology.

3 units, Win (Staff)

EDUC 368. Cognitive Development in Childhood and Adolescence

Traditional and current research in cognitive development: changes within the individual from infancy through adolescence. Theoretical and empirical perspectives on research processes that explain developmental changes affecting how a human being thinks about and experiences the world.

3-4 units, Spr (Hakuta, K)

EDUC 369. Human Cognitive Abilities

(Same as PSYCH 133.) Psychological theory and research on human cognitive abilities; their nature, development, and measurement; and their importance in society. Persistent controversies and new areas of research, recent perspectives on the nature-nurture debate and the roles of genetics, health and education in shaping HCAs. Prerequisite: PSYCH 1 or equivalent. (PSE)

3 units, Win (Shavelson, R)

EDUC 370X. Theories of Cognitive Development

The contributions of Jean Piaget and Lev Vygotsky to the study of the developing mind of the child. Their theories, concepts, perspectives, empirical work, and lives. Topics: Piaget's genetic epistemology, constructivism, and idea of sensorimotor through formal operational stages; Vygotsky's cultural-historical approach, egocentric speech, and the relation between learning and development.

3 units, not given this year

EDUC 374. Research Workshop: Philanthropy and Civil Society

(Same as POLISCI 334, SOC 374.) Associated with the Center for Philanthropy and Civil Society (PACS). Year-long workshop for doctoral students and advanced undergraduates writing senior theses on the nature of civil society or philanthropy. Focus is on pursuit of progressive research and writing contributing to the current scholarly knowledge of the nonprofit sector and philanthropy. Accomplished in a large part through peer review. Readings include recent scholarship in aforementioned fields. May be repeated for credit for a maximum of 9 units.

1-3 units, Aut (Reich, R; Meyerson, D), Win (Reich, R; Meyerson, D), Spr (Reich, R; Meyerson, D)

EDUC 375A. Seminar on Organizational Theory

(Same as SOC 363A.) The social science literature on organizations assessed through consideration of the major theoretical traditions and lines of research predominant in the field.

5 units, not given this year

EDUC 375B. Seminar on Organizations: Institutional Analysis

(Same as SOC 363B.) Seminar. Key lines of inquiry on organizational change, emphasizing network, institutional, and evolutionary arguments.

3-5 units, not given this year

EDUC 376. State Theory and Educational Policy

The relationship between political system structures and educational change by analyzing theories and interpretations of how political systems function, and the implications of these theories for understanding education. Classical and Marxist interpretations. (SSPEP/ICE)

4 units, not given this year

EDUC 377. Comparing Institutional Forms: Public, Private, and Nonprofit

(Same as GSBGEN 346, SOC 377.) Seminar. For students interested in the nonprofit sector, and those in the joint Business and Education program. The missions, functions, and capabilities of nonprofit, public, and private organizations. Focus is on sectors with significant competition among institutional forms, including health care, social services, the arts, and education. Sources include scholarly articles, cases, and historical materials. Advanced undergraduates require consent of instructor.

4 units, not given this year

EDUC 377B. Strategic Management of Nonprofits

(Same as STRAMGT 368.) Strategic, governance, and management issues facing nonprofit organizations and their leaders in the era of venture philanthropy and social entrepreneurship. Development and fundraising, investment management, performance management, and nonprofit finance. Case studies include smaller, social entrepreneurial and larger, more traditional organizations, including education, social service, environment, health care, religion, NGOs, and performing arts.

4 units, Win (Meehan, W)

EDUC 377C. Strategic Issues in Philanthropy

(Same as GSBGEN 381.) Operational and strategic distinctions between traditional philanthropic entities, such as community, private, and corporate foundations, and contemporary models, such as funding intermediaries and venture philanthropy partnerships. Philanthropic strategies as they relate to foundation mission, grant making, evaluation, financial management, infrastructure, and board governance. Guest speakers include philanthropists, foundation presidents, and Silicon Valley business leaders . Group project in which students solicit a grant proposal from a local nonprofit organization and make a funding recommendation to a Silicon Valley-based foundation.

4 units, Spr (Arrillaga, L)

EDUC 377D. Strategic Leadership of Nonprofits

(Same as STRAMGT 378.) Formulating, evaluating, and implementing mission and strategy. Case studies from nonprofits in social services, health care, education, and arts and culture. The interaction of strategy and mission, industry structure and evolution, strategic change, growth and replication, corporate strategy, governance, commercialization, alliances, capacity building, and leadership.

4 units, not given this year

EDUC 378X. Seminar on Social Change Processes and Organizations

Theories of social change and influence processes within and through organizations. Social change organizations. The interaction of philanthropic institutions and other social change organizations within civil society. Meso-level theories of change.

3-4 units, not given this year

EDUC 380. Supervised Internship

1-15 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff)

EDUC 381. Multicultural Issues in Higher Education

(Same as EDUC 181.) The primary social, educational, and political issues that have surfaced in American higher education due to the rapid demographic changes occurring since the early 80s. Research efforts and the policy debates include multicultural communities, the campus racial climate, and student development; affirmative action in college admissions; multiculturalism and the curriculum; and multiculturalism and scholarship.

4 units, not given this year

EDUC 382. Student Development and the Study of College Impact

The philosophies, theories, and methods that undergird most research in higher education. How college affects students. Student development theories, models of college impact, and issues surrounding data collection, national databases, and secondary data analysis.

4 units, Win (Antonio, A)

EDUC 384. Advanced Topics in Higher Education

Topics vary each year and may include faculty development, legal issues, curricular change, knowledge production, professional socialization, management of organizational decline, leadership and innnovation, authority and power, diversity and equity, and interactions with government and industry. May be repeated for credit. Prerequisites: 346, consent of instructor. (APA)

3-5 units, Aut (Staff)

EDUC 386X. Leadership and Administration in Higher Education

Definitions of leadership and leadership roles within colleges and universities. Leadership models and organizational concepts. Case study analysis of the problems and challenges facing today's higher education administrators.

4 units, Spr (Staff)

EDUC 387A. Workshop: Comparative Studies of Educational and Political Systems

(Same as SOC 311A.) Analysis of quantitative and longitudinal data on national educational systems and political structures. May be repeated for credit. Prerequisite: consent of instructor. (SSPEP/ICE)

1-5 units, Aut (Ramirez, F)

EDUC 387B. Workshop: Comparative Systems of Educational and Political Systems

(Same as SOC 311B.) Analysis of quantitative and longitudinal data on national educational systems and political structures. May be repeated for credit. Prerequisite: consent of instructor. (SSPEP/ICE)

1-5 units, Win (Ramirez, F)

EDUC 387C. Workshop: Comparative Studies of Educational and Political Systems

(Same as SOC 311C.) Analysis of quantitative and longitudinal data on national educational systems and political structures. Prerequisite: consent of instructor. May be repeated for credit. (SSPEP/ICE)

1-5 units, Spr (Ramirez, F)

EDUC 388A. Language Policies and Practices

For STEP teacher candidates seeking to meet requirements for the English Learner Authorization on their preliminary credential. Historical, political, and legal foundations of education programs for English learners. Theories of second language learning, and research on the effectiveness of bilingual education. Theory-based methods to facilitate and measure English learners' growth in language and literacy acquisition, and create environments which promote English language development and content area learning through specially designed academic instruction in English. (STEP)

3 units, Win (Goldenberg, C)

EDUC 391X. Web-Based Technologies in Teaching and Learning

Project-based. Overview of instructional design theories and educational technologies to evaluate and develop a web-based educational application or system. Web-based applications and technologies designed for online interactions and collaborations. Instructional systems strategies to develop online environments that support and facilitate interactive learning. Students create a small-scale, web-based learning system.

3 units, Aut (Kim, H)

EDUC 393. Proseminar on Research in Education

Overview of the field of education for joint degree (M.B.A./M.A.) students. (SSPEP) (Strober)

4 units, Spr (Meyerson, D)

EDUC 395. Scholarly Writing in Education and the Social Sciences

Focus is on producing articles for scholarly journals in education and the social sciences. Ethics and craft of scholarly publishing. Writing opinion articles for lay audiences on issues of educational and social import.

3-5 units, Spr (Wineburg, S)

EDUC 401A. Mini Courses in Methodology: Statistical Packages for the Social Sciences

Statistical analysis using SPSS, including generating descriptive statistics, drawing graphs, calculating correlation coefficients, conducting t-tests, analysis of variance, and linear regression. Building up datasets, preparing datasets for analysis, conducting statistical analysis, and interpreting results.

1 unit, Aut (Staff), Win (Staff)

EDUC 401B. Mini Courses in Methodology: Stata

The computer as research tool. Statistical software Stata for data analysis, including t-tests, correlation, ANOVA, and multivariate linear regression.

1 unit, Win (Staff)

EDUC 410. Second-Year Research Workshop

For second-year doctoral students in APA and ICE. Issues in conceptualizing and designing research in the social sciences: methodology and epistemology; research proposals; and findings by students and faculty. Prerequisites: 306A,B,C,D or equivalents. (APA/ICE)

2-5 units, Win (Carnoy, M)

EDUC 417. Research and Policy on Postsecondary Access

(Same as EDUC 117.) The transition from high school to college. K-16 course focusing on high school preparation, college choice, remediation, pathways to college, and first-year adjustment. The role of educational policy in postsecondary access. (Antonio)

3 units, Spr (Antonio, A)

EDUC 418. Foundations of Case Study Research

Rationales for case study research in academic organizations emphasizing colleges and universities; high schools and related organizational contexts. Methodological training in fieldwork through hands-on data collection and analysis from interviews and documents. For doctoral students developing qualifying papers or dissertation proposals; required for higher education doctoral students; APA, SSE, and C&TE students with consent of instructor. (APA)

3-5 units, not given this year

EDUC 419X. Academic Achievement of Language Minority Students

Emphasis is on the current state of knowledge in the research literature and comparisons to students' experiences and observations in bilingual education, English as a second language, reading instruction, cultural issues in education, and research methods.

3 units, not given this year

EDUC 424. Introduction to Research in Curriculum and Teacher Education

Limited to second-year doctoral students in CTE. How to conceptualize, design, and interpret research. How to read, interpret, and critique research; formulate meaningful research questions; evaluate and conduct a literature review; and conceptualize a study. Readings include studies from different research paradigms. Required literature review in an area students expect to explore for their qualifying paper. (Darling-Hammond)

3-5 units, Aut (Darling-Hammond, L)

EDUC 435X. Research Seminar in Applied Linguistics

(Same as LINGUIST 293.) For graduate students in the schools of Education and Humanities and Sciences who are engaged in research pertaining to applied linguistic topics in original research. Topics: language policies and planning, language and gender, writing and critical thinking, foreign language education, and social applications of linguistic science. (SSPEP)

1-4 units, not given this year

EDUC 453. Doctoral Dissertation

For doctoral students only. (all areas)

1-15 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff)

EDUC 465. Seminar in the Pedagogy of Teacher Education

For doctoral students interested in working in teacher education. Pedagogical approaches, including the use of modeling and simulations and hypermedia materials. Theoretical considerations of how teachers learn to teach.

3 units, not given this year

EDUC 466. Doctoral Seminar in Curriculum

Required of all doctoral students in CTE, normally during their second year in the program. Students present their ideas regarding a dissertation or other research project, and prepare a short research proposal that often satisfies their second-year review. (CTE)

2-4 units, Win (Grossman, P)

EDUC 470. Practicum

For advanced graduate students. (all areas)

1-15 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff)

EDUC 480. Directed Reading

For advanced graduate students. (all areas)

1-15 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff)

EDUC 490. Directed Research

For advanced graduate students. (all areas)

1-15 units, Aut (Staff), Win (Staff), Spr (Staff), Sum (Staff)

EDUC 493. Workshop in Design and Analysis of Non-Experimental Research

For second-year and later students with data analysis or research design activities including in dissertation planning or analysis. Readings and exercises developed around participating student research. Topics may include: multilevel data analysis; usefulness of structural equation models (path analysis); and implementation of matching methods and regression adjustments for comparing non-equivalent groups. Various computing customs accommodated. See http://www-stat.stanford.edu/~rag/ed493/. Prerequisite: intermediate statistical methods course work.

3 units, Spr (Rogosa, D)

EDUC 496. Research in History and Social Science Education

For doctoral students. Literature on historical learning and teaching and corresponding social sciences research designs, assessment, and curriculum evaluation.

3-5 units, not given this year

Registrar's Office

Stanford Bulletin, Archive 2008-09

Stanford Bulletin, Archive 2008-09

Alphabetical Index

Bulletin Archive

Graduate courses in Education