Bulletin Archive
This archived information is dated to the 2009-10 academic year only and may no longer be current.
For currently applicable policies and information, see the current Stanford Bulletin.
Explore Degrees Archive, 2009-10
Explore Courses
Alphabetical Index
School of Education
Emeriti: (Professors) J. Myron Atkin, John Baugh, Edwin M. Bridges, Robert C. Calfee, Larry Cuban, Elliot W. Eisner, James Greeno, Michael W. Kirst, Henry M. Levin, Richard Lyman (President emeritus), James G. March, William F. Massy, Nel Noddings, Ingram Olkin, Denis C. Phillips, Thomas Rohlen, Lee S. Shulman, George D. Spindler, Myra H. Strober, Carl E. Thoresen, David B. Tyack, Decker F. Walker, Hans Weiler
Dean: Deborah J. Stipek
Associate Dean for Faculty Affairs: Edward Haertel
Associate Dean for Student Affairs: Eamonn Callan
Senior Associate Dean for Administration: Stephen Olson
Associate Dean for External Relations: Rebecca T. Smith
Assistant Dean for Academic Services: to be announced
Assistant Dean for Information Technology and CTO: Paul Kim
Professors: Arnetha Ball, Hilda Borko, Eamonn Callan, Martin Carnoy, Geoffrey Cohen, William Damon, Linda Darling-Hammond, Claude Goldenberg, Pamela Grossman, Patricia J. Gumport, Edward Haertel, Kenji Hakuta, Connie Juel, John D. Krumboltz, David F. Labaree, Susanna Loeb, Raymond P. McDermott, Milbrey McLaughlin, Jonathan Osborne, Amado M. Padilla, Roy Pea, Walter Powell, Francisco O. Ramirez, Daniel Schwartz, Richard J. Shavelson, Deborah J. Stipek, Guadalupe Valdés, John Willinsky, Sam Wineburg
Associate Professors: Anthony L. Antonio, Brigid J. Barron, Eric Bettinger, Prudence Carter, Teresa C. LaFromboise, Daniel McFarland, Debra Meyerson, Sean Reardon, David Rogosa, Mitchell Stevens
Assistant Professors: Jennifer Adams, Nicole M. Ardoin, Maren Songmy Aukerman, Paulo Blikstein, Bryan Brown, Leah Gordon, Ira Lit, Aki Murata, Jelena Obradovic, Christine Min Wotipka
Professors (Teaching): Shelley Goldman, Rachel Lotan
Associate Professor (Teaching): Susan O'Hara
Professor (Research): David Plank
Courtesy Professors: Stephen Barley, Albert Camarillo, Carol Dweck, Paula England, Eric Hanushek, John Kennedy, William Koski, Clifford Nass, John Rickford
Courtesy Associate Professors: Robert Reich, Caroline Winterer
Courtesy Assistant Professor: Shashank Joshi
Senior Lecturers: Denise Pope, Ann Porteus
Consulting Professor: Michael Kamil
Consulting Associate Professors: Suki Hoagland, Thomas Keating
School Offices: School of Education, room 101
Mail Code: 94305-3096
Phone: (650) 723-2109
Email: info@suse.stanford.edu
Web Site: http://ed.stanford.edu
Courses offered by the School of Education are listed under the subject code EDUC on the Stanford Bulletin's ExploreCourses web site.
Aiming towards the ideal of enabling all people to achieve maximum benefit from their educational experiences, the School of Education seeks to continue as a world leader in ground-breaking, cross-disciplinary inquiries that shape educational practices, their conceptual underpinnings, and the professions that serve the enterprise. The School of Education prepares scholars, teachers, teacher educators, policy analysts, evaluators, researchers, administrators, and other educational specialists. Two graduate degrees with specialization in education are granted by the University: Master of Arts and Doctor of Philosophy. While no undergraduate majors are offered, the school offers a number of courses for undergraduates, an undergraduate minor and undergraduate honors program, and a variety of tutoring programs.
The School of Education is organized into three program area committees: Curriculum Studies and Teacher Education (C&TE); Psychological Studies in Education (PSE); and Social Sciences, Policy, and Educational Practice (SSPEP).
In addition, several cross-area programs are sponsored by faculty from more than one area. These programs include the doctoral Learning Sciences and Technology Design Program (LSTD); two master's level programs: the Stanford Teacher Education Program (STEP) and the Learning, Design, and Technology Program (LDT); and the undergraduate honors program.
These program area committees function as administrative units that act on admissions, plan course offerings, assign advisers, and determine program requirements. Various concentrations exist within most of these areas. Faculty members are affiliated primarily with one area but may participate in several programs. While there is a great deal of overlap and interdisciplinary emphasis across areas and programs, students are affiliated with one area committee or program and must meet its degree requirements.
Detailed information about admission and degree requirements, faculty members, and specializations related to these area committees and programs can be found in the publication School of Education Guide to Graduate Studies and at http://ed.stanford.edu.
The School of Education offers an eight-week summer session for admitted students only. The school offers no correspondence or extension courses, and in accordance with University policy, no part-time enrollment is allowed. Work in an approved internship or as a research assistant is accommodated within the full-time program of study.
Undergraduate Programs in Education
The School of Education focuses on graduate education and research training and does not offer an undergraduate major. However, undergraduate education is of concern to the school, and courses and programs are available to those interested in the field of education. The following courses are appropriate for undergraduates:
102. Culture, Class and Educational Opportunity
103A. Tutoring: Seeing a Child Through Literacy
103B. Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices
103C. Educational Policy, Diversity, and English Learners
110. Sociology of Education: The Social Organization of Schools
112X. Urban Education
113X. Gender and Sexuality in Schools
116X. Service Learning as an Approach to Teaching
117. Research and Policy on Postsecondary Access
124. Collaborative Design and Research of Technology: Integrated Curriculum
130. Introduction to Counseling
131. Mediation for Dispute Resolution
134. Career and Personal Counseling
137. Social Justice in Education
146X. Perspectives on the Education of Linguistic Minorities
149. Theory and Issues in the Study of Bilingualism
165. History of Higher Education in the United States
170X. Preparation for Independent Public Service Projects
171. Early Childhood Education Practicum
178X. Latino Families, Languages, and Schools
177. Education of Immigrant Students: Psychological Perspectives
179. Urban Youth and their Institutions: Research and Practice
181. Multicultural Issues in Higher Education
191X. Introduction to Survey Research
193A. Listen Up! Core Peer Counseling Skills
193B. Peer Counseling in the Chicano/Latino Community
193C. Peer Counseling in the African American Community
193F. Psychological Well-Being on Campus: Asian American Perspectives
193N. Peer Counseling in the Native American Community
193P. Peer Counseling at the Bridge
193S. Peer Counseling on Comprehensive Sexual Health
197. Education, Gender, and Development
199A,B,C. Undergraduate Honors Seminar
201. History of Education in the United States
202. Introduction to Comparative and International Education
204. Introduction to Philosophy of Education
208B. Curriculum Construction
218. Topics in Cognition and Learning: Play
220B. Introduction to the Politics of Education
220D. History of School Reform: Origins, Policies, Outcomes, and Explanations
221A. Policy Analysis in Education
243. Writing Across Languages and Cultures: Research on Writing and Writing Instruction
247. Moral Education
251B. Statistical Analysis in Educational Research: Analysis of Variance
270A. Learning to Lead in Public Service Organizations
288. Organization Studies: Theories and Analyses
298. Online Learning Communities
303X. Designing Learning Spaces
315X. Race and Ethnicity in Social Institutions
323A. Introduction to Education Policy Analysis
326. Legal Dilemmas and Administrative Decision Making in Schools
342. Child Development and New Technologies
354X. School-Based Decision Making
369. Human Cognitive Abilities
374A. Research Workshop: Knowledge Networks
382. Student Development and the Study of College Impact
384. Advanced Topics in Higher Education
Graduate Programs in Education
The School of Education offers Master of Arts and Doctor of Philosophy degrees in several programs described below. University and School of Education requirements must be met for each degree. The University requirements are detailed in the "Graduate Degrees" section of this bulletin. Students are urged to read this section carefully, noting residency, tuition, and registration requirements. A student who wishes to enroll for graduate work in the School of Education must be admitted to graduate standing by one of the school's area committees and with the approval of the Associate Dean of Student Affairs.
Complete information about admissions procedures and requirements is available at http://gradadmissions.stanford.edu, or at http://ed.stanford.edu/suse. All applicants, except coterminal applicants, must submit scores from the Graduate Record Examination General Test (verbal, quantitative, and analytical or analytical writing areas); TOEFL scores are also required from those whose first language is not English. Applicants to the Stanford Teacher Education Program are also required to submit specific test scores or acceptable equivalents as required by the California Commission on Teacher Credentialing; see the section on STEP below. Test information is available at http://ed.stanford.edu/suse/admissions/admissions-application-requirements.html#test-scores.
Other Divisions of the University—Teachers, administrators, and researchers are expected to have substantial knowledge of a variety of academic fields outside the areas encompassed by professional education. Graduate students in the School of Education are, therefore, urged to consider the courses offered in other schools of the University in planning their programs.
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