Well-Being in Immigrant Children & Youth: A Service Learning Course. The social and individual factors affecting the expansion of schooling, individual educational attainment, and the organizational structure of schooling. Offers a critical perspective for examining current practices concerning the development, adaptation, and review of assessment instruments in state, national, and international assessment contexts. Practicum in English-Spanish School & Community Interpreting. EDUC 377B. EDUC 193B. Students work with their cooperating teachers in the field every day for approximately four hours. In addition, the clinic may pursue a specific policy research and advocacy project that will result in a written policy brief and policy proposal. This work offers students a chance to study the relationship between individual special education advocacy and system-wide reform efforts such as impact litigation. 3 Units. Latino Families, Languages, and Schools. 4 Units. How might we use technology to help? 3-4 Units. At the Stanford Graduate School of Education, we envision a world where all learners are prepared to thrive in a dynamic future. EDUC 173. Case studies of nearby science centers will add an experiential dimension. Writing Across Languages and Cultures: Research in Writing and Writing Instruction. Undergraduate Honors Seminar. EDUC 316. Each week will feature a speaker, often Stanford alumni, from a different sector in education including school administration, arts education, information technology, special education, international development, student affairs, education consulting, and education policy. Students can expect to gain an understanding of theories and perspectives from the social sciences relevant to an understanding of the role of higher education in relation to structures of gender differentiation and hierarchy. EDUC 252. Our mission is to pursue the greatest challenges and most promising opportunities in education - those where Stanford's unique strengths can ignite breakthroughs that will transform learning to produce accessible, equitable, and effective education for all learners. 3-4 Units. (Same as STRAMGT 368). See http://rogosateaching.com/stat209/. We then consider what is known about children¿s social, emotional and cognitive development and the implications for early childhood policies and practices on children¿s development. EDUC 278. LDT Internship Workshop. You will spend one day a week working with two youth working alongside your peers in an after-school enrichment program for low income youth. Stanford meets the full financial need of every admitted undergrad who qualifies for assistance. Particular attention is given to the Culture of Poverty controversies of the 1960s and their recent emergence. The University requires that the graduate advisor be assigned in the student’s first graduate quarter even though the undergraduate career may still be open. 3 Units. Third in a three-course required sequence of reading and language arts theory and methodology for candidates in STEP Elementary Teacher program. 1 Unit. Emphasis will be in developing a capacity for applying and interpreting psychometrics techniques to real-world and simulated data. 2-3 Units. Various computing customs accommodated. The effects of schools and schooling on individuals, the stratification system, and society. May be repeated for credit. Topics such as self-concept, empathy, motivation, aggression, and personality formation. A team advising approach allows students to develop working relationships with a greater diversity of faculty members. EDUC 193S. Required for POLS students. The class will probably also do group projects utilizing data from the tests so students can familiarize themselves directly with the data. How to read and teach young adult literature. For the first class, students will submit a proposed social impact plan for their professional, philanthropic and civic lives. Curriculum and Instruction in Science. All offerings of this course (whether meeting on Mon & Weds or Tues & Thurs) will be taught identically. An examination of the conceptual foundations that underlie moral, civic, and environmental action in contemporary society, and the social, cognitive, and motivational capacities that make possible constructive participation. 3-5 Units. EDUC 324. Stanford Graduate School of Education (GSE) is a leader in pioneering new and better ways to achieve high-quality education for all. (Formerly 292.) Readings address social science and methodological issues. EDUC 195A. We will explore and develop qualitative or mixed¿methods research data collection, analyses, holistic interpretation, and analytic writing from an intersectional perspective. Same as: HISTORY 52Q, POLISCI 20Q. EDUC 210. EDUC 429. This work offers students a chance to study the relationship between individual special education advocacy and system-wide reform efforts such as impact litigation. Becoming Literate in School II. Master’s students should obtain detailed program requirements from the Master's Handbook. Same as: SPSS. The focus of the workshop is to provide a faculty¿led community of support for students, faculty, and others conducting research on higher education. Cross-listed with Law (LAW 7071), Political Science (POLISCI 334) and Sociology (SOC 374). EDUC 304. The Centrality of Literacies in Teaching and Learning. 4 Units. Teaching and learning history and social science in the elementary grades. How to prepare for group work, equalize participation, and design learning tasks that support conceptual understanding, mastery of content and language growth. The Stanford Center for Health Education. 3 Units. 2 Units. This variable unit, graduate course is designed to explore intersectional analysis because intersectionality is a "method and a disposition, a heuristic and an analytic tool" (Carbado, Crenshaw, Mays, & Tomlinson, 2013, p. 11). History of the Curriculum. Constructionist learning theory and current practices for design are covered. Students will work with community partners to better understand the nuances of racial and ethnic identity development in different contexts. 2-3 Units. 3 Units. May be repeat for credit. Sociocultural and linguistic diversity, equity, differentiation of instruction, the impact of state and national standards, and home/community connections. Be aware of and direct students to University resources to support students. Same as: SOC 238. Research on Teaching. Same as: EDUC 120, SOC 330, STS 200Q. Supporting Students with Special Needs. 3 Units. This course engages students with sociological theory and comparative research on global and national sources of influence on higher education developments, e.g. EDUC 352A. 1-4 Unit. 4 Units. Science Literacy. 3-5 Units. EDUC 131. Educational problems of linguistically different children and non-English- or limited-English-speaking children. Issues of design, refinement, and ethics in research that crosses boundaries of nationality, class, gender, language, and ethnicity. Accomplished in a large part through peer review. Presentation by student participants and scholars in the field. Sociolinguistic perspective. 4 Units. The Stanford Graduate School of Education is a leader in pioneering new and better ways to achieve high-quality education for all. 3 Units. Two of the people featured in the series will be a part of the class, and after screening each episode, a Stanford professor will give a short talk inspired by the content of that episode. Integrating theory and practice in teacher development. Course selection and other opportunities to develop expertise and experience. School Choice: The Role of Charter Schools. 3-5 Units. For STEP elementary teacher candidates. Causal Inference in Quantitative Educational and Social Science Research. In the midst of great uncertainty, the 2020 US presidential election will be perhaps the most important in our lifetimes. EDUC 234. Students will evaluate a particular curricular point of application of these related theoretical developments. EDUC 206C. 1 Unit. EDUC 232. Win. The course is open to all undergraduates with an interest in the teaching profession; and it may be especially useful for students who are considering entering the profession of teaching and wish to spend time in a classroom. (STEP). Lab. 3 Units. Please contact the course TA, Isabelle Tay (isabelletay[at]stanford.edu), if you have any further questions. Topics include: matching methods, sensitivity analysis, and instrumental variables. We discuss the role government and non-government agencies have (or should have) in making and evaluating education policies. Pre-field Course for Alternative Spring Break. EDUC 103A. Students in this course will develop the basic conceptual and technical knowledge about assessment development and evaluation in the context of instructional units. School and District Leadership to Support English Learners' Academic Achievement. 2. EDUC 322. Application to analysis of educational achievement data, including performance assessments. World, Societal, and Educational Change: Comparative Perspectives. EDUC 272. History of the Learned Book. Sociocultural theories of development as a conceptual framework. 2-3 Units. While much has been written about reforming teacher education, less work examines how we actually teach people to teach. Yet, the political, social, and cultural terrains are ever-changing, especially within public education. Introduction to Chicanx/Latinx Studies. In game play, core mechanics refers to the rules of interaction that drive the game forward. Doctoral Dissertation. 4 Units. Theory and Issues in the Study of Bilingualism. The number of units required for the M.A. Needs of exceptional learners, identification of learning differences and disabilities, and adaptations in the regular inclusion classroom. The course is both theory and practice focused. Attention is paid to how changes in those structures and policies relate to access to, experiences in, and outcomes of higher education by gender. This work offers students a chance to study the relationship between individual special education advocacy and system-wide reform efforts such as impact litigation. California Throughout the course, we will take a comparative perspective and highlight how different racial/ethnic formations (Asian, Black, Latino, Native American, White, etc.) This workshop will also provide an opportunity for professional development relevant to academic publishing and effective presentation. Same as: EARTHSYS 9, HUMBIO 9, PUBLPOL 74, URBANST 101. Same as: EDUC 182. How to see school and print through the eyes of a child. (STEP) 263A. Students will take the course for 1 unit, unless they request additional units for unpaid internship hours. Applications for the minor are due no later than the second quarter of the junior year. Same as: EDUC 202I. Case study analysis of the problems and challenges facing today's higher education administrators. EDUC 258. Stanford Health Care. 4 Units. Same as: PUBLPOL 316. EDUC 249. Attendance at first class required for enrollment. How can communities benefit from research? 1-4 Unit. 4 Units. The Senate decided that all undergraduate and graduate courses offered for a letter grade must also offer students the option of taking the course for a “credit” or “no credit” grade and recommended that deans, departments, and programs consider adopting local policies to count courses taken for a “credit” or “satisfactory” grade toward the fulfillment of degree-program requirements and/or alter program requirements as appropriate. Discussion topics include current conceptualizations of gender identity and sexual orientation, including sexual and gender fluidity; the intersection of queer identities with multiple identities such as ethnic/racial identify and faith/spirituality; unpacking stereotypes; queer relationships and sexuality, coming out and disclosure, and mental health issues. Develop expertise and produce relevant research that improves understanding, policies and practice. Religion has long been a central preoccupation for ethnographers interested in the formation and function ofnsocial groups. University and Graduate School of Education requirements must be met for each degree. Workshop and Reading Group in Child Development. Students may enroll for a total of up to eight (8) units across Winter and Spring quarters. (This course must be taken for a minimum of 3 units to satisfy a Ways requirement.). This course is primarily designed for students who have already identified an internship for summer or a later quarter. 4 Units. The Stanford Graduate School of … The course examines both how universities, philanthropic foundations, and the federal government have shaped knowledge production and how social science has influenced law, social and educational policy, and popular social thought. SEDA is based on 200 million test score records, administrative data, and census data from every public school, school district, and community in the US. 1-3 Unit. 3-4 Units. Becoming Literate in School I. 1 Unit. 16 units required for completion of the program. Developmental and Psychological Sciences (DAPS), International Comparative Education (SHIPS), Learning Sciences and Technology Design (CTE, DAPS, SHIPS), Literacy, Language, and English Education (CTE), Race, Inequality, and Language in Education (CTE, DAPS, SHIPS). 1 Unit. As information has a fascinating history (see HISTORY 5A), so it possesses a promising if concerning future. Take courses for pleasure, personal enrichment, or professional development. We encourage anyone who aspires to be more effective and intentional communicating with others to take this course. Begins with a methodology to help determine if a faculty career is a good fit for the values, interests and abilities of each participant. At the heart of this course is an examination of how perceptions of and beliefs about a myriad of intertwining inequities conspire to create vectors of oppressions that land in multiply¿marginalized students' lives through the macrosociolpolitcal to the microinteractional. This course offers students insights into understanding how to effectively develop, evaluate, and scale social ventures. 3-4 Units. STEP secondary only. (Also GSBGEN 322). Latino Families, Languages, and Schools. We will use five different perspectives or lenses: 1) politics and policy of compulsory education, 2) educational equity in classrooms and schools, 3) working conditions for school professionals, 4) families and communities¿the public in public education, and 5) school and district leadership. We will examine how (and why) practitioners and schools can support students engagement with computational thinking practices through interdisciplinary means. Cumulative GPA In the “Education” section of the online application: 3-5 Units. 1-2 Unit. EDUC 401D. Robotics, AI and Design of Future Education. Economic Support Seminar for Education and Economic Development. ), Help thinking through post-grad plans; building professional network, M.A. WARNING: The course has a fair amount of reading - not more than is common in undergraduate and graduate courses, but more than is typical for MBA courses in the GSB. Same as: AFRICAAM 106, CSRE 103B, EDUC 103B. 4 Units. EDUC 202I. This course explores the value of this turn, especially for marginalized communities, and the use of counterstory as analysis, critique, and self-expression. Same as: HISTORY 337C. This course will provide Frosh 101 leaders with the content and facilitator training needed to lead a discussion style course designed to support first-year students in their transition to Stanford's dynamic campus. EDUC 337. 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