Restricted to students who participate in a service learning program focused on early math learning. Training for activities in preschool classrooms. Focus is on the teaching of math to young children, but also includes background on issues related to young children's cognitive, language, and social development; classroom management; cultural diversity; and early childhood education programs. May be repeated for credit.
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.
In today's educational policy environment, a working knowledge of the economics of education is fundamental for anyone involved in educational policy and educational practice. Education 306A is a survey course, covering issues from the relation of schooling, to economic outcomes, to the analysis of how schooling and students' family backgrounds influence student performance in schools, to analyses of teacher labor markets (including issues such as teacher incentive pay). The course also covers education "markets" and discusses educational finance at the K-12 and university levels.
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.
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.
This course examines the expansion, impact, and organization of higher education across the world. This course engages students with sociological theory and comparative research that focus on the factors that influence the expansion of universities, the individual and societal impacts of higher education, and change and persistence in the organization of the university. Lastly, this course emphasizes the impact of globalization on universities.
Designed with aspiring school leaders in mind, this course combines case studies, site visits, and guest speakers to take students inside school leaders' critical decision making processes. Students who wish to work at the district and school levels may be interested in this course to learn the challenges, opportunities, and contemporary practices of school-site leadership.
This course will explore the contemporary higher education industry, focusing especially on the places where disruptions of all kinds present significant opportunities and challenges for investors, entrepreneurs, and the businesses that serve this huge global market, as well as for faculty, students, and higher education administrators. Using a variety of readings and case studies to better understand recent disruptions and the unbundling occurring across the post-secondary landscape, from outside and inside the academy, both for-profit and non-profit, the course will examine technology in teaching and learning; the future of the degree and alternatives to the traditional credential; accreditation; competency based education; debt and education financing models; investing in the education space; and tertiary products and platforms that serve the student services market. Guests will include higher education leaders and practitioners, as well as investors and entrepreneurs
This course explores how entrepreneurial strategy focuses on creating structural change of responding to change induced externally. Students will learn about advantage in emerging markets and mature markets, strategies to break through stagnation, and strategies to turn danger into opportunity.
This course seeks to provide a survey of the strategic, governance, and management issues facing a wide range of nonprofit organizations and their executive and board leaders, in the era of venture philanthropy and social entrepreneurship. The students will also be introduced to core managerial issues uniquely defined by this sector such as development/fundraising, investment management, performance management and nonprofit finance. The course also provides an overview of the sector, including its history and economics. Cases involve a range of nonprofits, from smaller, social entrepreneurial to larger, more traditional organizations, including education, social service, environment, health care, religion, NGO's and performing arts. In exploring these issues, this course reinforces the frameworks and concepts of strategic management introduced in the core first year courses. In addition to case discussions, the course employs role plays, study group exercises and many outsider speakers
This Sophomore Seminar will focus on U.S. democracy and will use a series of case studies of major events in our national history to explore what happened and why to American democracy at key pressure points. This historical exploration should shed light on how the current challenges facing American democracy might best be handled. (Cardinal Course certified by the Haas Center).
Practical aspects of curriculum design are emphasized by students working on projects for actual education clients. May be adapted to issues in higher education.
This seminar will explore the impact and relative salience of racial/ethnic identity on select issues including: discrimination, social justice, mental health and academic performance. Theoretical perspectives on identity development will be reviewed, along with research on other social identity variables, such as social class, gender and regional identifications. New areas within this field such as the complexity of multiracial identity status and intersectional invisibility will also be discussed. Though the class will be rooted in psychology and psychological models of identity formation, no prior exposure to psychology is assumed and other disciplines-including cultural studies, feminist studies, and literature-will be incorporated into the course materials.
Theories and perspectives from the social sciences relevant to the role of education in changing, modifying, or reproducing structures of gender differentiation and 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.
Pre-K - 12, higher education, and non-profit focused students should take this survey of major theoretical traditions to understand rational and non-rational behaviors of organizations. This knowledge can be applied to schools, districts, CMOs, colleges, universities, and non-profits as formal organizations.
Counterstory is a method developed in critical legal studies that emerges out of the broad "narrative turn" in the humanities and social science. This course explores the value of this turn, especially for marginalized communities, and the use of counterstory as analysis, critique, and self-expression. Using an interdisciplinary approach, we examine counterstory as it has developed in critical theory, critical pedagogy, and critical race theory literatures, and explore it as a framework for liberation, cultural work, and spiritual exploration.
This course is for students interested in the experiences of children with computing technologies and how these might influence development. The course uses sociocultural theories of development to understand how children use technology to meet their own goals, with an emphasis on the influence of interactive technology on cognitive, identity, and social development.
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.
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.
The course is intended as an exploration of the major ideas, theories, and findings of social psychology and their applied status. Special attention will be given to historical issues, classic experiments, and seminal theories, and their implications for topics relevant to education. Contemporary research will also be discussed. Advanced undergraduates and graduate students from other disciplines are welcome, but priority for enrollment will be given to graduate students. In order to foster a vibrant, discussion-based class, enrollment will be capped at 20 students. Interested students should enroll in the class through simple enroll or axess, and complete this survey ( https://tinyurl.com/SPSC17) to be considered for admission to the course. Please contact the course TA, Michael Schwalbe (schwalbe[at]stanford.edu), if you have any further questions.
Social and emotional learning (SEL) is an umbrella term for the malleable, non-academic skills that support educational outcomes, such as school readiness, classroom behaviors, and academic achievement. In this course, we will discuss theoretical frameworks, empirical studies, and measurement issues pertaining to the intrapersonal SEL skills: self-control/executive functions, emotion regulation, intrinsic motivation, persistence, and growth mindset. We will also discuss school districts’ efforts to promote and assesses students' SEL skills.
Learning about children through guided observations at Bing Nursery School, Psychology's lab for research and training in child development. Physical, emotional, social, cognitive, and language development. Recommended: 60.
Students who are confident in their ability to read and understand published research (particularly quantitative) should take this course to broaden their understanding of research methods and uses. Course material and hands-on activities are likely to be directly applicable to the POLS Project/Talk.
Practical aspects of curriculum design are emphasized by students working on projects for actual education clients. May be adapted to issues in higher education.
This course is focused entirely on developing good surveys using a cognitive processing model for survey development. The course is for students who are designing surveys for master’s projects/theses, and PhD dissertations. The course is experiential and more like a workshop, so students must be developing an actual survey to enroll in the course.
Social scientists can benefit greatly from utilizing new data sources like electronic administration records or digital communications, but they require tools and techniques to make sense of their scope and complexity. This course offers the opportunity to understand and apply popular data science techniques regarding data visualization, data reduction and data analysis.
This course is for students who want to gain experience with promoting creativity and innovation using workshops, case studies, field trips, expert guests, and team projects.e
Learning about children through guided observations at Bing Nursery School, Psychology's lab for research and training in child development. Physical, emotional, social, cognitive, and language development. Recommended: 60.
Supervised experience with young children at Bing Nursery School. 3 units require 4 hours per week in Bing classrooms throughout the quarter; 4 units require 7 hours per week; 5 units require 10.5 hours per week. Seminar on developmental issues in the Bing teaching/learning environment. Recommended: 60 or 146, or consent of instructor.
