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Photo-closeup of Education buildings on campus

Autumn Quarter


 EDUC 213 Introduction to Teaching (H. Borko, E. Szu) (3-4) (PK12, NP, EP)
This introductory course is critically important to those aspiring to work in any pre-K - 12 related setting who have never actually taught. Students with teaching experience are also welcome. Key concepts and practical perspectives on teaching and learning are emphasized. 
 EDUC 217 Free Speech, Academic Freedom, and Democracy (E. Callan) (3) 
The course examines connected ideas of free speech, academic freedom, and democratic legitimacy that are still widely shared by many of us but have been subject to skeptical pressures both outside and inside the academy in recent years. The course explores the principled basis of these ideas, how well they might (or might not) be defended against skeptical challenge, and how they might be applied in particular controversies about the rights of students, instructors, and researchers.
EDUC 220D History of School Reform (D. Labaree) (3-5) (PK12, NP, EP, ET)
POLS students interested in pre-K - 12 are commonly focused on making change or addressing a problem in education. This course explains the context of past and present efforts to improve the quality of education and provides students an opportunity to test their own reform thinking against past experience. This course is foundational for students interested in PK-12 education. It provides a broad theoretical, historical, and sociological perspective on how the American school system works, treating historical efforts at school reform as experimental interventions that reveal the system's nature and functions.
EDUC 266 Educational Neuroscience (B. McCandliss) (3) (PK12, NP)
An introduction to the growing intersection between education research and emerging research on functional brain development. Students will probe the contributions and limitations of emerging theoretical and empirical contribution of neuroscience approaches to specific academic skills such as reading and mathematics, as well as exposure to general processes crucial for educational success, including motivation, attention, and social cognition. Final projects will explore these themes in the service of interventions designed to improve how these functions.
EDUC 306A Economics of Education in the Global Economy (M. Carnoy) (5) (PK12, EP)
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.
EDUC 337 Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices (A. Ball) (3-5) (PK12)
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.
EDUC 376 Higher Education Leadership Colloquium (M. Stevens) (2-3) (HE)
This course presents a series of speakers from Stanford and other higher education institutions who work at the middle to higher levels of administration. Speakers and topics are guided by student interest, but include a range from student affairs to finance. Sessions are intended to be interactive.
EDUC 460 Language, Culture, Cognition, and Assessment (G. Solano-Flores) (3) (PK12, EP)
Examines the intersection of language, culture, and cognition, and the implications of this intersection in educational assessment. Knowledge from different disciplines is used to reason about assessment from the conceptual, methodological, and social perspectives. 


EDUC 204 Introduction to Philosophy of Education (E. Callan) (3) (PK12, HE, EP, ET)
How to think philosophically about educational problems. Recent influential scholarship in philosophy of education. No previous study in philosophy required.  
EDUC 232 Culture, Learning, and Poverty (R. McDermott) (2-3) (PK12)
For students interested in learning about the actual process of policy making, this course offers a behind-the-scenes look at the political process of public policy making at the Federal level. Students will learn about the theory and literature behind policy formulation and will engage in debates over past and current efforts at policy reform.
EDUC 249 Theory & Issues in Bilingualism (G. Valdes) (3-5) (PK12)
For those interested in working with bilingual students and their families and/or carrying out research in bilingual settings, this course emphasizes the typologies of bilingualism, the acquisition of bilingual ability, and the nature of societal bilingualism. 
EDUC 256 Psychological and Educational Resilience Among Children and Youth (R. Lizcano, A. Padilla) (4) (PK12, EP)
This course is aimed at students interested in individual, family, school, and community risk and protective factors that influence children's development and adaptation. Adaptive systems that enable some children to achieve successful resilience despite high levels of adversity exposure are emphasized. Theoretical, methodological, and empirical issues are examined, including current technology and conceptual and measurement issues.
EDUC 275 Leading U.S. Schools (D. Brazer) (3-4) (PK12, EP, NP)
The landscape of schooling in the U.S. is dynamic and replete with ideologies, myths, and beliefs. Organizational theory, leadership theory, and empirical research are lenses through which students will develop a deeper and broader understanding of the similarities and differences among private schools, parochial schools, traditional K-12 schools, charter schools, and alterarnative schools. Students will connect theory and research to practice by visiting and learning about two or more schools of their choosing. 
EDUC 333A Understanding Learning Environments (S. Goldman, R. McDermott, D. Stringer) (3) (PK12, EP, ET)
This course uses theoretical approaches to learning to analyze learning environments and develop goals for designing resources and activities to support effective learning practices.
EDUC 337 Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices (A. Ball) (3-5) (PK12)
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.
EDUC 355 Higher Education and Society (M. Stevens) (3) (HE, EP)
For undergraduates and graduate students interested in what colleges and universities do, and what society expects of them. The relationship between higher education and society in the U.S. from a sociological perspective. The nature of reform and conflict in colleges and universities, and tensions in the design of higher education systems and organizations.
EDUC 417 Research and Policy on Postsecondary Access (A. Antonio) (3) (HE, EP, NP) 
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. Service Learning Course (certified by Haas Center). 
PUBLPOL 307 Justice (R. Reich) (4-5) (PK12, HE, NP)
Focus is on the ideal of a just society, and the place of liberty and equality in it, in light of contemporary theories of justice and political controversies. Topics include financing schools and elections, regulating markets, discriminating against people with disabilities, and enforcing sexual morality.


EDUC 200A Introduction to Data Analysis and Interpretation (A. Porteus, C. Thille) (3-4) (PK12, HE, NP, EP)
This course teaches students to read and critically interpret quantitative published research. The course is conceptual rather than formula driven.  It requires no advanced math or prior statistics.  It develops skills central to reading and understanding research.
EDUC 200B Introduction to Qualitative Research Methods (D. Pope, J. Wolf) (3-4) (PK12, HE, NP, EP)
Primarily for master's students: An introduction to the core concepts and methods of qualitative research. Through a variety of hands-on learning activities, readings, field experiences, class lectures, and discussions, students will explore the processes and products of qualitative inquiry. Course material and hands-on activities are likely to be directly applicable to the POLS Project/Talk.
EDUC 242 Workshop on Instrument Development for Assessment, Research of Evaluation Purposes I (M. Ruiz-Primo) (3) (PK12, HE, NP, EP)
This course is designed with the belief that collecting information is a routine activity in which most researchers and educators are involved. Developing and improving instruments to gather information for descriptive, assessment, research, or evaluation purposes is a goal that unites all social sciences. Therefore, this course focuses on the technical skills required to develop, judge, and/or select quality instruments in diverse domains. The course will focus on your personal journey to develop or judge an instrument on something that is important for you.
EDUC 269 The Ethics in Teaching (E. Callan) (1) (PK12, HE, EP)
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.
EDUC 281 Technology for Learners (K. Forssell) (3-4) (ET)
For those interested in the use of technology in education and how it may be used to improve learning. This course explores how technology may help make learning easier, faster, or accessible to more learners and considers a variety of different approaches to designing tools for learning, the theories behind them, and the research that tests their effectiveness. Topics include feedback, visualization, games, multimedia, tangible-digital interfaces, simulations, and more. Students will work on teams to identify a need, create a prototype, and design tests to understand its impact. Space is limited.
EDUC 377C/GSBGEN 381 Strategic Philanthropy (L. Arrillaga) (3) (PK12, HE, NP, EP)
Appropriate for any student driven to effect positive social change from either the for-profit or nonprofit sector, Strategic Philanthropy ( GSBGEN 381/ EDUC 377C) will challenge students to expand their own strategic thinking about philanthropic aspiration and action. In recent decades, philanthropy has become an industry in itself - amounting to over $300 billion in the year 2012. Additionally, the last decade has seen unprecedented innovation in both philanthropy and social change. This course explores the key operational and strategic distinctions between traditional philanthropic entities, such as community foundations, private foundations, and corporate foundations; and innovative models, including funding intermediaries, open-source platforms, technology-driven philanthropies, and venture philanthropy partnerships. Course work will include readings and case discussions that encourage students to analyze both domestic and global philanthropic strategies as they relate to foundation mission, grant making, evaluation, financial management, infrastructure, knowledge management, policy change, and board governance. Guest speakers will consist of high profile philanthropists, foundation presidents, social entrepreneurs and Silicon Valley business leaders creating new philanthropic models. The course will also provide students with real-world grantmaking experience in completing nonprofit organizational assessments and making grants to organizations totaling $20,000. The course will culminate in an individual project in which students will complete a business plan for a $10 million private foundation.
MS&E 277 Creativity and Innovation (R. Cox) (3-4) (PK12, HE, NP, ET)
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.
PSYCH 147 Development in Early Childhood (M. Peters, B. Wise) (3-5) (PK12, NP)
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.