printer friendly pageEDUC 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.
Terms: not given this year
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Units: 3-5
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Grading: Letter or Credit/No Credit
EDUC 203A: Tutoring: Seeing a Child through Literacy (EDUC 103A)
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. Service Learning Course (certified by Haas Center). May be repeat for credit with total unit allowed 40 and total completion allowed 10
Terms: Aut
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Units: 4
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Grading: Letter or Credit/No Credit
Instructors:
Juel, C. (PI)
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)
Terms: Aut
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Units: 3
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Grading: Letter or Credit/No Credit
Instructors:
Callan, E. (PI)
EDUC 204A: Introduction to the Philosophical and Educational Thought of John Dewey
This course, which will have a seminar format, will entail close analytical reading (and intense and hopefully lively discussion) of primary sources - namely, some of the writings of John Dewey. These sources have been selected to give a fair overview of his work, but no one course can do Dewey full justice (he published more than 40 books and 800 journal articles). Dewey can be a difficult author to follow, but on the other hand there are passages of great force and beauty; and undoubtedly he has been of significant influence both in education and in philosophy. (It is important to note that Dewey himself regarded his work in philosophy and in education as being inextricably related.) No special intellectual preparation is required, except a willingness to read carefully and appreciatively, but critically.
Terms: Aut
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Units: 3
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Repeatable for credit
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Grading: Satisfactory/No Credit
EDUC 204B: Philosophical Issues in Educational Research
Several decades ago epistemological issues (that is, philosophical issues pertaining to the nature of knowledge, and how knowledge-claims are established as likely to be true) were not the focus of much serious attention in the educational research literature. Most "how to do research" textbooks had a short and bland chapter on "philosophy of science" issues in educational research, and occasionally a president of AERA would take advantage of the "presidential address" to make some relevant remarks. In general, a positivistic orientation pervaded these contributions. Over the past two decades or so the situation has changed remarkably - for example, over this period the "house journal" of the AERA, Educational Researcher, has published scores of papers that raise epistemological issues; many of these papers have been written by researchers themselves (instead of philosophers), and a wide range of positions are represented in these sources. Epistemological/philosophy of science issues have become part of the common discourse of the field of educational research, and a new researcher needs to have some basic literacy. And that is what this course is intended to provide.
Terms: Spr
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Units: 3
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Repeatable for credit
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Grading: Satisfactory/No Credit
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.
Terms: not given this year
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Units: 3
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Grading: Letter or Credit/No Credit
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)
Terms: Aut
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Units: 1
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Grading: Letter (ABCD/NP)
Wotipka, C. (PI)
EDUC 206B: Applied Research Methods in International and Comparative Education II: Master's Paper 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)
Terms: Win
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Units: 1-3
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Grading: Letter (ABCD/NP)
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)
Terms: Spr
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Units: 1
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Grading: Letter (ABCD/NP)
EDUC 206D: Applied Research Methods in International and Comparative Education IV: Master's Paper 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)
Terms: Sum
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Units: 3
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Grading: Letter (ABCD/NP)
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