EDUC 288: Organizational Analysis (SOC 271)
Principles of organizational behavior and analysis; theories of group and individual behavior; organizational culture; and applications to school organization and design. Case studies.
Terms: Aut
|
Units: 4
|
Grading: Letter (ABCD/NP)
Instructors:
McFarland, D. (PI)
;
Gomez, C. (TA)
EDUC 289: The Centrality of Literacies in Teaching and Learning
(Formerly
EDUC 166.) Focus is on principles in understanding, assessing, and supporting the reading and writing processes, and the acquisition of content area literacies in secondary schools. Literacy demands within particular disciplines and how to use oral language, reading, and writing to teach content area materials more effectively to all students. (STEP)
Terms: Sum
|
Units: 3
|
Grading: Letter (ABCD/NP)
Instructors:
Aukerman, M. (PI)
EDUC 290: Instructional Leadership: Building Capacity for Excellent Teaching
This course focuses on the role of leaders in designing, supporting and sustaining excellent teaching. How do leaders create the organizational conditions to focus attention on the technical core of instruction, curriculum and assessment. Course goals: 1) explore a variety of educational leadership approaches, 2) investigate the theory of action underlying these approaches to leadership and consider the implications for instructional practice and 3) develop understanding of the relationship between the leadership approach and the learning environment.
Terms: Spr
|
Units: 3-4
|
Grading: Letter or Credit/No Credit
Instructors:
Brazer, S. (PI)
EDUC 291: Learning Sciences and Technology Design Research Seminar and Colloquium
Students and faculty present and critique new and original research relevant to the Learning Sciences and Technology Design doctoral program. Goal is to develop a community of scholars who become familiar with each other's work. Practice of the arts of presentation and scholarly dialogue while introducing seminal issues and fundamental works in the field.
Terms: Aut, Win, Spr
|
Units: 1-3
|
Repeatable for credit
|
Grading: Letter or Credit/No Credit
EDUC 292: Academic Writing for Clarity and Grace
Students will acquire helpful writing strategies, habits, and critical faculties; increase their sense of writing as revision; and leave them with resources that will support them in their own lifelong pursuit of good writing. Students will work on revising their own papers and editing papers of other students. Class will focus on exercises in a variety of critical writing skills: framing, concision, clarity, emphasis, rhythm, action, actors, argument, data, quotations, and usage. Course enrollment limited to graduate students.
Terms: Spr
|
Units: 2-4
|
Grading: Satisfactory/No Credit
Instructors:
Labaree, D. (PI)
EDUC 293: Church, State, & Schools: Issues in Education & Religion (AMSTUD 293, RELIGST 293X)
This course will examine interactions between religion and education, focusing on both formal and experiential sites in which people and communities explore, articulate, encounter, and perform religious ideologies and identities. The class will focus on different religious traditions and their encounters the institutions and structures of education in American culture, both in the United States and as it manifests in American culture transnationally.
Terms: Aut
|
Units: 4
|
Grading: Letter (ABCD/NP)
Instructors:
Kelman, A. (PI)
EDUC 294: History of the Learned Book
The course takes full advantage of the university library's Special Collections to examine the key historic works contributing to the advancement of learning and the organization of knowledge. Beginning with medieval manuscripts and progressing through all areas of human inquiry during the age of print, the course explores the economic and educational history of learned publishing in the West, while examining what these historic artifacts reveal about developments in the structure and authority, production and circulation, technology and aesthetics, of learning and knowledge.
Terms: not given this year
|
Units: 3-5
|
Repeatable for credit
|
Grading: Letter or Credit/No Credit
EDUC 295: Learning and Cognition in Activity (PSYCH 261A)
Methods and results of research on learning, understanding, reasoning, problem solving, and remembering, as aspects of participation in social organized activity. Principles of coordination that support cognitive achievements and learning in activity settings in work and school environments.
Terms: not given this year
|
Units: 3
|
Grading: Satisfactory/No Credit
EDUC 296: Introduction to Survey Research (EDUC 191)
Planning tasks, including problem formulation, study design, questionnaire and interview design, pretesting, sampling, interviewer training, and field management. Epistemological and ethical perspectives. Issues of design, refinement, and ethics in research that crosses boundaries of nationality, class, gender, language, and ethnicity.
Terms: not given this year
|
Units: 3-4
|
Grading: Letter (ABCD/NP)
EDUC 297: Teaching and Learning in Higher Education (VPTL 297)
(Same as
LAW 303) This course is co-taught by Tom Ehrlich, GSE, and Mariatte Denman, Office of the Vice Provost for Teaching & Learning. It provides doctoral and masters students with an opportunity to focus on teaching and learning along with graduate students from many disciplines throughout the university. Students watch and interview master teachers at Stanford, prepare a syllabus module for a workshop or class they might teach, and learn a range of effective pedagogical methods. The course is open not only to masters students and doctoral students from all schools who expect to work in higher education, but also to students interested in K-12 education, and they may develop a teaching module for use in those schools.
Terms: Win
|
Units: 1-4
|
Grading: Letter or Credit/No Credit
Filter Results: