printer friendly pageEDUC 268A: Curriculum and Instruction in History and Social Science
The methodology of history instruction: teaching for historical thinking and reasoning; linking the goals of teaching history with literacy; curriculum trends; and opportunities to develop teaching and resource units. Prerequisite: STEP student.
Terms: Sum
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Units: 2
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Grading: Letter (ABCD/NP)
Instructors:
Wineburg, S. (PI)
EDUC 268B: Curriculum and Instruction in History and Social Science
The methodology of history instruction: teaching for historical thinking and reasoning; linking the goals of teaching history with literacy; curriculum trends; and opportunities to develop teaching and resource units. Prerequisite: STEP student.
Terms: Aut
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Units: 3
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Grading: Letter (ABCD/NP)
Instructors:
Colglazier, W. (PI)
;
McGrew, S. (PI)
EDUC 268C: Curriculum and Instruction in History and Social Science
The methodology of history instruction: teaching for historical thinking and reasoning; linking the goals of teaching history with literacy; curriculum trends; and opportunities to develop teaching and resource units. Prerequisite: STEP student.
Terms: Win
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Units: 3
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Grading: Letter (ABCD/NP)
Instructors:
Colglazier, W. (PI)
;
McGrew, S. (PI)
EDUC 268D: Curriculum & Instruction Elective in History
The methodology of history instruction: teaching for historical thinking and reasoning; linking the goals of teaching history with literacy and interdisciplinary curricula; opportunities to develop teaching materials.
Terms: Spr
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Units: 3
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Grading: Letter or Credit/No Credit
Instructors:
Martin, D. (PI)
EDUC 270: Latino Families, Languages, and Schools (EDUC 178)
The challenges facing schools to establish school-family partnerships with newly arrived Latino immigrant parents. How language acts as a barrier to home-school communication and parent participation. Current models of parent-school collaboration and the ideology of parental involvement in schooling.
Terms: Spr
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Units: 3-5
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Grading: Letter (ABCD/NP)
Instructors:
Valdes, G. (PI)
EDUC 271: Education Policy in the United States (PhD)
(Same as
GSBGEN 347) The course will provide students from different disciplines with an understanding of the broad educational policy context. The course will cover topics including a) school finance systems; b) an overview of policies defining and shaping the sectors and institutional forms of schooling, c) an overview of school governance, d) educational human-resource policy, e) school accountability policies at the federal and state levels; and f) school assignment policies and law, including intra- and inter-district choice policies, desegregation law and policy. This course is intended for PhD students only. Other students may contact the instructor for permission to enroll.
Terms: Spr
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Units: 5
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Grading: Letter (ABCD/NP)
Instructors:
Dee, T. (PI)
EDUC 275: Leading U.S. Schools
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 alternative schools. Students will connect theory and research to practice by visiting and learning about two or more schools of their choosing.
Terms: Aut
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Units: 3-4
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Grading: Letter or Credit/No Credit
Instructors:
Brazer, S. (PI)
;
Carnoy, M. (PI)
EDUC 277: Education of Immigrant Students: Psychological Perspectives
Historical and contemporary approaches to educating immigrant students. Case study approach focuses on urban centers to demonstrate how stressed urban educational agencies serve immigrants and native-born U.S. students when confronted with overcrowded classrooms, controversy over curriculum, current school reform movements, and government policies regarding equal educational opportunity.
Terms: Win
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Units: 4
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Grading: Letter (ABCD/NP)
Instructors:
Padilla, A. (PI)
EDUC 278: Introduction to Issues in Evaluation
Open to master's and doctoral students with priority to students in the School of Education. Focus is on the basic literature and major theoretical and practical issues in the field of program evaluation. Topics include: defining purpose, obtaining credible evidence, the role of the evaluator, working with stakeholder, values in evaluation, utilization, and professional standards. The course project is to design an evaluation for a complex national or international program selected by the instructor.
Terms: Spr
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Units: 3-4
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Grading: Letter or Credit/No Credit
Instructors:
Porteus, A. (PI)
EDUC 280: Learning & Teaching of Science (PHYSICS 295)
This course will provide students with a basic knowledge of the relevant research in cognitive psychology and science education and the ability to apply that knowledge to enhance their ability to learn and teach science, particularly at the undergraduate level. Course will involve readings, discussion, and application of the ideas through creation of learning activities. It is suitable for advanced undergraduates and graduate students with some science background.
Terms: Spr
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Units: 3
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Grading: Letter or Credit/No Credit
Instructors:
Wieman, C. (PI)
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