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71 - 80 of 228 results for: EDUC ; Currently searching offered courses. You can also include unoffered courses

EDUC 218: Topics in Cognition and Learning: Visualization

Topical seminar with changing topics on the psychological and social processes of learning. This year's course is on the use of visualizations for learning (e.g., maps, diagrams, art, sketches, videogames). Topics also include the psychological basis for why visualizations can be so effective. May be repeated for credit.
Terms: Aut | Units: 3 | Repeatable for credit | Grading: Letter or Credit/No Credit
Instructors: Schwartz, D. (PI)

EDUC 219E: The Creative Arts in Elementary Classrooms

For STEP Elementary only or for candidates in the Multiple Subjects program. Hands-on exploration of visual arts media and works of art.
Terms: Aut | Units: 1 | Grading: Letter (ABCD/NP)
Instructors: Freeman, S. (PI)

EDUC 220B: Introduction to the Politics of Education

(Same as GSBGEN 349.) The relationships between political analysis and policy formulation in education; focus is on alternative models of the political process, the nature of interest groups, political strategies, community power, the external environment of organizations, and the implementations of policy. Applications to policy analysis, implementation, and politics of reform. (APA)
Terms: Aut | Units: 4 | Grading: Letter or Credit/No Credit

EDUC 220D: History of School Reform: Origins, Policies, Outcomes, and Explanations (HISTORY 258E)

Required for students in the POLS M.A. program; others welcome. Focus is on 20th-century U.S. Intended and unintended patterns in school change; the paradox of reform that schools are often reforming but never seem to change much; rhetorics of reform and factors that inhibit change. Case studies emphasize the American high school. (SSPEP/APA)
Terms: Aut | Units: 3-5 | Grading: Letter (ABCD/NP)

EDUC 221A: Policy Analysis in Education

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. Limited enrollment. Prerequisite: consent of instructor. (SSPEP/APA)
Terms: Win | Units: 4-5 | Grading: Letter (ABCD/NP)
Instructors: Newman, A. (PI)

EDUC 222: Resource Allocation in Education

Problems of optimization and design, and evaluation of decision experience. Marginal analysis, educational production functions, cost effectiveness and cost-benefit analysis, constrained maximization, program evaluation. Introduction to linear models for large-scale data analysis. Implications to model assumptions. (SSPEP)
Terms: Spr | Units: 4-5 | Grading: Letter or Credit/No Credit

EDUC 224A: Social Entrepreneurship and Social Innovation

(Same as STRAMGT 367). This course examines individuals and organizations that use entrepreneurial skills and approaches to develop innovative responses to social problems. Entrepreneurship has traditionally been seen as a way of creating wealth for the entrepreneur and for those who back her/his work. Social entrepreneurs employ "entrepreneurial skills", such as finding opportunities, inventing new approaches, securing and focusing resources and managing risk, in the service of creating a social value. As the intensity and complexity of social and environmental problems has grown in recent years social entrepreneurship, defined as innovative, social value creating activity that can occur within or across the nonprofit, government, or business sectors, has become increasingly prominent. While virtually all enterprises, commercial and social, generate social value, fundamental to this definition is that the primary focus of social entrepreneurship is to achieve social impact above all else. We will study some of the most promising and the best-proven innovations for improving people's lives. We will also examine mature projects that are now tackling the issue of "scale", moving from local innovations to solutions that create deep systemic changes for larger numbers of economically disadvantaged individuals and communities throughout the world. This year we will focus on what are the constraints and opportunities for creating a social enterprise at scale.nnnThe process of "scale" poses tremendous challenges. Even when organizations manage to overcome the many obstacles to growth, and achieve appreciable scale, this approach is seldom sufficient to achieve significant social impact on its own. This year our course will pay particular attention to network approaches which require the mobilization of a vast array of actors and resources, but have the potential to generate rapid and sustained social impact.
Terms: Spr | Units: 4 | Grading: Letter (ABCD/NP)

EDUC 224B: Social Entrepreneurship and Social Innovation

(Same as STRAMGT 367). This course examines individuals and organizations that use entrepreneurial skills and approaches to develop innovative responses to social problems. Entrepreneurship has traditionally been seen as a way of creating wealth for the entrepreneur and for those who back her/his work. Social entrepreneurs employ "entrepreneurial skills", such as finding opportunities, inventing new approaches, securing and focusing resources and managing risk, in the service of creating a social value. As the intensity and complexity of social and environmental problems has grown in recent years social entrepreneurship, defined as innovative, social value creating activity that can occur within or across the nonprofit, government or business sectors, has become increasingly prominent. While virtually all enterprises, commercial and social, generate social value, fundamental to this definition is that the primary focus of social entrepreneurship is to achieve social impact above all else. We will study some of the most promising and the best-proven innovations for improving people's lives. We will also examine mature projects that are now tackling the issue of "scale", moving from local innovations to solutions that create deep systemic changes for larger numbers of economically disadvantaged individuals and communities throughout the world. This year we will focus on what are the constraints and opportunities for creating a social enterprise at scale.nnnThe process of "scale" poses tremendous challenges. Even when organizations manage to overcome the many obstacles to growth, and achieve appreciable scale, this approach is seldom sufficient to achieve significant social impact on its own. This year our course will pay particular attention to network approaches which require the mobilization of a vast array of actors and resources, but have the potential to generate rapid and sustained social impact.
Terms: Spr | Units: 2 | Grading: Letter (ABCD/NP)

EDUC 228E: Becoming Literate in School I

First in a three course sequence. Introduction to reading and language arts theory and methodology for candidates STEP Elementary Teacher program. Instructional methods, formats, and materials.
Terms: Sum | Units: 2 | Grading: Letter (ABCD/NP)
Instructors: Juel, C. (PI)

EDUC 228F: Becoming Literate in School II

Second in a three-course required sequence of reading and language arts theory and methodology for candidates in the STEP Elementary program. Theories for guiding instruction and curricular choices.
Terms: Aut | Units: 2 | Grading: Letter (ABCD/NP)
Instructors: Juel, C. (PI)
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