About the Program
Minor
The School of Education offers a minor in education for undergraduates currently enrolled at Berkeley. The minor in education provides an opportunity to examine systematically an institution that occupies a unique position in society and profoundly influences virtually everyone. This program is designed to enable students to develop a critical understanding of the relationship of education to the development of societies and individuals. Its focus is on the potential as well as the reality of diverse forms of education. The minor offers an opportunity for intellectual inquiry to broaden and complement students' work in their major fields of study. In the process, students will encounter the wide array of professional possibilities in the field of education, enabling those considering a career in the field to make an informed choice.
There is no undergraduate major in Education.
Declaring the Minor
In order to apply to the Education minor, students must:
- Attend one of the Education Minor Information Sessions . These sessions, conducted by the Education Minor Advisor, give background information about the minor, review requirements and guidelines, and answer questions. Information sessions are held several times during the Fall and Spring semesters and last from half an hour to an hour. If students are unable to attend the Information Sessions, they are welcome to meet with the Minor Advisor during office hours.
- Submit an online application form, available on the School of Education website . Apply only after attending an information session or meeting with the Education Minor Advisor. When completing the online application form, students will be asked to provide a list of courses and fieldwork they have already taken and/or plan to take to complete the requirements of the minor. This is only a plan. Students will not be required to take or use those courses for the minor.
After submitting the online application, the Minor Advisor will automatically be notified and will review your application for completeness. Unless there are questions, the student will then be considered an Education Minor candidate. The student's email address will be added to the Education Minor email list so the student can be notified of opportunities in the field of Education, as well as Education Minor program and course updates. The application will be processed internally—nothing will appear on the student's transcript until the Minor has been completed.
Before submitting an application, please consider whether the Education minor is something you truly intend to finish and whether you will have enough time in your schedule to take the five required courses.
However, do not wait until all requirements have been completed before applying. Submitting the application form early will enable the School of Education to keep students apprised of program updates and opportunities that might interest them as well as assuring that they have adequately completed the requirements.
Minor Requirements
Students who have a strong interest in an area of study outside their major often decide to complete a minor program. These programs have set requirements and are noted officially on the transcript in the memoranda section, but they are not noted on diplomas.
General Guidelines
- All minor requirements must be completed before your degree date.
- All course work to satisfy the minor requirements must be taken at UC Berkeley.
- Three of the five required courses for the minor must be upper-division. The 3 units of required field work are considered one of the five courses.
- All courses used to fulfill the minor requirements must be taken for a letter grade, with the exception of the field work course(s).
- A minimum grade point average (GPA) of 2.0 is required for courses used to fulfill the minor requirements.
- EDUC 98/198 and EDUC 199 may not be used to satisfy any requirement for the minor.
- No more than one upper-division course may be used to simultaneously fulfill requirements for a student's major and minor programs, or two minor programs.
Requirements
| Core Course | ||
| EDUC 190 | Critical Studies in Education | 4 |
| Fieldwork | ||
| 3 units of minor-approved fieldwork (see below for further details) | ||
| EDUC 97 | Field Studies | 1-4 |
| or EDUC 197 | Field Studies | |
| Electives | ||
| Select three from the following (see below for further details): | ||
| Experiencing Education: Diversity and (In)Equality in and Beyond Schools | ||
| Understanding Language in Society | ||
| American Sports, Culture, and Education | ||
| Reforms in Elementary Education: Psychological and Sociocultural Foundations | ||
| Early Development and Education | ||
| Knowing and Learning in Mathematics and Science | ||
| Classroom Interactions in Science and Mathematics: A Focus on Equity and Urban Schools | ||
| Literacy: Individual and Societal Development | ||
| Education in a Global World | ||
| Introduction to the Teaching of English | ||
| Literacy through Literature | ||
| Teachers' Work | ||
| Race, Identity, and Culture in Urban Schools | ||
| The Politics of Educational Inequality | ||
| High School, The Movie | ||
| Philosophical Foundations of Education | ||
| Gender and Education: International Perspectives | ||
| The Southern Border | ||
| Latinas/os and Education: Critical Issues and Perspectives | ||
| Democracy and Education | ||
| Unraveling Education: A Participatory Inquiry (Section 1) 1 | ||
EDUC 191P | Course Not Available | |
| Special Topics in the Foundations of Teaching 2 | ||
| Selected Topics of African American Social Organization and Institutions | ||
| Introduction to American Studies | ||
| Asian Americans and Education | ||
| Chicanos and the Educational System | ||
| Topics in Chicano Studies | ||
| Introduction to Cognitive Science | ||
| Reading in and about U.S. Education Institutions | ||
CY PLAN 190A | Course Not Available | |
| Teaching and Learning Environmental Science | ||
| Language and Power | ||
| Special Topics in German | ||
| Education and International Development | ||
IAS 155AC | Course Not Available | |
| Current Issues in International and Area Studies | ||
| Communicating Ocean Science | ||
| Developmental Psychology | ||
| Sociology of Education | ||
or SOCIOL 113AC | Sociology of Education | |
| Comparative Perspectives on U.S. and European Societies: Education | ||
| Special Topics: Theater Arts (when taught by Wymore) | ||
| Introduction to Applied Language Studies | ||
| 1 | This course may be used as either 3 units of fieldwork or as an elective, but not both. |
| 2 | Must be taken with concurrent approved fieldwork units in EDUC 97/EDUC 197. |
Fieldwork
EDUC 97/EDUC 197, the field studies courses, have a number of programs from which to choose. As there are some programs that are not approved for the Minor, make sure to enroll in one of the minor-approved field sections; please consult the list available on the School of Education website . All of the sections of EDUC 97/EDUC 197 are described in the Quicklist and Descriptions PDF available on the School of Education website , and in binders available at the reception counter in the Student Academic Services Office, 1600 Tolman Hall.
To obtain the course control number for the program/section in which you are interested, contact the site coordinator for that program.
Students may enroll in 1, 2 or 3 units of fieldwork within one semester and may take units over multiple semesters. Students may take all 3 units in the same field studies program or may enroll in two or three separate programs.
45 hours of fieldwork per semester is equivalent to 1 academic unit.
There are a few minor approved field studies programs outside of Education 97/197. Check each semester's course list on the School of Education website for these programs.
Petitioning field work: There is a petition process for fieldwork that is not approved for the Minor. Students will need to review the Education Minor Fieldwork Student Petition Policies & Procedures and submit the appropriate form.
Electives
Elective courses must be taken for at least 3 units.
A maximum of two graduate-level courses in Education may be used to meet the elective requirement.
Students who have completed or plan to complete an Education course as part of a UCB Education Abroad program may be able to have it count toward the Education Minor elective requirement. The course must be in the Education Department of the University and equivalent to 3 semester credits. Notify the Minor Adviser if you would like to take advantage of this option.
From time to time, a course may be offered on campus that has significant educational content but is not on the Minor approved course list. If you have found such a course and would like to have it considered for one of your electives for the Minor, please contact the Minor Advisor about petitioning the course. A syllabus will be required.
Courses
Education
EDUC 24 Freshman Seminar 1 Unit
The Freshman and Sophomore Seminar program has been designed to provide new students with the opportunity to explore an intellectual topic with a faculty member in a small seminar setting. Freshman Seminars are offered in all campus departments, and topics vary from department to department and semester to semester. Limited to 15 freshmen.
Rules & Requirements
Repeat rules: Course may be repeated for credit as topic varies. Course may be repeated for credit when topic changes.
Hours & Format
Fall and/or spring: 15 weeks - 1 hour of seminar per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: The grading option will be decided by the instructor when the class is offered. Final exam not required.
EDUC 30AC Race and Ethnicity inside Schools 4 Units
Racial and ethnic minorities in American schools and colleges through case studies of Native Americans, Italian Americans, and Mexican Americans. Policies, practices, ideologies, experiences, and outcomes from the perspective of both the dominant and minority groups.
Hours & Format
Fall and/or spring: 15 weeks - 4 hours of lecture per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam required.
Formerly known as: 40AC taken before fall 2004
EDUC 39D Freshman/Sophomore Seminar 3 Units
Freshman and sophomore seminars offer lower division students the opportunity to explore an intellectual topic with a faculty member and a group of peers in a small-seminar setting.
Rules & Requirements
Prerequisites: Priority given to freshmen and sophomores
Repeat rules: Course may be repeated for credit when topic changes.
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of seminar per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: The grading option will be decided by the instructor when the class is offered. Final exam required.
EDUC 40AC Experiencing Education: Diversity and (In)Equality in and Beyond Schools 5 Units
Explores the complex relationship among diversity, equality, inequality, and educational systems by focusing on the conceptual categories of race, class, and gender in the organization of educational opportunity. Explores the ways in which these categories intersect in people's lives. Incorporates a semester-long project that enables students to develop research skills as they apply their new understandings to the educational challenges facing local districts and communities.
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of lecture and 2 hours of discussion per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam required.
EDUC N40AC Experiencing Education: Race and Ethnicity Inside Schools 3 Units
Racial and ethnic minorities in American schools and colleges through case studies of African Americans, Mexican Americans, Native Americans, and selected Asian American groups. Policies, practices, ideologies, experiences, and outcomes will be analyzed and compared.
Hours & Format
Summer:
6 weeks - 7.5 hours of lecture per week
8 weeks - 5.5-6 hours of lecture per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam required.
EDUC 52 Understanding Language in Society 3 Units
This course explores how language is influenced by social factors. The topics include dialects and standard English, slang, and the influence of gender, identity, and bilingualism on language use, highlighting the diverse ways in which people use language to communicate with one another. A secondary objective is to teach strategies that are proven effective for successful and efficient reading, writing, learning, and studying. These strategies will be applied to the content of this class and be useful in students' other classes.
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of lecture per week
Summer: 6 weeks - 8 hours of lecture per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam required.
Instructor: Van Rheenen
EDUC 75AC American Sports, Culture, and Education 3 Units
American sports and athletes have come to signify a complex of variegated meanings that include desire, but also disdain. Through the work of a variety of scholars, researchers, and journalists, this course explores the nature and motives of societal structures and practices (embodied in both institutions and individuals) to illuminate the intersections and reciprocal influences of society and sports. The central framework of this course draws on the notion that the space of sports is defined by highly structured societal practices and consumptions. By critically analyzing a variety of these practices, this course attempts to ground a partial reading of other societal forces in American culture. In particular, the course examines the nuanced intersections of sport, race, ethnicity, social class and gender, highlighting the ways in which American sports provide a potential vehicle for social mobility and integration while simultaneously reproducing existing cultural stereotypes and structures of inequality.
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of lecture per week
Summer: 6 weeks - 7.5 hours of lecture per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam required.
Instructor: Van Rheenen
EDUC 97 Field Studies 1 - 4 Units
University organized and supervised field programs involving experiences in schools and school-related activities.
Rules & Requirements
Prerequisites: Restricted to freshman and sophomores. Consent of instructor
Repeat rules: Course may be repeated for credit. Course may be repeated for credit when topic changes.
Hours & Format
Fall and/or spring: 15 weeks - 0 hours of fieldwork per week
Summer:
6 weeks - 1-5 hours of fieldwork per week
8 weeks - 1-4 hours of fieldwork per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Offered for pass/not pass grade only. Final exam not required.
EDUC 98 Directed Group Study 1 - 4 Units
Rules & Requirements
Prerequisites: Consent of instructor
Credit Restrictions: Enrollment is restricted; see the Course Number Guide in the Berkeley Bulletin.
Repeat rules: Course may be repeated for credit. Course may be repeated for credit when topic changes.
Hours & Format
Fall and/or spring: 15 weeks - 1-4 hours of directed group study per week
Summer:
6 weeks - 2.5-10 hours of directed group study per week
8 weeks - 1.5-7.5 hours of directed group study per week
10 weeks - 1.5-6 hours of directed group study per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Offered for pass/not pass grade only. Final exam not required.
EDUC 99 Supervised Independent Study 1 - 4 Units
Supervised independent study or research on topics relevant to Education that are not covered in depth by other courses. Topics to be initiated by students.
Rules & Requirements
Prerequisites: Consent of instructor, lower division standing
Credit Restrictions: Enrollment is restricted; see the Introduction to Courses and Curricula section of this catalog.
Repeat rules: Course may be repeated for credit as topic varies. Course may be repeated for credit when topic changes.
Hours & Format
Fall and/or spring: 15 weeks - 0 hours of tutorial per week
Summer:
8 weeks - 1.5-7.5 hours of tutorial per week
10 weeks - 1.5-6 hours of tutorial per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Offered for pass/not pass grade only. Final exam not required.
EDUC 112 Reforms in Elementary Education: Psychological and Sociocultural Foundations 3 Units
The course introduces students to relationships between research on cognitive development and reforms in elementary teaching. The syllabus is organized in modules that link research and classroom practice. For example, in a module on children's mathematics, we analyze research on children's strategies for solving math problems and consider how this research has reformed teaching practices. Students complete a project for each module that links research and observations in elementary classrooms through concurrent enrollment in one unit of 197.
Rules & Requirements
Prerequisites: Background in psychology. Consent of instructor
Hours & Format
Fall and/or spring: 15 weeks - 1 hour of lecture and 1 hour of discussion per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam required.
Instructor: Gearhart
EDUC 114A Early Development and Education 4 Units
Theory and research on early childhood education and psychological development in early childhood. Directed field observation of developmental phenomena and educational practices.
Rules & Requirements
Credit Restrictions: Students will receive no credit for Education 114A after completing Educational Psychology 114A.
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of lecture and 1.5 hours of laboratory per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam required.
Instructor: Holloway
EDUC 114D Practicum in Early Development and Education, Children Birth to Age 5 4 Units
This course will provide students with an understanding of theories and practices in early care and education, specifically focused on children from infancy to age 5. It will also provide an opportunity for students to apply knowledge and reflect upon experiences teaching in a high-quality environment for young children. Course topics will span infant, toddler, and preschool early care and education programs and the age groups for whom such programs are designed. Special attention will be given to 1) curriculum approaches and theories in early care and education programs, 2) educational practices related to culturally, linguistically, and economically diverse student populations, and 3) child observation and classroom organization and practices. In addition, the course will cover changing expectations for children and their teachers, programming for children with special needs, teacher relations with children, parents and other staff, peer relationships, managing challenging child behaviors and identifying quality. Field experience will include working with young children in an infant, toddler or preschool quality program on the UC Berkeley campus or in the surrounding area.
Rules & Requirements
Prerequisites: 114A recommended
Hours & Format
Fall and/or spring: 15 weeks - 2 hours of lecture and 6 hours of fieldwork per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam required.
EDUC 130 Knowing and Learning in Mathematics and Science 3 Units
This course offers a sequence of collaborative problem-solving and reflection activities through which students will be able to appreciate and develop a coherent, effective approach to the teaching and learning of any mathematical or scientific conceptual domain. Issues of cognition, culture, and pedagogy will emerge from participants' struggles to explain their own reasoning. In-class problem solving experiences will provide grist for reflection. Extensive readings are discussed in a bSpace forum. Students are placed in, and do course projects in, local classrooms.
Rules & Requirements
Prerequisites: Any one of the following: Undergraduate Interdisciplinary 81A, 81B, 82
Repeat rules: Course may be repeated for credit when topic changes.
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of lecture and 1 hour of fieldwork per week
Summer: 8 weeks - 6 hours of lecture and 4 hours of fieldwork per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam required.
Instructor: Abrahamson
This course continues the process of preparing students to teach science and mathematics in secondary schools by providing opportunities to evaluate challenges they face in instructional settings. We will explore frameworks for thinking abut equity issues in the classroom and beyond school settings, learn strategies for teaching students of diverse backgrounds, and consider how classroom interactions enable students to develop a deep conceptual understanding of the subject matter.
Rules & Requirements
Prerequisites: Education 130
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of seminar per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam not required.
Instructor: Nasir
This course continues the process of preparing students to teach science and mathematics in secondary schools by providing opportunities to evaluate challenges they face in instructional settings. We will explore frameworks for thinking abut equity issues in the classroom and beyond school settings, learn strategies for teaching students of diverse backgrounds, and consider how classroom interactions enable students to develop a deep conceptual understanding of the subject matter.
Rules & Requirements
Prerequisites: Education 130
Requirements this course satisfies: Satisfies the American Cultures requirement
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of seminar per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Alternative to final exam.
Instructor: Poon
EDUC 140AC Literacy: Individual and Societal Development 3 Units
This course combines theory and practice in the study of literacy and development. It will introduce sociocultural educational theory and research focused especially on literacy teaching and learning, and this literature will be examined in practice through participation in computer-based after-school programs. In addition, the course will contribute to understanding of race, culture, and ethnicity in the United States. We will develop a view of literacy, not as a neutral skill, but as embedded within culture and as depending for its meaning and its practice upon social institutions and conditions.
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of lecture per week
Summer: 6 weeks - 8 hours of lecture per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam required.
Instructor: Hull
EDUC N140 Literacy: Individual and Societal Development 4 Units
This course combines theory and practice in the study of literacy and development, while simultaneously introducing students to socio-cultural educational theory and research. This research perspicaciously and critically analyzes extant literature on literacy teaching and learning. This literature will be examined in practice through participation in tutoring and technology-oriented summer programs. In addition, this course satisfies the American Cultures requirement and will contribute to understanding of race, cultures, and ethnicity in the United States. We will develop a view of literacy, not as a neutral skill, but as embedded within culture and as depending for its meaning and its practice upon social institutions and conditions. In addition to lecture, students are to participate in field work hours.
Hours & Format
Summer: 6 weeks - 8 hours of lecture and 7 hours of fieldwork per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam not required.
Instructor: Hull
This course combines theory and practice in the study of literacy and development. It will introduce sociocultural educational theory and research focused especially on literacy teaching and learning, and this literature will be examined in practice through participation in after-school programs. In addition, the course will contribute to an understanding of how literacy is reflected in race, culture, and ethnicity in the United States and how these symbolic systems shift in a digital world.
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of web-based lecture and 1 hour of fieldwork per week
Summer: 6 weeks - 7.5 hours of web-based lecture and 2.5 hours of fieldwork per week
Online: This is an online course.
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam not required.
Instructor: Hull
This course combines theory and practice in the study of literacy and development. It will introduce sociocultural educational theory and research focused especially on literacy teaching and learning, and this literature will be examined in practice through participation in after-school programs. In addition, the course will contribute to an understanding of how literacy is reflected in race, culture, and ethnicity in the United States and how these symbolic systems shift in a digital world.
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of web-based lecture and 1 hour of fieldwork per week
Summer: 6 weeks - 7.5 hours of web-based lecture and 2.5 hours of fieldwork per week
Online: This is an online course.
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Alternative to final exam.
Instructor: Hull
EDUC 142 Education in a Global World 3 Units
What is globalization? What are the implications of living in a "global world" for education? How can education be used as a tool to promote global social justice and prosperity? In this course, we will address these and other related questions through collective reading assignments, class discussions, and online collaboration through our learning platform (bSpace or other).
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of lecture per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam not required.
Instructor: Murphy-Graham
EDUC 143 Introduction to the Teaching of English 3 Units
Exploration of issues confronting English and English language arts teachers today; curriculum trends and teaching practices; influence or reform efforts since the 1950s on English and language arts curriculum and practice; course assignments to include field work, interviews, reading and reports.
Rules & Requirements
Prerequisites: Upper division standing or consent of instructor
Hours & Format
Fall and/or spring: 15 weeks - 2 hours of lecture and 3 hours of fieldwork per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam required.
Instructor: Sterling
EDUC C145 Literacy through Literature 3 Units
Exploration of the role that literature can play in the acquisition of literacy in a first and second language. Linguistic and psycholinguistic issues: orality and literacy, discourse text, schema theory, and reading research. Literary issues: stylistics and critical reading, reader response, structure of narratives. Educational issues: the literary text in the social context of its production and reception by intended and non-intended readers.
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of lecture per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam required.
Instructor: Kramsch
Also listed as: GERMAN C106
EDUC 146 Language, Culture, and Migration Practices in the Maya Diaspora 3 Units
This course engages a selection of themes examining the language, culture, and migration practices of indigenous immigrant youth from Yucatan (Mexico) to San Francisco and the U.S. more broadly. This course aims to raise awareness of the complex background and present-day issues that multilingual and multicultural indigenous students experience in migration and in our schools and society. While the course is aimed at undergraduate students, graduate students are welcome.
Hours & Format
Summer: 6 weeks - 8 hours of lecture per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Alternative to final exam.
Instructor: Baquedano
EDUC C148 Education and International Development 4 Units
This course is designed to provide a comprehensive overview of international development education. Through the use of lectures, discussions, and multimedia presentations, students will examine three core themes: 1) the purpose of education; 2) how contemporary development policy conceptualizes education; 3) education as a tool for social transformation. To the extent possible, the course draws connections between theory and practical case studies of international education programs, policy statements, and initiatives.
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of lecture per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam required.
Instructor: Murphy-Graham
Also listed as: IAS C148
EDUC 149 Foundations for Teaching Language Arts 2 Units
Lectures and workshops on curriculum, instructional theory, and methods for teaching language arts in elementary schools. Incorporates competencies for Reading Instruction Competency Assessment (RICA) and for teaching children whose primary language is not English.
Rules & Requirements
Prerequisites: Admission to Developmental Teacher Education program or consent of instructor
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of lecture per week
Summer: 8 weeks - 4 hours of lecture per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam not required.
Instructor: Pearson
EDUC 150 Advanced Studies in Education 3 Units
This course is an advanced undergraduate seminar in current issues and topics in education. Course will focus on specific issues or research methods in the multidisciplinary field of education. A major research project is required as well as class presentation. Topics change each semester.
Rules & Requirements
Repeat rules: Course may be repeated for credit when topic changes.
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of lecture per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam required.
EDUC 158 Foundations for Teaching Reading in Grades K-8 2 - 3 Units
Introduction to reading and writing instruction in elementary school settings, basic literacy skills, instructional methods and approaches, assessment procedures, and reading and writing theories.
Rules & Requirements
Prerequisites: Admission to a teaching credential program (summer session excluded)
Hours & Format
Fall and/or spring: 15 weeks - 2 hours of lecture per week
Summer: 6 weeks - 6 hours of lecture and 6 hours of fieldwork per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam not required.
Instructor: Cunningham
Formerly known as: 258A-258B
EDUC 160 Foundations for Teaching Social Studies 2 Units
Lectures and workshops on curriculum, instructional theory, and methods for teaching social studies methods in elementary schools.
Rules & Requirements
Prerequisites: Admission to a teaching credential program
Hours & Format
Fall and/or spring: 10 weeks - 3 hours of lecture per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam not required.
Instructor: Perlstein
EDUC 161 Digital Learning Environments 3 Units
Digital learning environments are taking residence in the educational experience of many, from replacing components of traditional classroom instruction to providing open platforms for lifelong learning. In this class we will study the various forms and functions of a sampling of digital learning environments ranging from subject specific Intelligent Tutoring Systems in K-12 to domain neutral systems for post-secondary online learning.
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of lecture per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Alternative to final exam.
Instructor: Pardos
EDUC 162A Teachers' Work 3 Units
This course is offered as part of the undergraduate education minor, examines the multiple dimensions of teachers' work by drawing on theories of teacher socialization and teacher professional learning, and exploring representations of teachers in the media and popular culture, as well as in relevant academic literature. Students will be introduced to the current policy, social, cultural, historical, professional, employment and legal context of teachers' professional lives in the United States. Students will have the opportunity to examine these aspects of teachers' work by interacting with teachers in the field.
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of lecture per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam required.
Instructor: Little
EDUC 180 Logic of Inquiry 3 Units
An analysis of the logical and epistemological foundations of empirical research with the aim of developing a critical and vigorous approach to empirical inquiry, deductive and inductive logic, the structure of scientific theories, justification, falsification, the role of values, prediction and the nature of causality.
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of lecture per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam not required.
EDUC C181 Race, Identity, and Culture in Urban Schools 3 Units
This course will focus on understanding urban schools as a part of a broader system of social stratification and the process by which students in urban schools come to a sense of themselves as students, as members of cultural and racial groups, and as young people in America. Topics include racial identity; race/ethnicity in schools; urban neighborhood congtexts; and schooling in the juvenile justice system. Students will also integrate course readings with their own first-hand experience working in one of several off-campus sites. This course has a mandatory community engagement component for which students will earn 1 unit of field study (197) credit.
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of seminar per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam not required.
Instructor: Suad-Bakari
Also listed as: AFRICAM C133A
EDUC 182AC The Politics of Educational Inequality 4 Units
This course explores the state of U.S. public education, particularly how success within that system varies by race, class, and gender. It explores educational attainment across different groups within the U.S. and then looks at how the structure of educational policymaking affects different types of students. It concludes by investigating the varied impact of different approaches to reform, with an eye toward identifying how best to reduce educational inequality in the United States.
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of lecture and 1 hour of discussion per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam required.
Instructor: Garcia Bedolla
EDUC 183 High School, The Movie 3 Units
High school plays a pivotal role in American life. It both serves as a gatekeeper of educational and economic success and embodies hopes of transcending social divisions. Like high school itself, movies about it have fostered youth culture and helped Americans make sense of the intersection of democratic aspirations and social divisions. This course examines how the reality and representation of high schools combine to reflect and define American society and the lives of American youth.
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of lecture and 1.5 hours of discussion per week
Summer: 8 weeks - 6 hours of lecture and 3 hours of discussion per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam required.
Instructor: Perlstein
EDUC 184 Philosophical Foundations of Education 3 Units
Systematic survey of educational thought with emphasis on the epistemological, logical and ethical foundations of the major philosophies of education.
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of lecture per week
Summer: 6 weeks - 7.5 hours of lecture per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam required.
EDUC 185 Gender and Education: International Perspectives 3 Units
This course is designed to provide an overview of the major discussions and debates in the area of gender and education, from a global perspective. Examines theoretical understandings of gender, and the intersection of gender, schooling, global poverty, and social justice. Explores strategies to "undo" gender, including the role of international donor agencies, the state, NGOs, popular education, the media, sport, and innovative curricula.
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of lecture per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam required.
Instructor: Murphy-Graham
EDUC 186AC The Southern Border 4 Units
The southern border--from California to Florida--is the longest physical divide between the First and Third Worlds. This course will examine the border as a distinct landscape where North-South relations take on a specific spatial and cultural dimension, and as a region which has been the testing ground for such issues as free trade, immigration, and ethnic politics.
Rules & Requirements
Prerequisites: Upper division standing
Requirements this course satisfies: Satisfies the American Cultures requirement
Hours & Format
Fall and/or spring: 15 weeks - 4 hours of lecture per week
Summer: 6 weeks - 10 hours of lecture per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam required.
Instructors: Manz, Shaiken
Also listed as: ETH STD 159AC/GEOG 159AC
EDUC 188 Latinas/os and Education: Critical Issues and Perspectives 3 Units
The course engages a selection of themes examining the academic achievement of Latinas/os in K-12 and in higher education. The course aims to foster an awareness of the complex issues influencing the education of Latinas/os and of ways to work towards supporting and advancing the educational experiences of Latinas/os in schools and society.
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of lecture per week
Summer: 6 weeks - 8 hours of lecture per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Alternative to final exam.
EDUC 188B Native American Education: Critical Issues and Possibilities 3 Units
The course aims to foster an awareness of the complex issues influencing the education of Native people and of ways to productively work towards supporting and advancing the educational experiences of Native Americans in schools and beyond. This course critically examines themes that are central to understanding the academic achievement and attainment of Native Americans in K-12 and higher education.
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of lecture per week
Summer: 6 weeks - 8 hours of lecture per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Alternative to final exam.
Instructor: Baquedano-Lopez
EDUC 189 Democracy and Education 4 Units
Education as a vehicle for furthering the ideals of democratic societies--critical study of principles, philosophies, theories, and practices designed to develop understanding, commitment, and skills to empower a citizenry dedicated to achieving equality, justice, and peace in the world.
Rules & Requirements
Prerequisites: Junior standing or consent of instructor
Hours & Format
Fall and/or spring: 15 weeks - 4 hours of lecture per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam required.
Instructor: Hurst
EDUC 190 Critical Studies in Education 4 Units
This course examines how learning environments can empower and disempower individuals and explores the role of education in the social construction of hierarchy, inequality, difference, identity, and power. It embodies a democratic philosophy and practice, creating a learning community that encourages students to take responsibility for their own education and learn through theory, experience, and dialogue. All students must engage in a community project.
Hours & Format
Fall and/or spring: 15 weeks - 4 hours of lecture per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Alternative to final exam.
Instructor: Hull
EDUC 190B Unraveling Education: A Participatory Inquiry 4 Units
Course builds upon 190. Through dialogue, students will further explore critical issues and their connections. Students will form small working groups to identify, develop, investigate, and teach a topic of their choice. We will develop and emphasize multiple perspectives.
Rules & Requirements
Prerequisites: 190
Hours & Format
Fall and/or spring: 15 weeks - 4 hours of lecture per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam required.
Instructor: Hurst
EDUC N190 Critical Studies in Education 3 Units
This course examines how learning environments can empower and disempower individuals and explores the role of education in the social construction of hierarchy, inequality, difference, identity, and power. It embodies a democratic philosophy and practice, creating a learning community that encourages students to take responsibility for their own education and learn through theory, experience, and dialogue.
Hours & Format
Summer: 6 weeks - 6 hours of lecture per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Alternative to final exam.
Instructor: Hull
EDUC 191B Gender Issues in Education 3 Units
This course will examine the role of gender in education and the influences on classroom discourse, curriculum, and teaching and learning styles. We will also look at current trends in school reform, how schools and alternative programs address issues of gender bias. This course will provide on opportunity to consider the experiences of students and teachers as "gendered" beings in the educational system.
Hours & Format
Fall and/or spring: 15 weeks - 3 hours of lecture per week
Summer: 8 weeks - 5.5 hours of lecture per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam required.
Instructor: Woody
EDUC C193A Environmental Education 3 Units
Theory and practice of translating ecological knowledge, environmental issues, and values into educational forms for all age levels and all facets of society, including schools. Concentrated experience in participatory education.
Hours & Format
Fall and/or spring: 15 weeks - 5.5 hours of lecture and 6 hours of fieldwork per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam required.
Instructor: Hurst
Also listed as: ESPM C193A
EDUC 195B Special Topics in the Foundations of Teaching 1 - 4 Units
Reading and language arts.
Rules & Requirements
Prerequisites: Consent of instructor
Repeat rules: Course may be repeated for credit when topic changes.
Hours & Format
Fall and/or spring: 15 weeks - 0 hours of seminar per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam required.
EDUC 195C Special Topics in the Foundations of Teaching 1 - 4 Units
Mathematics and science.
Rules & Requirements
Prerequisites: Consent of instructor
Repeat rules: Course may be repeated for credit when topic changes.
Hours & Format
Fall and/or spring: 15 weeks - 0 hours of seminar per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Letter grade. Final exam required.
EDUC 197 Field Studies 1 - 4 Units
University organized and supervised field programs involving experiences in schools and school-related activities.
Rules & Requirements
Prerequisites: Consent of instructor
Repeat rules: Course may be repeated for credit. Course may be repeated for credit when topic changes.
Hours & Format
Fall and/or spring: 15 weeks - 1-4 hours of fieldwork per week
Summer:
6 weeks - 1-5 hours of fieldwork per week
8 weeks - 1-4 hours of fieldwork per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Offered for pass/not pass grade only. Final exam not required.
EDUC S197 Field Studies 1 - 4 Units
University organized and supervised field programs involving experiences in schools and school-related activities.
Rules & Requirements
Prerequisites: Consent of instructor
Repeat rules: Course may be repeated for credit. Course may be repeated for credit when topic changes.
Hours & Format
Summer: 8 weeks - 0 hours of fieldwork per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Offered for pass/not pass grade only. Final exam not required.
EDUC 198 Directed Group Study 1 - 3 Units
Group discussion, research, and reporting on selected topics. Student initiation in choice of subjects is solicited and welcomed.
Rules & Requirements
Prerequisites: Consent of instructor, upper division standing
Credit Restrictions: Enrollment is restricted; see the Introduction to Courses and Curricula section of this catalog.
Repeat rules: Course may be repeated for credit as topic varies. Course may be repeated for credit when topic changes.
Hours & Format
Fall and/or spring: 15 weeks - 1-3 hours of directed group study per week
Summer:
6 weeks - 2.5-7.5 hours of directed group study per week
8 weeks - 2-6 hours of directed group study per week
10 weeks - 1.5-4.5 hours of directed group study per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Offered for pass/not pass grade only. Final exam not required.
EDUC 199 Supervised Independent Study and Research for Undergraduates 1 - 4 Units
Rules & Requirements
Prerequisites: Consent of instructor
Credit Restrictions: Enrollment is restricted; see the Introduction to Courses and Curricula section of this catalog.
Repeat rules: Course may be repeated for credit. Course may be repeated for credit when topic changes.
Hours & Format
Fall and/or spring: 15 weeks - 0 hours of independent study per week
Summer:
6 weeks - 2.5-10 hours of independent study per week
8 weeks - 2-7.5 hours of independent study per week
10 weeks - 1.5-6 hours of independent study per week
Additional Details
Subject/Course Level: Education/Undergraduate
Grading/Final exam status: Offered for pass/not pass grade only. Final exam not required.
Faculty
Professors
Anne E. Cunningham, Professor. Education, literacy development, disciplinary knowledge of reading, student achievement, cognitive development and instruction across the life span, cognitive consequences of literacy, adults, adolescents.
Research Profile
Lisa Garcia Bedolla, Professor.
Bernard R. Gifford, Professor. Educational equity, education, assessment and educational measurement, computer-mediated learning, curriculum development, development of professional learning communities, experimental design in education.
Research Profile
Susan Holloway, Professor. Japan, development, education, cognition, child development, early childhood education, families, young children in diverse societies, thoughts, values and expectations of parents, socialization and education of young children.
Research Profile
Marcia C. Linn, Professor. Technology, learning, mathematics, science, education, science teaching, gender equity, design of learning environments.
Research Profile
Jabari Mahiri, Professor. Language, culture, society, literacy, literacy learning of urban youth, African American students in schools, writing development, effective teaching, learning strategies in multicultural urban schools and communities.
Research Profile
P. David Pearson, PhD, Professor. Language, culture, society, education, literacy, early literacy education, reading assessment.
Research Profile
Sophia Rabe-Hesketh, Professor. Biostatistics, educational statistics, latent variable models, multilevel models, generalized linear latent and mixed models, hierarchical models, longitudinal data, Item response models, structural equation models.
Research Profile
Michael Ranney, Professor. Problem solving, knowledge representation & reorganization, explanatory coherence & inference, conceptual change, societal implications, science instruction, global climate change psychology, numeracy in journalism, naïve/informal physics, computational models of cognition, perceptual-cognitive interactions, intelligent tutoring systems, understandings of biological evolution, Reasoning, qualitative & quantitative thinking.
Research Profile
Geoffrey B. Saxe, Professor. U.S., developmental psychology, interplay between culture and cognitive development, mathematical cognition in children, Papua New Guinea, urban and rural areas of Northeastern Brazil, elementary school classrooms, cognitive development, mathematics education.
Research Profile
Harley Shaiken, Professor. Mexico, labor, globalization, education, United States, geography, work organization, issues of economic and political integration in the Americas, information technology, skill.
Research Profile
Elliot Turiel, Professor. Development, education, cognition, human development, development of social judgments and action, the development of moral reasoning, children’s conceptions of authority, rules in school settings, culture and social development.
Research Profile
Barbara White, Professor. Science education, cognitive development, computer-mediated learning.
Research Profile
Frank C. Worrell, PhD, Professor. Development, education, cognition, academic talent development, adolescence, African American, at-risk youth, English-speaking Caribbean, ethnic identity, gifted, psychosocial development, racial identity, school psychology, teacher effectiveness.
Research Profile
Associate Professors
Dor Abrahamson, Associate Professor. Mathematical cognition, design-based research, mixed-media design for mathematics learning environments, embodied interaction.
Research Profile
Patricia Baquedano-Lopez, Associate Professor. Ethnography, education, applied linguistics, spanish language, spanish language socialization, latino communities, development of academic literacies.
Research Profile
Cynthia E. Coburn, Associate Professor. Research methods, policy analysis and evaluation, qualitative methods, reform issues, teachers' work, urban leadership, urban schooling.
Research Profile
Maryl Gearhart, Associate Professor. Science education, cognitive development, assessment and educational measurement, mathematics education, professional development for educators, teacher development.
Research Profile
Zeus Leonardo, Associate Professor.
Heinrich Mintrop, Associate Professor. Educational equity, policy analysis and evaluation, urban leadership, urban schooling, achievement issues, international education, leadership, principalship, school culture.
Research Profile
Na'Ilah Suad Nasir, PhD, Associate Professor.
Daniel Perlstein, Associate Professor. Politics, policy, society, evaluation, schooling, diversity, democracy, urban education, inequality education.
Research Profile
Janelle Scott, PhD, Associate Professor. Charter schools, politics of education, race and education, school choice, desegregation, philanthropy and education, advocacy.
Research Profile
Laura Sterponi, Associate Professor. Language and literacy socialization, moral development, communication of and with children with autism.
Research Profile
Assistant Professors
Aki Murata, Assistant Professor.
Xiaoxia Newton, Assistant Professor. Research and evaluation.
Research Profile
Zachary A Pardos, Assistant Professor.
Tina Trujillo, Assistant Professor. Educational equity, urban schooling, educational leadership, high stakes accountability, school improvement, educational policy, educational management and administration.
Research Profile
Adjunct Faculty
Erin Murphy-Graham, Adjunct Faculty. Educational equity, cultural studies, gender equity, diversity, international education, alternative schooling, democratic education, ethnic issues.
Research Profile
Larry Nucci, Adjunct Faculty.
Lecturers
Fred Steven Brill, EdD, Lecturer.
Alisa B. Crovetti, Lecturer.
Kathleen M. Donohue, Lecturer.
Kate Perry, PhD, Lecturer.
Gary Yabrove, Lecturer.
Professors
Anne E. Cunningham, Professor. Education, literacy development, disciplinary knowledge of reading, student achievement, cognitive development and instruction across the life span, cognitive consequences of literacy, adults, adolescents.
Research Profile
Lisa Garcia Bedolla, Professor.
Bernard R. Gifford, Professor. Educational equity, education, assessment and educational measurement, computer-mediated learning, curriculum development, development of professional learning communities, experimental design in education.
Research Profile
Susan Holloway, Professor. Japan, development, education, cognition, child development, early childhood education, families, young children in diverse societies, thoughts, values and expectations of parents, socialization and education of young children.
Research Profile
Marcia C. Linn, Professor. Technology, learning, mathematics, science, education, science teaching, gender equity, design of learning environments.
Research Profile
Jabari Mahiri, Professor. Language, culture, society, literacy, literacy learning of urban youth, African American students in schools, writing development, effective teaching, learning strategies in multicultural urban schools and communities.
Research Profile
P. David Pearson, PhD, Professor. Language, culture, society, education, literacy, early literacy education, reading assessment.
Research Profile
Sophia Rabe-Hesketh, Professor. Biostatistics, educational statistics, latent variable models, multilevel models, generalized linear latent and mixed models, hierarchical models, longitudinal data, Item response models, structural equation models.
Research Profile
Michael Ranney, Professor. Problem solving, knowledge representation & reorganization, explanatory coherence & inference, conceptual change, societal implications, science instruction, global climate change psychology, numeracy in journalism, naïve/informal physics, computational models of cognition, perceptual-cognitive interactions, intelligent tutoring systems, understandings of biological evolution, Reasoning, qualitative & quantitative thinking.
Research Profile
Geoffrey B. Saxe, Professor. U.S., developmental psychology, interplay between culture and cognitive development, mathematical cognition in children, Papua New Guinea, urban and rural areas of Northeastern Brazil, elementary school classrooms, cognitive development, mathematics education.
Research Profile
Harley Shaiken, Professor. Mexico, labor, globalization, education, United States, geography, work organization, issues of economic and political integration in the Americas, information technology, skill.
Research Profile
Elliot Turiel, Professor. Development, education, cognition, human development, development of social judgments and action, the development of moral reasoning, children’s conceptions of authority, rules in school settings, culture and social development.
Research Profile
Barbara White, Professor. Science education, cognitive development, computer-mediated learning.
Research Profile
Frank C. Worrell, PhD, Professor. Development, education, cognition, academic talent development, adolescence, African American, at-risk youth, English-speaking Caribbean, ethnic identity, gifted, psychosocial development, racial identity, school psychology, teacher effectiveness.
Research Profile
Associate Professors
Dor Abrahamson, Associate Professor. Mathematical cognition, design-based research, mixed-media design for mathematics learning environments, embodied interaction.
Research Profile
Patricia Baquedano-Lopez, Associate Professor. Ethnography, education, applied linguistics, spanish language, spanish language socialization, latino communities, development of academic literacies.
Research Profile
Cynthia E. Coburn, Associate Professor. Research methods, policy analysis and evaluation, qualitative methods, reform issues, teachers' work, urban leadership, urban schooling.
Research Profile
Maryl Gearhart, Associate Professor. Science education, cognitive development, assessment and educational measurement, mathematics education, professional development for educators, teacher development.
Research Profile
Zeus Leonardo, Associate Professor.
Heinrich Mintrop, Associate Professor. Educational equity, policy analysis and evaluation, urban leadership, urban schooling, achievement issues, international education, leadership, principalship, school culture.
Research Profile
Na'Ilah Suad Nasir, PhD, Associate Professor.
Daniel Perlstein, Associate Professor. Politics, policy, society, evaluation, schooling, diversity, democracy, urban education, inequality education.
Research Profile
Janelle Scott, PhD, Associate Professor. Charter schools, politics of education, race and education, school choice, desegregation, philanthropy and education, advocacy.
Research Profile
Laura Sterponi, Associate Professor. Language and literacy socialization, moral development, communication of and with children with autism.
Research Profile
Assistant Professors
Aki Murata, Assistant Professor.
Xiaoxia Newton, Assistant Professor. Research and evaluation.
Research Profile
Zachary A Pardos, Assistant Professor.
Tina Trujillo, Assistant Professor. Educational equity, urban schooling, educational leadership, high stakes accountability, school improvement, educational policy, educational management and administration.
Research Profile
Adjunct Faculty
Erin Murphy-Graham, Adjunct Faculty. Educational equity, cultural studies, gender equity, diversity, international education, alternative schooling, democratic education, ethnic issues.
Research Profile
Larry Nucci, Adjunct Faculty.
Lecturers
Fred Steven Brill, EdD, Lecturer.
Alisa B. Crovetti, Lecturer.
Kathleen M. Donohue, Lecturer.
Kate Perry, PhD, Lecturer.
Gary Yabrove, Lecturer.
Professors
Anne E. Cunningham, Professor. Education, literacy development, disciplinary knowledge of reading, student achievement, cognitive development and instruction across the life span, cognitive consequences of literacy, adults, adolescents.
Research Profile
Lisa Garcia Bedolla, Professor.
Bernard R. Gifford, Professor. Educational equity, education, assessment and educational measurement, computer-mediated learning, curriculum development, development of professional learning communities, experimental design in education.
Research Profile
Susan Holloway, Professor. Japan, development, education, cognition, child development, early childhood education, families, young children in diverse societies, thoughts, values and expectations of parents, socialization and education of young children.
Research Profile
Marcia C. Linn, Professor. Technology, learning, mathematics, science, education, science teaching, gender equity, design of learning environments.
Research Profile
Jabari Mahiri, Professor. Language, culture, society, literacy, literacy learning of urban youth, African American students in schools, writing development, effective teaching, learning strategies in multicultural urban schools and communities.
Research Profile
P. David Pearson, PhD, Professor. Language, culture, society, education, literacy, early literacy education, reading assessment.
Research Profile
Sophia Rabe-Hesketh, Professor. Biostatistics, educational statistics, latent variable models, multilevel models, generalized linear latent and mixed models, hierarchical models, longitudinal data, Item response models, structural equation models.
Research Profile
Michael Ranney, Professor. Problem solving, knowledge representation & reorganization, explanatory coherence & inference, conceptual change, societal implications, science instruction, global climate change psychology, numeracy in journalism, naïve/informal physics, computational models of cognition, perceptual-cognitive interactions, intelligent tutoring systems, understandings of biological evolution, Reasoning, qualitative & quantitative thinking.
Research Profile
Geoffrey B. Saxe, Professor. U.S., developmental psychology, interplay between culture and cognitive development, mathematical cognition in children, Papua New Guinea, urban and rural areas of Northeastern Brazil, elementary school classrooms, cognitive development, mathematics education.
Research Profile
Harley Shaiken, Professor. Mexico, labor, globalization, education, United States, geography, work organization, issues of economic and political integration in the Americas, information technology, skill.
Research Profile
Elliot Turiel, Professor. Development, education, cognition, human development, development of social judgments and action, the development of moral reasoning, children’s conceptions of authority, rules in school settings, culture and social development.
Research Profile
Barbara White, Professor. Science education, cognitive development, computer-mediated learning.
Research Profile
Frank C. Worrell, PhD, Professor. Development, education, cognition, academic talent development, adolescence, African American, at-risk youth, English-speaking Caribbean, ethnic identity, gifted, psychosocial development, racial identity, school psychology, teacher effectiveness.
Research Profile
Associate Professors
Dor Abrahamson, Associate Professor. Mathematical cognition, design-based research, mixed-media design for mathematics learning environments, embodied interaction.
Research Profile
Patricia Baquedano-Lopez, Associate Professor. Ethnography, education, applied linguistics, spanish language, spanish language socialization, latino communities, development of academic literacies.
Research Profile
Cynthia E. Coburn, Associate Professor. Research methods, policy analysis and evaluation, qualitative methods, reform issues, teachers' work, urban leadership, urban schooling.
Research Profile
Maryl Gearhart, Associate Professor. Science education, cognitive development, assessment and educational measurement, mathematics education, professional development for educators, teacher development.
Research Profile
Zeus Leonardo, Associate Professor.
Heinrich Mintrop, Associate Professor. Educational equity, policy analysis and evaluation, urban leadership, urban schooling, achievement issues, international education, leadership, principalship, school culture.
Research Profile
Na'Ilah Suad Nasir, PhD, Associate Professor.
Daniel Perlstein, Associate Professor. Politics, policy, society, evaluation, schooling, diversity, democracy, urban education, inequality education.
Research Profile
Janelle Scott, PhD, Associate Professor. Charter schools, politics of education, race and education, school choice, desegregation, philanthropy and education, advocacy.
Research Profile
Laura Sterponi, Associate Professor. Language and literacy socialization, moral development, communication of and with children with autism.
Research Profile
Assistant Professors
Aki Murata, Assistant Professor.
Xiaoxia Newton, Assistant Professor. Research and evaluation.
Research Profile
Zachary A Pardos, Assistant Professor.
Tina Trujillo, Assistant Professor. Educational equity, urban schooling, educational leadership, high stakes accountability, school improvement, educational policy, educational management and administration.
Research Profile
Adjunct Faculty
Erin Murphy-Graham, Adjunct Faculty. Educational equity, cultural studies, gender equity, diversity, international education, alternative schooling, democratic education, ethnic issues.
Research Profile
Larry Nucci, Adjunct Faculty.
Lecturers
Fred Steven Brill, EdD, Lecturer.
Alisa B. Crovetti, Lecturer.
Kathleen M. Donohue, Lecturer.
Kate Perry, PhD, Lecturer.
Gary Yabrove, Lecturer.