Terms offered: Fall 2016, Fall 2015, Spring 2015
The seminar explores Piaget's and Vygotsky's seminal frameworks for the analysis of cognitive development and recent extensions of their work. A focus will be on culture and its representation in treatments of cognition.
Culture and Cognitive Development: Theoretical Perspectives: Read More [+]

Terms offered: Spring 2015, Spring 2013, Spring 2012
An examination of theory and research on social development from childhood to early adulthood. Review of different theoretical orientations to social cognition, morality, psychosexual development, and the role of social-environmental factors.
Social Development: Read More [+]

Terms offered: Fall 2012, Fall 2011, Fall 2010
This course explores advanced topic in Piaget's and Vygotsky's frameworkers for the analysis of cognition development. Of particular concern is the representation of cultural processes in each treatment. Reading will include primary sources from these authors and contemporary writers who extend and critique the treatment of culture in each.
Culture and Cognitive Development: Read More [+]

Terms offered: Fall 2020, Fall 2019, Fall 2017
This course is a doctoral seminar in developmental psychology, with a broad focus on psychosocial development and its impact on children in educational contexts. The course begins with a discussion of Erikson's psychosocial theory and the sociocultural perspectives of Vygotsky and other theorists. We then review some of the major psychosocial variables related to educational achievement, including competence, motivation, self-concept, self-efficacy, self-regulation, and volition. We touch briefly on moral development and values as psychosocial factors affecting correlates. We examine (a) how social and personal identity factors are used to explain underachievement (e.g., cultural ecological theory and stereotype threat), (b) the role of identity in different cultural groups, (c) the impact of these factors on teacher and student behavior, and (d) the role that identity plays in helping students develop a sense of future.
Psychosocial Development: Identity, Culture, and Education: Read More [+]

Terms offered: Prior to 2007
This course provides an overview of theoretical perspectives on family socialization. We review the empirical literature on child-rearing practices and their relationship to children's socioemotional development. We also examine family beliefs and routines in the context of culture and social class. Students in the course write a literature review on a family socialization topic of their choice.

Socialization Processes within the Family: Read More [+]

Terms offered: Prior to 2007
This seminar explores interpretations, extensions, and reformulations of Vygotsky's writings on cognitive development. The seminar will consider Vygotsky's books, Thought and Language and Mind in Society, and also read scholars who build on Vygotsky's seminal ideas--these including his students, like Luria and Leontiev, as well as contemporary writers. A focus throughout the seminar will be on activity-oriented treatments of cognition that incorporate social and historical processes.
Cognitive Development: Neo Vygotskian Approaches: Read More [+]

Terms offered: Spring 2020
This course delves into what it means to be an Asian American educator and professional. Through readings, analysis of popular media, and critical collective self-reflection, participants will explore how Asian Americans might understand and engage with their own racialization and the purpose and nature of their work as educators and professionals, particularly in solidarity with other people of color and low-income and working.
Asian American Educators and Professionals in a Stratified Multiracial Society: Read More [+]

Terms offered: Spring 2011, Spring 2010, Spring 2009
Comparison and analysis of the psychological and linguistic evidence underlying whole language and skills methods of reading instruction. Topics include reading readiness, emergent literacy, the English spelling system and decoding, vocabulary development, models of reading, individual differences, and comprehension and schema theory.
Psychology of Reading: Read More [+]

Terms offered: Spring 2017, Fall 2016, Spring 2016
Intensive examination of advanced topics, which will vary from year to year in the areas denoted by the titles of the following sections: # (1) Cognitive Development # (2) Learning and Memory Development # (3) Language.
Seminars in Intellectual Development: Read More [+]

Terms offered: Spring 2017
The seminar examines seminal and contemporary conceptual and empirical literature on the development of elementary mathematical understandings. Key themes will include: (a) children's developing mathematical understandings; (b) children's developing use of varied representational forms in problem solving (number lines, area models, discrete models); (c) children's and adults' participation in varied in-and out-of-school collective practices that support mathematical thinking
Development of Elementary Numerical Understandings: Read More [+]

Terms offered: Prior to 2007
This course provides an overview of theoretical perspectives on family socialization. We review the empirical literature on child-rearing practices and their relationship to children's socioemotional development. We also examine family beliefs and routines in the context of culture and social class. Students in the course write a literature review on a family socialization topic of their choice.
Socialization Processes within the Family: Read More [+]

Terms offered: Fall 2020, Spring 2020, Spring 2019
Intensive examination of advanced topics, which will vary from year ton (1) Social Development # (2) Motivation # (3) Personality Development.
Seminars in Social and Personality Development: Read More [+]

Terms offered: Not yet offered
This Learning Sciences and Human Development graduate program required course provides a foundation for one strand of LS/HD scholarship: the sensorimotor grounding of Science, Technology, Engineering, and Mathematics (STEM) concepts. We will cover seminal work from cognitive developmental psychology as well as a variety of theories of human learning, both of movement and of STEM concepts, that ultimately inform the design of artifacts and activities for equitable STEM learning.
Cultivating Cognitive Development: From Sensorimotor Intelligence to Embodied STEM Concepts: Read More [+]

Terms offered: Fall 2020, Spring 2020, Fall 2019
The doctoral program in Educational Psychology requires that students complete extensive projects of documentary and empirical research. As they engage in these projects, students will enroll (ordinarily during alternate years) in appropriate sections of this seminar. At each meeting, participants will present their own projects, and analyze those presented by others.
Research Seminars: Inquiry in Educational Psychology: Read More [+]

Terms offered: Spring 2016, Spring 2015, Spring 2014
Examination of cognitive developmental approaches and their implication to instruction. Review of different learning theories that frame current issues of instructional design, teaching, and motivation, in relationship to educational equity and teacher learning/development.
Instruction and Development: Read More [+]

Terms offered: Fall 2020, Fall 2019, Fall 2018
This course is a doctoral seminar that covers theories of intelligence, the individual assessment of intellectual functioning and cognitive abilities, and relevant measurement concepts. Students will become familiar with a range of standardized assessment tools and techniques and learn how to administer and interpret some of the commonly used measures. Students also learn about appropriate test use, cultural influences, interpretation, related ethical and legal considerations, and report writing.
Assessment of Cognitive Functioning: Read More [+]

Terms offered: Spring 2020, Spring 2019, Spring 2018
This is a doctoral seminar in which students learn a variety of assessment techniques and procedures for making diagnostic decisions about the learning strengths and weaknesses and socio-emotional status of children. They learn how to conduct observations and clinical interviews, administer and interpret standardized tests of cognitive and neuropsychological functioning, and interpret behavior rating scales. Finally, they become knowledgeable about the criteria for Special Education eligibility and how to present assessment findings orally and in writing.
Assessment of Developmental, Learning, and Socio-emotional-behavioral Disorders in Children: Read More [+]

Terms offered: Fall 2019, Fall 2018, Fall 2017
Methods for assessment of handicapped children and implication for their education in regular classes. Such topics as nondiscriminating testing, least restrictive environments, alternative programs, parent communication, interpersonal relationships, characteristics, behavior of exceptional pupils are covered in studies of individual exceptional children in regular classes.
Assessment and Education of Exceptional Pupils in Regular Classes: Read More [+]

Terms offered: Fall 2020, Spring 2020
This course provides supervision and evaluation of student performance in the school-based assessment practicum assignment, which is a requirement of both EDUC 207B and EDUC 207C.
Supervision of Assessment Practicum: Read More [+]

Terms offered: Spring 2020
This course provides an overview of the social bases of behavior as it relates to applied psychology. Students will be exposed to scientific literature from the fields of social psychology, social influence, and social cognition. Students will acquire knowledge of interpersonal and intrapersonal processes and dynamics, intergroup and intragroup processes and dynamics, theories of personality, and diversity issues.
Social Bases of Behavior for Applied Psychology: Read More [+]

Terms offered: Fall 2020, Spring 2020
Developmental Psychopathology, which is the study of psychological problems in the context of human development. Students will examine theories and research that seek to explain the developmental origins and pathways by which psychopathology develops during childhood and adolescence. A wide range of influences relevant to the etiology and presentation of psychological and behavioral disorders-biological, cognitive, social, and environmental/societal-will be explored. In addition to childhood precursors of mental health disorders, students will also learn about the developmental consequences of such conditions. Students will also become familiar with the diagnostic criterion for the most common disorder in childhood and adolescence.
Developmental Psychopathology: Read More [+]

Terms offered: Fall 2019, Fall 2017, Fall 2016
Introduction to theories of human development and their application to elementary and preschool education. Topics include cognitive development, moral and social development, language acquisition, psycho-social perspectives on social-emotional development and a developmental analysis of classroom organization. Also supervised child study, individual and small group tutoring, and field experiences.
Development, Learning, and Instruction in Cultural Contexts: Read More [+]

Terms offered: Summer 2015 10 Week Session, Summer 2013 10 Week Session, Summer 2011 10 Week Session
Introduction to theories of human development and their application to elementary and preschool education. Topics include cognitive development, moral and social development, language acquisition, psycho-social perspectives on social-emotional development and a developmental analysis of classroom organization. Also supervised child study, individual and small group tutoring, and field experiences.
Social and Emotional Development: Read More [+]

Terms offered: Spring 2012, Fall 2010, Fall 2009
Advanced principles of human development and their application to teaching and learning school subjects. Also supervised child study, individual and small group tutoring, field experiences.
Advanced Human Development and Education: Read More [+]

Terms offered: Spring 2011, Spring 2010, Spring 2009
Advanced principles of human development and their application to teaching and learning school subjects. Also supervised child study, individual and small group tutoring, field experiences.
Advanced Human Development and Education: Read More [+]

Terms offered: Spring 2018, Spring 2017, Spring 2016
This graduate seminar relates the goals of secondary English teaching to three major themes in the study of adolescent development: rationality, morality, and identity. These themes are then explored with reference to urban youth, along with other themes emerging from research in urban settings. The theme of identity is pursued further through a consideration of adolescents' "self-theories" and their motivational consequences. Students write papers on related topics for a class anthology.
Adolescent Development and the Teaching of Secondary English: Read More [+]

Terms offered: Fall 2020, Fall 2019, Fall 2018
Historical and contemporary overview of the professional specialty of school psychology. Examines the empirical evidence for developmental and learning models in relation to the school curriculum and school organization for birth through pre-adolescence.
Theoretical and Scientific Bases for School Psychology, Part I: Childhood: Read More [+]

Terms offered: Spring 2020, Spring 2019, Spring 2018
Historical and contemporary overview of the professional specialty of school psychology. Examines the empirical evidence for developmental and learning models in relation to the school curriculum and school organization for birth through pre-adolescence.
Theoretical and Scientific Bases for School Psychology, Part II: Adolescence: Read More [+]

Terms offered: Fall 2020, Fall 2019, Fall 2018
Theories of consultation, consultation methods, and research on consultation applicable to primary and secondary prevention of school failure and school psychology practice.
School-Based Consultation: Read More [+]

Terms offered: Spring 2020, Spring 2019, Spring 2018
Theories and procedures for individual and group assessment of children's learning and behavior problems as applied to the design of individual and group programs in the classroom.
Educational Interventions for the School Psychologist: Read More [+]

Terms offered: Fall 2020, Spring 2020, Fall 2019
Laboratory section to evaluate field work records and for supervision of school assignment. Must be taken concurrently with 213A-213B-213C-213D.
Laboratory for School Psychology: Read More [+]

Terms offered: Fall 2017, Fall 2016, Fall 2015
Introduction to the field of human development for first year doctoral students.
Human Development and Education Seminar: Read More [+]

Terms offered: Fall 2020, Fall 2019, Fall 2018
This course provides an overview of theoretical perspectives on family socialization. We review the literature on parental beliefs and child-rearing practices and study how families affect children's social development. We also examine familes in the context of culture and social class. The course concludes by focusing on the relationship between families and schools. Course requirements: class participation, three short papers, reaction notebook.
Socialization Processes Within the Family: Read More [+]

Terms offered: Spring 2020
This course introduces students to the process of evaluating and conducting educational research. Students learn to become critical users of research by reading and evaluating published studies and by practicing formulating problem statements and research questions germane to their research topic of interest. Students learn the basic methods of qualitative and quantitative research and how to engage in applied research by proposing and discussing small-scale studies that can be carried out in their professional settings. The course provides students opportunities to practice crafting, critiquing and revising research questions and developing rigorous but practical methodologies.
Methods in Educational and Psychological Research: Read More [+]

Terms offered: Fall 2020
This class aims to familiarize pre-service teachers with, and enable them to practice and reflect upon methods through which foster high school students’ engagement with and understanding of history and studies of social life. At the same time, it aims to deepen pre-service teachers’ understanding of the range of ways scholars have conceptualized the US history, world history, economics, and civics.
History and Social Studies Methods: Secondary: Read More [+]

Terms offered: Fall 2020
Curriculum Development and Design’s central challenge is to create curriculum that expresses your philosophy and knowledge of curriculum and teaching. Using the practical and conceptual tools that you have learned in your coursework and your experience in the field, you will design a unit for your students. The unit will teach significant conceptual understandings and skills while supporting students’ academic language development as well as other needs and interests. We will draw on Wiggins and McTighe’s model of “backward design” to guide us through this process.
Curriculum Development and Design: Read More [+]

Terms offered: Fall 2012, Fall 2011, Fall 2010
In this course, students learn to turn mathematics education research into practice through the vehicle of lesson design. Students work in collaborative teams consisting of one beginning mathematics teacher in a teaching credential program and one or more doctoral student researchers. Together each team is responsible for designing, justifying, implementing, researching, and re-designing a lesson that seeks to embody one key aspect of the teacher's vision of effective mathematics instruction.
Towards Ambitious Instruction in Mathematics: Research Into Practice: Read More [+]

Terms offered: Spring 2010
Examination of the relation between development, learning, and instruction of scientific cognition, from the perspective of the cognitive developmental and cognition and instruction research literatures. The course project takes the form of the design, implementation and microgenetic analysis of a short-term educational design experiment. Emphasis on K-8.
Scientific Cognition: Development, Learning, and Instructional Design: Read More [+]

Terms offered: Fall 2020
This course examines the societal risks and promises of our data-entrenched society and how classrooms might address the
new emergent necessities of democracy.
Politics and Pedagogies at the Intersections of Data, Technologies, and Inequalities: Read More [+]

Terms offered: Fall 2020, Fall 2019, Fall 2018
A design-build-implement-analyze-theorize-publicize practicum forum for participants to first learn about design-based educational research work and receive support in their original and on-going projects. Following several orientation weeks, in which we discuss fundamental resources and participate in hands-on activities, subsequent readings are customized to individual students. The course culminates with presentations, and students submit an empirical research paper.
Design-Based Research Forum: Read More [+]

Terms offered: Fall 2020, Spring 2020, Fall 2019
Study of special problems and issues in education related to mathematics, science and technology. Sections may vary from semester to semester.
Special Problems in Mathematics, Science and Technology Education: Read More [+]

Terms offered: Not yet offered
This course is designed to introduce future Computer Science teachers to fundamental CS concepts through block-based programming. It will cover abstraction and decomposition and how these processes allow problems to be made simpler and solved algorithmically. It will also introduce teachers to the concepts of variables, loops, conditionals, functions and arrays.
This course will focus on teaching computer science in ways that build on students’ intuitive ideas.
Introduction to Block-Based Programming for Teachers: Read More [+]

Terms offered: Fall 2019, Fall 2017, Fall 2015
This course explores contemporary research on mathematical cognition, with a particular emphasis on "higher order thinking skills" and mathematical problem solving. We discuss various frameworks for characterizing mathematical behavior and various methodologies for examining it. As an "action oriented" course in the EMST curricular sequence, this course includes a major course project. In their project, students engage in research incorporating the main ideas studied in the course.
Mathematical Thinking and Problem Solving: Read More [+]

Terms offered: Fall 2018, Fall 2016, Fall 2014
Paradigmatic Didactical Mathematical Problematic Situations are contexts for collaborative inquiry into the practice, epistemology, and pedagogy of mathematics. Building on the Learning Sciences literature, the course creates opportunities for students to engage in interesting mathematical problems from secondary-school content. Final projects include design, implementation, and analysis of a lesson. Meets the "Discipline" programmatic requirement of graduate students in EMST and MACSME.
Paradigmatic Didactical Mathematical Problematic Situations: Read More [+]

Terms offered: Spring 2020, Spring 2017, Spring 2013
The course explores commonly asked questions concening gender, mathematics, and science. We will discuss whether these are appropriate questions and examine evidence related to the questions. This course will also consider whether policies and practices concerning gender, mathematics, and science should be changed and, if so, identify some of the steps that could be taken to improve the current situation.
Gender, Mathematics and Science: Read More [+]

Terms offered: Fall 2013, Spring 2013, Spring 2012
This course builds foundational knowledge of important contemporary issues and research in mathematics education. The seminar is designed around readings, discussion, and course activities aimed at developing a comprehensive grounding in the literature on current research and innovations in mathematics education as well as historical debates surrounding student achievement, curriculum, teaching practice, and teacher preparation.
Survey of Current Research and Issues in Mathematics Education: Read More [+]

Terms offered: Fall 2012, Fall 2010, Fall 2008
Many approaches to education take the knowledge to be taught as fixed, and the manipulable objects to be things like methods. By focusing on knowledge per se: what is it; how is it organized and encoded in humans, we are led to questions about what should be taught, based on principles of learnability, etc., rather than just "effective methods." This tactic is valuable in view of the radical changes information technology may have on what we need to teach and what general areas are teachable.
Constructive Epistemology: Read More [+]

Terms offered: Fall 2020
This course is designed to promote effective teaching methods for science and mathematics classrooms, including strategies for lesson planning, assessment, and English language learner support. The course supports student teachers of secondary science and mathematics in undertaking an inquiry project on their own teaching practice and earning a credential for teaching in California secondary schools.
Secondary STEM Methods: Read More [+]

Terms offered: Spring 2008, Fall 2007, Fall 2004
In this course we will study the histories of race, ethnicity, nationality, and culture. Your stories will always be respected in this class. We will learn about the history of social movements and mass struggles against injustice, including the establishment of Ethnic Studies programs in public schools and universities. Using Ethnic Studies as our foundation, we will explore multiple dimensions of knowledge and learn how to critically think, engage, and respond to social issues.
Foundations for Ethnic Studies in the Classroom, K-12: Read More [+]

Terms offered: Summer 2020 8 Week Session
Students in this course will construct a model for how Universal Design for Learning acts to improve the experiences of all learner populations. Students will defend the best practices of UDL as they relate to brain-based research. Students will evaluate lesson plans and resources that leverage UDL practices during instruction across the content areas of math, language arts, science, social studies, with a focus on English Learners. Students will identify the key components of assessments.
Universal Design for Learning in K-12 Classrooms: Read More [+]

Terms offered: Spring 2016, Spring 2015, Spring 2014
The course will be organized by principal activities: group readings, book reports, expert and novice methodology presentations, in-class research and analysis, and student research. For each activity, we will look at the full breadth of methodology, from "how-to" methods and specific areas of concern to general questions including: what constitutes objective data, what are strengths and weaknesses of methods in regard to various issues, and what are the relations between theory and data?
Qualitative Methodology: Read More [+]

Terms offered: Not yet offered
This course will introduce teachers to principles and practices to effectively teach introductory middle-school and high-school computer science courses. In particular, the course will focus on methods to support students who have been historically marginalized in computer science. Teachers will learn how to promote collaboration and engage in assessment in computer science classes.
Methods for Teaching Computer Science: Read More [+]

Terms offered: Spring 2016, Fall 2015, Spring 2015
This seminar is an introduction to research on how language and other forms of communication influence what and how people learn. Students are introduced to influential theories of discourse from sociolinguistics, psycholinguistics, and the philosophy of language and learn about how they have been used to understand learning, especially in math and science classrooms. Students take turns helping lead discussion and complete a project relevant to the topic and their own research interests.
Discourse and Learning in Math and Science Classrooms: Read More [+]

Terms offered: Fall 2014, Fall 2013, Fall 2011
"Conceptual change" concerns broad and deep changes in a person's knowledge about a domain. This opposes it, for example, to the learning of facts and skill acquisition. The course emphasizes recent cognitive science-oriented approaches to: defining "broad and deep" learning; understanding its properties. It draws on diverse other approaches including developmental psychology; analogies to the history of science; "misconceptions;" computational and epistemological approaches.
Conceptual Change: Read More [+]

Terms offered: Spring 2019, Spring 2018, Spring 2016, Fall 2013
Students will examine problem solving in children and adults, from a predominantly cognitive science perspective, beginning with an examination of thinking involved in diverse problem types. Students will then analyze the literature concerning cognitive issues that transcend problem types, including representation, "understanding," access and availability of knowledge, access to one's own cognitive processing, categorization, the architecture of knowledge, and the control of cognition.
Proseminar: Problem Solving and Understanding: Read More [+]

Terms offered: Spring 2020
The course grapples with the ideological and cultural frameworks that normatively frame issues of diversity and equity in the design of learning environments to identify their affordances and constraints. It investigates alternative ways of designing learning opportunities that serve to disrupt social inequality (i.e., Designed to Disrupt) through close analysis of case studies of learning and teaching in and out of K-12 schools.

Designed to Disrupt: Critical Approaches to the Design of Learning Environments: Read More [+]

Terms offered: Fall 2020, Spring 2020, Fall 2019
STEM Teaching Methods in Curriculum and Instruction is a core course for math and science credential students in the BE3 program. Students take this class in both fall and spring semester, creating opportunities to consider issues related to curriculum and instruction that are central to the development of students' own teaching practice in a structured and supported environment over time.
STEM Teaching Methods in Curriculum and Instruction: Read More [+]

Terms offered: Summer 2018 8 Week Session
This is the introductory course for all students in the BE3 teacher education program, and provides a foundation for the topics and field-based experiences within the program.
Teaching, Learning and Equity I: Read More [+]

Terms offered: Fall 2020, Fall 2019, Fall 2018
This course promotes understanding of equitable approaches to teaching and learning in the context of public education in California as well as our nation. It focuses on conceptual frameworks and pedagogical/curricular strategies that enable students' social-emotional and moral growth as well as positive identity development. We also explore how historical, structural, cultural, economic, and political considerations facilitate or create challenges to students' productive growth and development.
Teaching, Learning and Equity II: Read More [+]

Terms offered: Spring 2020, Spring 2019
This course promotes understanding of equitable approaches to teaching and learning in the context of public education in California as well as our nation. It explores policy and practice that promote or restrict students’ access to an equitable education. It also focuses on conceptual frameworks and pedagogical/curricular strategies that support the creation of inclusive educational spaces. A main goal of this course is to support educators develop a knowledge base about key policies that have shaped (and continue to shape) the outcomes of students in K-12. The course also provides opportunities for the examination and recognition of our own values and dispositions and how they might influence teaching and learning.
Teaching, Learning and Equity III: Read More [+]

Terms offered: Fall 2019
The course examines how ideologies of race, smartness, and gender frame policy and practice in STEM education, and with what impact on minoritized students. The course then presents case studies of STEM curricula and programs designed to disrupt normative frameworks rationalizing STEM for minoritized youth that imagine different social and political imperatives for STEM learning. The course concludes by identifying enduring tensions and new possibilities for STEM education in (and out) schools.
Critical Studies in K-12 STEM Education: Read More [+]

Terms offered: Summer 2020 8 Week Session, Fall 2018
In keeping with the BE3 program’s mission of equity and excellence, this course will use a critical literacy framework to evaluate reading and writing instructional approaches in math, science, and English language arts. Course discussions and assignments will be centered in Janks’ (2010) book Literacy and Power. Students will also read, discuss, and produce discipline-specific texts related to each dimension of Janks’ framework: domination, diversity, access, and design.
Reading and Writing at the Secondary Level: Critical Literacy in the Disciplines: Read More [+]

Terms offered: Spring 2010, Spring 2009, Spring 2008
Curriculum, instructional theory, and methods for teaching mathematics and science in elementary schools.
Elementary Teaching in Mathematics and Science: Read More [+]

Terms offered: Prior to 2007
Introduction to contemporary research, pedagogy, and policy in science education. Reviews contemporary empirical research, standards and reform documents, and curricular materials. Students conduct interviews with young learners and engage in their own analyses of classroom video and written work to learn to notice and respond to student thinking. Strategies for equitable instruction, including addressing the needs of dual language learners and minoritized populations, are explored.
Scientific Thinking and Learning: Read More [+]

Terms offered: Fall 2020, Spring 2020, Spring 2019
In the MA Support Seminar you will be developing a practitioner-based research project focused on a problem of practice connected to your development as a teacher toward a more socially just world. Your final Research/Prospectus Paper will share your project and findings, and integrate it with your learning throughout BE3 as well as inform focus areas for your professional growth as a teacher for a more socially just word.
Practitioner-based Research Seminar: Read More [+]

Terms offered: Fall 2020, Summer 2013 10 Week Session
This course introduces key understanding for how to effectively engage elementary age students in scientific ways of learning about the world. Grounded in historical perspectives, course activities and assignments will relate to the most recent vision for science education: The Framework for K-12 Science Education (NRC, 2011).
Science Education for Elementary School Children: Read More [+]

Terms offered: Fall 2020, Fall 2019, Fall 2018
This course is designed to strengthen methods for students' mathematical development. Students will gain facility with methods that support the learning of children with diverse instructional needs. The course emphasizes an inquiry-based approach that includes the use of rich problems, appropriate tools and representations, various discourse formats, and ongoing assessment.
Elementary Teaching in Mathematics: Read More [+]

Terms offered: Prior to 2007
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.
Foundations for Teaching Language Arts: Read More [+]

Terms offered: Fall 2020, Fall 2019
Introduction to reading and writing instruction in elementary school settings, basic literacy skills, instructional methods and approaches, assessment procedures, and reading and writing theories.
Foundations for Teaching Reading in Grades K-8: Read More [+]

Terms offered: Spring 2020, Spring 2019
Lectures and workshops on curriculum, instructional theory, and methods for teaching social studies methods in elementary schools.
Foundations for Teaching Social Studies: Read More [+]

Terms offered: Fall 2019, Fall 2018, Fall 2017
This course will introduce students to the broad areas of language study and explore the implications of such study for teaching and learning. Among course topics are: the nature of language, the meanings of "grammar," the varieties of English, the development of language in the preschool and school years. This course will be required for all Ed.D. students and recommended as an introductory course to all students who have had no formal coursework in linguistics.
Language Study for Educators: Read More [+]

Terms offered: Spring 2018, Spring 2017, Spring 2016
Students will review trends in literacy theory, and then will examine current theories of written language acquisition and literacy learning. Connections will be made between research, theory, and practice.
Theoretical Issues in the Study of Literacy: Read More [+]

Terms offered: Spring 2014, Spring 2011, Fall 2010
This course deals with issues related to language learning and development in school-age children. How do they acquire the language skills needed for literacy and academic development? How do children make the transition from home to school language use? How do children learn a second language? What happens when learning a second language results in the loss of the first language? We will consider the educational, social and cognitive implications of these issues.
Issues in First and Second Language Acquisition: Read More [+]

Terms offered: Spring 2017, Spring 2016, Fall 2014
This course explores the development of curriculum theory and the role of the curriculum specialist in the United States since the Progressive Period. Emphasizing a survey of classic texts and key figures, the course covers the development of three schools of thought: social efficiency approaches, child-centered approaches, and social reconstructionist approaches. It concludes with a study of curriculum theory since the Reconceptualists.
Foundations of Curriculum Theory in the United States: A Survey: Read More [+]

Terms offered: Fall 2014, Fall 2013, Fall 2012
Throughout the lifespan we are socialized through language to become competent participants and members of various groups and communities, including schooling institutions. For the past 20 years, this theory and method for analyzing human development has made important contribution to our understanding of how we learn to become competent members of community, how we learn through language, and how we are socialized into language. This course will provide opportunities to overview the theoretical cornerstones of language socialization as a field of study, as well as review current studies and chart future research trajectories. Course participants are expected to collect and analyze audio/video data from any educational and other learning context where language socialization might be taking place.
Language Socialization: Read More [+]

Terms offered: Fall 2016, Fall 2012, Fall 2011
The study of narrative has solidified into an important body of literature that is of particular relevance to educators. Across learning contexts, narrative is a ubiquitous literacy tool, and as such, it underlies many learning activities. We tell narratives for their potency to explain, rationalize, and delineate past, present, and possible experience. This narrative act is a collaborative undertaking, co-told and designed with the audience's input, addressing an audience's present and future concerns. Narrative can thus potentially create shared understandings and community among those participating in narrative activity, yet narratives can become sites for rejection and contestation. Narrative is also a socializing tool. The course will also address methodological approaches to the study of narrative that are relevant to the field of education. Students enrolled in this course are expected to collect narrative samples from naturally occurring interactions (video and audio-taped conversation, classroom interaction), written narrative texts, or other.
Narrative across Learning Contexts: Read More [+]

Terms offered: Fall 2015, Spring 2012
This course is designed to provide opportunities for students to observe and analyze classroom talk and interaction, and the language of classroom material and ideological artifacts. In this course we will survey the classic literature on classroom discourse and we explore new orientations to the study of classroom talk. We will draw from literature from interrelated disciplinary perspectives that include linguistics, language socialization, linguistic anthropology, conversation analysis, ethnomethodology, and the enthnography of speaking.
Perspectives on Classroom Discourse: Read More [+]

Terms offered: Summer 2015 10 Week Session, Summer 2013 10 Week Session, Summer 2013 8 Week Session
We will examine the instructional design, practice, and policies that shape educational contexts for English Language Learners (ELLs) in urban schools. The topics address the relationship between language policy, immigration, language development, and the intersections of race and ethnicity. The course will also survey key research on language use, bilingualism, and second language acquisition and how the findings of this research are reflected on educational practices and policies.
Design, Practice, and Policy in Educational Settings for English Language Learners: Read More [+]

Terms offered: Fall 2020, Fall 2019, Fall 2018
The goal of this class is to provide students with ongoing opportunities to expand their qualitative methodological toolkit, with particular emphasis on the following topics: developing a conceptual framework, study design, data collection, data analysis and representation, and writing social sciences research. These topics will be examined in the context of the design, development, and write-up of students' own research.
Advanced Qualitative Methods: Read More [+]

Terms offered: Fall 2020, Fall 2019, Fall 2018
Single Subject English candidates learn concepts and develop practices for teaching English Language Arts in California Schools.
Methods for Teaching English in the Secondary Schools: Read More [+]

Terms offered: Spring 2020, Spring 2019, Spring 2018
The second semester of the methods course is designed to continue introducing the teaching of English, with a focus on strategies grounded in an understanding of theories of teaching and learning. Besides considering the English curriculum in general, the course focuses special attention on several topics, such as second language learners and the uses of technology in the English classroom. It also explores the uses of portfolios for tracking student learning and for assessing teachers' growth. By the end of the term, students will have a repertoire of theoretically grounded strategies to use to meet the learning needs of diverse student populations.
Methods for Teaching English in the Secondary Schools: Read More [+]

Terms offered: Summer 2011 10 Week Session, Summer 2009 10 Week Session, Spring 2009
This course is primarily concerned with methods of teaching English as a second language (ESL) to K-12 students and adults. Traditional methods emphasizing the development of structural knowledge, and new methods focused on the development of communications skills, will be examined. Topics include teaching English through content instruction, "structured English immersion," syllabus and curriculum design, second language reading, and language testing for placement and evaluation.
Approaches in Teaching English as a Second Language: Read More [+]

Terms offered: Spring 2019, Spring 2018, Spring 2017
The objective of this course is to prepare teachers to work with linguistic minority students. We will consider ways in which different groups socialize children for learning and ways in which learning patterns acquired in the home can conflict with the culture of school. Student teachers will consider instructional approaches for working with linguistically and culturally diverse students in their classrooms.
Teaching Linguistic and Cultural Minority Students: Read More [+]

Terms offered: Prior to 2007
This course explores new practices of literacy by contemporary youth enabled by digital technologies in places beyond schools. It also assesses how these practices work to enhance or impede literacy and social development in schools. It develops a New Literacy Studies conceptual framework and an ethnography of communications methodological framework for students to understand and analyze these new literacy practices.
New Literacies of Digital Youth: Read More [+]

Terms offered: Spring 2019
The central question for this course is “what does it mean to learn in a racially-structured society?” Existing frameworks are often constrained by their theoretical and methodological approaches, often emphasizing the lens of structure, participation, or the individual. This course will explore an emerging body of scholarship in the Learning Sciences that has taken a uniquely interdisciplinary approach to questions of learning, identity, power, politics, and ethics.
Learning & Identitiy in a Racially-Structured Society: Read More [+]

Terms offered: Summer 2001 10 Week Session, Summer 2000 10 Week Session, Summer 1999 10 Week Session
Explores both formal (e.g., standardized measures) and informal (e.g., reading inventories, portfolios) measures of assessing reading and writing ability. The course is designed to familiarize students with the most widely used reading measures, to develop competency in administering and interpreting these measures, and to develop an understanding of current issues in the assessment of reading comphrehension. Students will explore the issues of cultural bias in testing, the organization and display of student knowledge in different formats, and expectations for the achievement of cultural and linguistic minority students.
Evaluation and Assessment in Reading and Literacy Instruction: Read More [+]

Terms offered: Spring 2018, Summer 2017 8 Week Session, Spring 2016
Introduction to reading and writing in secondary school settings, basic literacy skills, instructional materials and approaches, and assessment procedures appropriate for use in secondary content area courses. Learning from text theory to practice.
Foundations in Reading (Learning from Text) for Secondary Schools: Read More [+]

Terms offered: Spring 2017, Spring 2016, Spring 2015
Focuses on students' and teachers' use of language from interrelated perspectives, particularly developmental, sociolinguistic, and ethnographic. Designed to provide students with a view of the classroom as a unique setting whose aims are fostered or rendered problematic by the nature of language use. Students conduct small-scale studies in classroom settings.
Qualitative Research in Language/Literacy Education: Read More [+]

Terms offered: Fall 2011, Fall 2010, Spring 2009
Psycholinguistic theory and research on the acquistion of second languages by learners at secondary and post-secondary institutions. How do adults learn languages other than their own in instructional settings? What skills can they transfer from their native languages, and literacy in L1 transfer to the way the L2 is used in its spoken and written forms? Exploration of various hypotheses and theories that consider language learning from a linguistic, cognitive and discourse perspective. Topics include: interlanguage hypothesis, input, transfer and variation in second language acquisition, interlanguage strategies, affective and cultural variable, schema theory, speech act and discourse theory, and cross-cultural pragmatics.
Second Language Acquisition: Concepts and Theories: Read More [+]

Terms offered: Spring 2020, Spring 2019, Spring 2016
Examination of the major linguistic, psycho- and sociolinguistic concepts and theories of discourse and their application to the analysis of spoken and written texts in education. Topics include: coherence and cohesion, deixis, speech acts, genres, systematics of conversation and ritual constraints, scripts and frames, information structure, narrative structure.
Discourse Analysis: Read More [+]

Terms offered: Spring 2014, Fall 2010, Spring 2008
Relationship between language as social practice and the construction of individual and collective identity, and its significance in educational contexts. Topics covered include language as embodied practice, language and subjectivity, pedagogy and symbolic control, language learning as mediated action and as the social symbolic construction of identity, writing and textual identity, authorship and voice, language learning memoirs as acts of identity, the politics of recognition, linguistic human rights.
Language and Identity: Read More [+]

Terms offered: Spring 2015, Fall 2013
Many people today grow up, live and work in different languages and cultures. How do they experience the superdiversity of today's world? This course gives a multidisciplinary overview of individual and societal multilingualism with particular focus on: language standardization, linguistic diversity and hybridity, language rights and ideologies, the challenges presented by heteroglossia, multimodality, multiliteracy and the multilingual identity of the multilingual individual.
Multilingualism: Read More [+]

Terms offered: Prior to 2007
Elite intercollegiate competition is unique to the United States. How and why did it evolve in isolation from the rest of the world? The expansion and democratization of public universities, the Industrial revolution, and student organizations contributed to this emerging phenomenon, and the course continues with an exploration of the social, cultural, political, and economic forces that have shaped what today we call college sports.
The History of College Sports in the United States: Read More [+]

Terms offered: Fall 2012, Fall 2010, Fall 2009
An examination of selected topics on reading research including historical aspects of reading research, word recognition, reading comprehension, the relationship between decoding and comprehension, attitudes toward reading, and models of the reading process.
Reading Research: Sociocognitive Perspective: Read More [+]

Terms offered: Fall 2019, Fall 2018, Fall 2017
This course approaches literacy as a socio-cultural activity and considers recent ethnographic work on reading practices in different educational settings, communities, and historical epochs. By considering how reading is differently conceived and realized in a wide range of contexts, this course will shed light on reading as a historically contingent, ideologically shaped, and socio-culturally organized practice. More specifically, this course has a twofold aim: 1) to introduce students to recent ethnographic research on reading practices; 2) to familiarize them with ethnographic methodology. To this scope, in addition to reading exemplary studies of reading practices, students will also conduct a small-scale ethnographic research project
The Ethnography of Literacy: Read More [+]

Terms offered: Fall 2010, Spring 2008, Spring 2006
Critical examination of major theories and approaches to research in writing. Preparation for designing and conducting research projects on the written language.
Research in Writing: Read More [+]

Terms offered: Spring 2020
This course introduces students to the key principles of a cultural-historical approach to learning and development. It will engage student in a range of interactive activities and collaborative work to introduce students to the core topics of CHAT: culture, mediation, artifacts/tools, development, historicity, zoped, joint mediated activity, remediation education/enculturation/teaching/learning, method of dual stimulation, 1st, 2nd, 3rd and 4th Generation Activity Theory.
Introduction to Cultural Historical Activity Theory: Read More [+]

Terms offered: Fall 2020, Fall 2019, Fall 2018
The cultural study of sport examines the ways in which institutionalized physical activity embodies and reflects social meanings and identities. The social practice of sport provides a space in which dominant discourses of race, gender, and social class are reproduced and resisted. As these physical activities become institutionalized, commercialized, and embedded within educational institutions themselves, individuals must navigate a nuanced and often conflicted terrain in their respective participation and performance. This course, then, examines the role of sport in society broadly and the relationship of sport and education more specifically. The curriculum reviews the writing and research on sport and education from a sociological, psychological, and philosophical perspective, with a particular focus on the constructed divide of mind and body, as manifested in the institutional conflicts between school and sport.
Theoretical Foundations for the Cultural Study of Sport in Education: Read More [+]

Terms offered: Spring 2018, Spring 2017, Spring 2016
The increased institutionalization and regulation of intercollegiate athletics have created a new and specialized career field composed of counselors, academic advisers, learning specialists, tutors, and technological and administrative support staff. This course will investigate the historical, philosophical, and ethical foundation of these services, focusing in particular on the analysis of an academic advising and tutorial program for student athletes.
Academic Support Services for Student Athletes: Read More [+]

Terms offered: Spring 2020
The goal of this course is to provide students with ongoing opportunities to expand their qualitative methodological toolkit, with particular emphasis on the following topics: rethinking what it means to "study" human activity, study design, developmental dialogues, data collection, data reduction, data analysis, and representation, and writing social sciences research.
(co)Participant Observation Research in the Field: Read More [+]

Terms offered: Fall 2020, Fall 2018, Fall 2017
(Required of all students in the Division of Educational Administration and Evaluation.) Concepts, theories, and issues related to administration and evaluation. Application is made to governmental policy for school systems.
Issues in Educational Administration and Policy: Read More [+]

Terms offered: Summer 2005 10 Week Session, Summer 2004 10 Week Session, Summer 2003 10 Week Session
This course gives candidates an opportunity to pull together the four concentration areas of the master's program: Teaching and Learning (TI), Educational Organizational Leadership and Management (EOLM), Education Change and Reform (ECR), and Issues in Urban Education (IUE). Graduate candidates will deepen their inquiry through the use of problem-solving and reflection as they apply the theory of course work to the daily reality of becoming leaders in schools.
Issues in Urban Educational Leadership I: Read More [+]

Terms offered: Summer 2005 10 Week Session, Summer 2004 10 Week Session, Summer 2003 10 Week Session
This course will provide students the opportunity to make connections between theory and practice as candidates look forward to positions as site-based leaders.
Issues in Urban Educational Leadership: Read More [+]

Terms offered: Spring 2010
The course brings together three bodies of knowledge, developed by people who often work quite separately in the academy: philosophical discourses on the aims of education; research on effective schools and instruction; socio-cultural critiques of schooling inequities. Our quest in this course is to derive from these bodies of theory a conceptualization of the good school around the aims of performance, understanding, and justice.
Good Schools for All Children: Read More [+]

Terms offered: Spring 2020, Fall 2018, Fall 2017
This course covers computational approaches to the task of modeling learning and improving outcomes in Intelligent Tutoring Systems (ITS) and Massive Open Online Courses (MOOCs). We will cover theories and methodologies underpinning current approaches to knowledge discovery and data mining in education and survey the latest developments in the broad field of human learning research. The course is project based; teams will be introduced to online learning platforms and their datasets with the objective of pairing data analysis with theory or implementation. Literature review will add context and grounding to projects.
Machine Learning in Education: Read More [+]

Terms offered: Spring 2020, Spring 2019, Spring 2018
Concepts of power, authority, legitimacy, professions, controls, incentives, etc., as they apply to education or other social services.
Organization Theory in Education and Other Social Services: Read More [+]

Terms offered: Summer 2006 10 Week Session, Summer 2005 10 Week Session, Summer 2004 10 Week Session
The purpose of this course is to ground aspiring urban leaders in the essential ideas and values that guide their work in schools and their studies in the Principal Leadership Institute. It provides opportunities for future school leaders to deepen their notions of what socially just schools look like, and why; to analyze the challenges to creating socially just schools in urban centers; and to imagine the possible actions that leaders can take to promote such schools.
Urban School Leadership and Management 1: Read More [+]

Terms offered: Fall 2017, Fall 2016, Fall 2015
Concepts and practices associated with the analysis of teaching and clinical supervision of teachers in urban systems. The role of the urban school leader in supervising teachers.
School Supervision: Theory and Practice: Read More [+]

Terms offered: Spring 2018, Spring 2017, Spring 2016
Concepts and practices related to the administration of personnel services in urban school systems and social organizations.
Personnel Administration in School Systems and Social Organizations: Read More [+]

Terms offered: Spring 2014, Spring 2011, Fall 2010
Research group for graduate students specializing in research on teachers' work and organizational and policy contexts of teaching. Complements but does not substitute for foundational course work in research methods or substantive areas of specialization. Strengthens preparation for research through (a) consultation and feedback on research design, data collection, analysis, and writing; and (b) reading and discussion on selected topics related to teachers' work.
Research Group on the Working Lives of Teachers: Read More [+]

Terms offered: Fall 2017, Fall 2016, Fall 2015
Students will examine the ways in which state, district, and workplace policy bears upon various aspects of teachers' work. Special emphasis is given to the way in which policy choices--at whatever level--shape the experience of teaching and the organization of schooling. Among the policy areas considered are those governing membership in the teaching occupation, teaching assignments, classroom autonomy regarding curriculum and instruction, performance evaluation, and opportunities for professional development. This course is a requirement for students in educational administration and those students completing the Professional Administration Services Credential. It is open to all other interested students.
Organizational Policy and Teachers' Work: Read More [+]

Terms offered: Spring 2016, Spring 2015, Spring 2013
The course focuses on research on the education of prospective and practicing teachers, and on the institutional, organizational and policy contexts in which that research has been pursued. It is designed for students who are interested in doing research in this field or in becoming teacher educators, and is built on several organizing questions. What is the work (and workplace) for which teachers are being prepared? What is the occupational conception of teaching that underpins practice, policy, and research? What is the significance of teacher education's fluctuating fortunes and shifting institutional forms? What is the field's capacity for research on teacher education? By comparison with research on teaching and learning, research on the education of teachers has been under-developed both conceptually and methodologically. Throughout the course, we will be judging the accomplishments and limitations of this field of practice and study, and locating opportunities for future research and development.
Research on the Education of Teachers: Read More [+]

Terms offered: Spring 2007
The purpose of this course is to build on the essential ideas and values discussed in EDUC 262A: Urban School Leadership and Management I by focusing on effective teaching. This instructional vision guides the work of leaders in schools. It provides opportunities for future school leaders to deepen their notions of what socially just schools look like, and why; to analyze the challenges to creating socially just schools in urban centers; and to imagine the possible actions that leaders can take to promote such schools. The course will be framed by one major question. Goals have been listed under each question.
Urban School Leadership and Management 2: Read More [+]

Terms offered: Spring 2020, Spring 2017, Spring 2015
Legal structures and practices in Education for teachers and counselors. Teacher, pupil, counselor rights and responsibilities.
Legal Issues in Educational Practice: Read More [+]

Terms offered: Spring 2018, Spring 2017, Spring 2016
This course will explore the statutory and judicial constraints upon local descision making as well as the areas in which site decision making is permitted and required.
Legal and Policy Issues in Urban Educational Leadership: Read More [+]

Terms offered: Not yet offered
Colleges and universities face numerous challenges today - from both the demand, or student and family perspective, and the supply, or institutional viewpoint. This course will utilize frameworks and theories from economics to better understand the costs, benefits, and incentives colleges and students face.

Higher Education Policy: Read More [+]

Terms offered: Fall 2012, Fall 2011, Fall 2009
Topics to be considered include the following: alternative methods of assessing the contribution of education to economic growth, demand for education services, education production functions, cost analysis and sectorial planning, economic aspects of innovation.
Economics of Education and Other Social Services: Read More [+]

Terms offered: Fall 2020, Fall 2019, Fall 2018
This introductory graduate seminar will engage the research literature on race, diversity, and educational policy to provide a foundation for examining contemporary issues in American public schooling. We will examine research on race, culture, and learning alongside more policy driven research on school structures, governance, finance, politics, and policy. In doing so, we will blend micro level examinations of teaching and learning with macro level considerations of politics and policy.
Research Advances in Race, Diversity, and Educational Policy: Read More [+]

Terms offered: Spring 2018, Spring 2017, Spring 2016
The purpose of this course is to ground aspiring urban school leaders in the essential concepts, skills, and demands related to managing school finance and resources at the site level. Specifically, it will focus on resource allocations and concepts of equity with resources allocations.
School Site Finance and Resources 1: Read More [+]

Terms offered: Summer 2014 10 Week Session
The purpose of this course is to ground aspiring urban school leaders in the essential concepts, skills, and demands related to managing school finance and resources at the site level. Specifically, it will focus on understanding funding sources, analyzing resource allocations, governance related to resource allocations, and leveraging different types of resources.
School Site Finance and Resources II: Read More [+]

Terms offered: Fall 2020, Spring 2020, Fall 2019
Research group for graduate students whose work focuses on the role of schools in impeding or promoting social, economic, cultural, and political democracy. Provides extensive feedback on all phases of research and its application to the democratization of education. Topics range depend on students' interests and range from curriculum and pedagogy to the evolution of social movements for racial justice in education.
Citizenship, Democracy, and Education Research Group: Read More [+]

Terms offered: Fall 2020, Spring 2020, Fall 2019
This seminar constitutes one of the ways in which the Berkeley Evaluation and Assessment Research (BEAR) Center fulfills its role of supporting student research. The topic of the seminar will change from semester to semester, following themes chosen by the instructor and the participants. The seminar is an opportunity for students and faculty to present their recent and ongoing work for in-depth review and commentary. In addition, visitors to the campus with expertise relevant to the topic(s) under examination will be invited to present at the seminar and join in the discussion. Students taking this course for two units will make a presentation of a current research interest to the seminar. Students taking this course for three units will also be required to attend a one-hour discussion following each presentation and will write a critique of one other student's presentation.
BEAR Center Seminar: Read More [+]

Terms offered: Spring 2019, Spring 2018, Spring 2017
Introduces principles and methods commonly associated with qualitative field research in the social sciences. Includes assigned readings on basic methodological topics; structured activities related to research design, research ethics and human subjects protection, data collection, data organization and reduction, data analysis; and field research experience through individual or team projects. Course satisfies the qualitative methods requirement for students in the Policy, Organization, Measurement, and Evaluation (POME) program.
Introduction to Qualitative Research Methods: Read More [+]

Terms offered: Prior to 2007
This course explores the educational contexts and experiences of teachers and students in urban schools. The topics that we will cover include issues of race and privilege, the relationship between good teaching and learning in the context of immigration, desegregation efforts, and educational policies towards linguistic and culturally diverse students. We will discuss the politics of access and inclusion, in particular we will examine issues affecting the performance of language learners.
Issues in Teaching and Learning for Educational Leaders I: Read More [+]

Terms offered: Summer 2006 10 Week Session, Summer 2005 10 Week Session, Summer 2004 10 Week Session
In this course we will build on the topics discussed in EDUC 271E: Issues in Teaching and Learning for Educational Leaders I by exploring the issues of personal identity and vision related to school contexts. To this end, the readings provide theoretical approaches to help you develop and support claims about your personal identity as well as the interplay of personal identity in schools. The assignments are designed to help you develop and refine a personal vision for working in diverse educational settings.
Issues in Teaching and Learning for Educational Leaders II: Read More [+]

Terms offered: Fall 2015, Fall 2013, Fall 2011
This course introduces future educational leaders to the world of qualitative research so that they will be able to read qualitative studies intelligently, and learn to design and conduct qualitatively oriented studies themselves. Beginning with an overview of the epistemological assumptions behind different kinds of research, the course will explore various types of qualitative research approaches and the kinds of topics and queries they support. Students will read and critique examples of published research of various kinds, partially chosen for the interests and inputs of course participants. Next, students will investigate topic development, the various methods of collecting and analyzing qualitative data, and writing the report. The class is designed so that students simultaneously read about and discuss qualitative research, and conduct research themselves.
Research Methods in Educational Leadership: Qualitative Methods: Read More [+]

Terms offered: Spring 2018, Fall 2017, Spring 2017
The course focuses on preparing future school leaders for leading school improvement by using statistical analysis, understanding the use of formative assessments, evaluating and using educational research particularly related to instructional materials and best practices, creating an effective PowerPoint presentation, and understanding different types of classroom grading and grade reporting practices. Term assessments include keys to quality assessment audit, best practice case study, research-based instructional materials analysis, educational research presentation, grading policy, and several reflection pieces.
School Data Analysis for Principals: Read More [+]

Terms offered: Not yet offered
The course focuses on preparing future school leaders for leading school improvement by using statistical analysis, understanding the use of formative assessments, evaluating and using educational research particularly related to instructional materials and best practices, creating an effective PowerPoint presentation, and understanding different types of classroom grading and grade reporting practices. Term assessments include keys to quality assessment audit, best practice case study, research-based instructional materials analysis, educational research presentation, grading policy, and several reflection pieces.
School Data Analysis for Principals: Read More [+]

Terms offered: Spring 2016, Fall 2015, Spring 2015
This year-long research and writing group is intended for graduate students who plan to specialize in studying educational policy implementation. In the course, we will investigate what happens from the time a policy is enacted until the policy is actually implemented in classrooms, schools, and districts. The centerpiece of the research group is reviewing and providing feedback to members on their works-in-progress related to policy implementation. The goal is to strengthen participants' preparation for research in this area through a combination of consultation and feedback on specific problems related to conceptualizing and enacting high quality research, including but not limited to the formulation of research questions, theory development, research design, data collection, analysis, writing, and publication. We will supplement this activity by reading research together to help build a shared understanding of the different theoretical perspectives that can potentially imform the study of policy implementation, including institutional theory, social movements analysis, conflict perspectives, and organizational learning theroy.
Research Group on Policy Implementation: Read More [+]

Terms offered: Spring 2014, Spring 2012
This course builds on the premise that data evidence is one of the powerful tools that can help us make informed decisions. The course plans to examine and practice effective and thoughtful use of data for educational improvement at all levels of a school district. Main topics include: evaluating policy, programs, and interventions; understanding assessment and key accountability indicators; and becoming a critical consumer of research and evaluation.
Decision Making Based on Data Evidence: Read More [+]

Terms offered: Summer 2012 10 Week Session, Summer 2012 8 Week Session
This course is about decision making in the real world. It reviews research on how decision making actually unfolds in schools and school districts and the range of factors that shape it. We begin with cognitive factors, move on to investigate social and organizational factors, and then investigate political factors that influence decision making.
Decision Making II: Read More [+]

Terms offered: Fall 2020, Fall 2019, Fall 2018
Students will learn good measurement practice by constructing an instrument and investigating its measurement properties (specifically, validity, and reliability). The act of measuring will be positioned as a link between qualitative observations and quantitative measures, and this will be discussed in a variety of contexts, such as interviewing, standardized testing, and performance assessment. We will discuss both classical and modern testing approaches from conceptual and practical points of view.
Measurement in Education and the Social Sciences I: Read More [+]

Terms offered: Spring 2020, Spring 2019, Spring 2018
An introduction to classical test theory and item response theory from a theoretical viewpoint. Application of these techniques to a practical measurement situation will be studied. Topics such as test bias, computerized and polytomous response modes will be discussed.
Measurement in Education and the Social Sciences II: Read More [+]

Terms offered: Fall 2020, Spring 2020, Spring 2018
The seminar will address a current research issue in the area of educational and psychological measurement. Topics will vary from year to year. Some examples are polytomous item response theory, measurement of cognitive processes and learning, and assessment issues in evaluation.
Research Seminar in Measurement: Read More [+]

Terms offered: Spring 2019, Spring 2017, Spring 2015
Exploratory factor analysis, confirmatory factor analysis, and multidimensional item response theory.
Multidimensional Measurement: Read More [+]

Terms offered: Spring 2020, Spring 2019, Spring 2018
A second course in educational statistics and data analysis. Emphasis is on using and interpreting multiple regression, loglinear models, and the analysis of variance for a variety of data sets and with a variety of analytic objectives. Must be taken concurrently with the computer laboratory Education 275L.
Data Analysis in Educational Research II: Read More [+]

Terms offered: Fall 2020, Fall 2018, Fall 2017
The course introduces hierarchical linear and generalized linear models for longitudinal or clustered data. Such models are important in education research where longitudinal development such as learning is of interest and where students are clustered in classes or schools. Other examples of clustering are people nested in neighborhoods, hospitals, or firms. Students will practice formulating and estimating hierarchical models using either educational data sets provided or their own data sets.
Hierarchical and Longitudinal Modeling: Read More [+]

Terms offered: Spring 2020, Spring 2019, Fall 2018
Multilevel models are useful when the units of observation are grouped in clusters such as students in schools, patients in hospitals, or prisoners in prisons. The research group is for students who wish to analyze such data or who have an interest in the methodology. In each meeting, we will either discuss students' ongoing research projects, or a methodological topic of interest. Readings (papers, chapters, drafts of student projects) will be distributed a week in advance.
Research Group in Multilevel Modeling: Read More [+]

Terms offered: Spring 2020, Spring 2019, Spring 2018
Students use the program SYSTAT to do intermediate and advanced data analysis projects using a variety of educational data sets in conjunction with 275B. Assumes basic familiarity with the statistical program SYSTAT. Must be taken concurrently with 275B.
Educational Data Analysis Laboratory II: Read More [+]

Terms offered: Fall 2020, Fall 2019, Fall 2018
This course provides an introduction to the field of program evaluation ("programs" might be curriculum innovations, school reorganizations, teacher training reforms, instructional methods innovations, funding programs, or programs in the health or welfare areas). It will give an overview of issues of concern to practicing evaluators, researchers, program managers, and academics interested in field-based research. Those taking the course will be introduced to the history of the field, the basic concepts and intellectual disputes, the major methodological issues, and to some common "models" of how an evaluation ought to be conducted. Based on the understandings of the topics and issues discussed in this course, participants will be asked to conceptualize and design an evaluation in their area of personal and/or professional interests. The purpose of this exercise is for participants to develop skills for framing evaluation questions, designing, and describing an evaluation plan.
Introduction to Program Evaluation: Read More [+]

Terms offered: Spring 2015, Fall 2013, Spring 2013
For students involved in an evaluation or assessment project as graduate student researchers or part of a practicum or apprenticeship experience. The purpose of this course is to integrate practical experiences with evaluation theory and research literatures relevant to specific evaluation questions or methods. Also provides additional instructional support to students using project data in courses, position papers, dissertations. Readings relate to evaluation topics (e.g., evaluation of professional development programs, use of student data to evaluate teaching) and discussions focus on design, methodology, and research questions of specific projects being conducted by the students.
Practicum in Evaluation: Read More [+]

Terms offered: Spring 2013, Spring 2010, Spring 2008
In this seminar, we will engage in a critical examination of various scholars' theoretical perspectives on some of the fundamental issues in evaluation practice, understand why we should care about these issues and what theorists have to say, how theorists' perspectives reflect their disciplinary training, methodological preferences, and/or their personal evaluation experiences, and the extent to which their theoretical perspectives are or are not connected with evaluation practice.
Theoretical Issues in Evaluation: Read More [+]

Terms offered: Spring 2011, Spring 2009, Spring 2005
This course, designed to graduate students with some prior training to quantitative research methods, will introduce students to a toolkit of methods to enable them to address issues related to "what works" in program and policy evaluation. In addition, the course intends to help students understand the assumptions implicit in each of these approaches. Topics include (1) validity, threats to validity, and causal inference framework: (2) randomized experiments and quasi-experiment designs (regression discontinuity and propensity score matching); (3) multilevel modeling technique used in multi-site evaluation and longitudinal intervention studies; (4) mixed-methods approach; (5) meta-analysis for synthesizing evaluation/empirical studies; and (6) power and sample size in designing new evaluation studies.
Research Design and Methods for Program and Policy Evaluation: Read More [+]

Terms offered: Summer 2013 10 Week Session, Summer 2013 8 Week Session, Summer 2011 8 Week Session
At the conclusion of this course you should be able to understand the history of and core concepts associated with accountability and systemic reform, especially those associated with No Child Left Behind and California accountability policy; analyze the strengths and weaknesses of various accountability schemes, particularly in terms of their likely effect on student academic achievement, teacher effectiveness, and organizational flexibility and responsiveness; forge closer connections among your personal experiences as a successful professional educator, your practice-derived theories of education reform, and your readings, presentations, and other activities related to this course to create your own formal, evidence-based theory of systemic educational change; think strategically and systemically about how districts can support schools in increasing student learning and achievement; develop an understanding of initial processes that are essential for undertaking systemic reform at the district level; and frame questions for further inquiry on key topics in the course based on a review of existing literature.
Systemic Educational Reform I: Read More [+]

Terms offered: Summer 2014 10 Week Session, Summer 2013 10 Week Session, Summer 2013 8 Week Session
This is the second of three courses connected to the thematic area Systemic Educational Reform: theory, policy, and practice, and is intended for second-year students in the UC Berkeley/CSU Joint Doctoral Program on Leadership for Educational Equity (JDP). The purpose of this course is to examine the theoretical assumptions and empirical evidence related to the capacity of school districts to promote educational effectiveness across geographically distributed educational settings, including schools, after-school educational interventions, professional development programs, and the like.
Systemic Educational Reform II: Read More [+]

Terms offered: Summer 2011 8 Week Session, Summer 2009 10 Week Session, Summer 2006 10 Week Session
The issues of inequality, of various kinds, and of equity, again with many different conceptions, have been central to debates over American schooling, particularly in urban areas. This course provides a conceptual framework to begin understanding the different dimensions of inequality and equity. As part of the theme in the Joint Doctoral Program of "Achieving Excellence and Equity in Practice," it will be followed by additional courses that examine certain topics in greater depth.
Excellence and Equity in Education I: Inequality and Equity: Read More [+]

Terms offered: Fall 2014, Spring 2014, Spring 2013
The design of this course starts from the assumption that the question of "what works" in schools is not easily answered. Much of it depends on what sorts of outcomes educators value and hinges on specific conditions schools and districts face. The course aims at developing and refining judgment by looking in-depth at improvement strategies, interventions, or levers for change employed by urban school districts. Given that the theme of the course is school improvement and, given LEEP students' administrative and leadership expertise, the course is envisioned as an opportunity for deep reflection and exchange among knowledgeable actors.
Excellence and Equity 2: The Dynamics of Improving Schools and Districts: Read More [+]

Terms offered: Fall 2015, Spring 2015, Fall 2014
This second milestone course continues students' development of their knowledge base in relation to their established problem of practice. The purpose of the course is to ensure that this process is focused and fruitful, as students take the first steps in applying their new knowledge to a design development study. At the end of the course, students' first milestone paper should be ready for approval.
Milestone 2: Mapping the Professional Knowledge Base: Read More [+]

Terms offered: Spring 2016, Spring 2015, Fall 2014
The fourth course in the LEEP milestone sequence moves students from the exploration of the professional knowledge base to the design of their dissertation study. The main course objective is the completion of milestone 2: the writing of a paper on the design and methodology of the dissertation study. Together with the first milestone paper (Exploring the Knowledge Base) and the third milestone paper (Dissertation Prospectus), this paper should qualify students to participate in the qualifying exam, the prerequisite for dissertation research.
Milestone 4:Research Design and Methodology: Read More [+]

Terms offered: Fall 2011, Fall 2009, Fall 2006
This course examines management tools and financial methods of effective leadership of school districts in California. The course will present strategies from both business and educational perspectives and will challenge conventional financial management practices in California school systems. Specific areas of emphasis will be on maximizing the effective use of educational resources (e.g., financial analyses, budget techniques, cost analyses, management information systems), understanding the constraints that influence public school expenditures (e.g., state and federal legislation), and accomplishing the educational objectives of the school system through financial application (cost analysis and project management techniques). The underlying assumption of the course is that informed financial leadership can improve the opportunity to achieve educational achievement and equity in public school organizations.
Resource Management 1: Read More [+]

Terms offered: Spring 2016, Summer 2013 8 Week Session, Summer 2012 8 Week Session
In general, the purpose of this course is to prepare a new generation of superintendents. This course will expand on the foundation laid in the Budgeting 1 class, which serves as a "bootcamp" for fundamental management skills and concepts used in business and nonprofit organizations. The topics covered will be more focued on developing knowledge and skills needed by superintendents and educational leaders in the present.
Resource Management 2: Read More [+]

Terms offered: Fall 2020, Fall 2019, Fall 2018
These interdisciplinary seminars address a series of questions. In what ways can philosophical, sociological, anthropological, historical, and psychological forms of inquiry be brought together to bear on the analysis of learning, on schooling, and on education more generally? What do we mean by critical and interpretive theories, and what are their relations with social practice? How can education come to constitute itself otherwise than in its current form?
Proseminar: Sociocultural Critique of Education: Read More [+]

Terms offered: Spring 2020, Spring 2018, Spring 2017
These interdisciplinary seminars address a series of questions. In what ways can philosophical, sociological, anthropological, historical, and psychological forms of inquiry be brought together to bear on the analysis of learning, on schooling, and on education more generally? What do we mean by critical and interpretive theories, and what are their relations with social practice? How can education come to constitute itself otherwise than in its current form?
Proseminar: Sociocultural Critique of Education: Read More [+]

Terms offered: Fall 2017, Fall 2016, Fall 2015
The emphasis in this course is on the practice of research. Each student, ordinarily in the second year of graduate study, develops a research project with a faculty mentor and carries it out under direction. At the same time, students work together in this seminar. Short written assignments during the first eight weeks result in a research proposal to be carried out by the end of the semester. Students spend about 50 hours on the field research.
Research Apprenticeship and Qualitative Methodology Seminar I: Read More [+]

Terms offered: Spring 2017, Spring 2016, Spring 2015
This is the second in a sequence of courses on the practice of research. In the first semester students work with faculty mentors and in the seminar to carry out a field research project. Continuing both apprenticeship and seminar, this semester is devoted to analyzing the field materials and preparing a paper on the research.
Research Apprenticeship and Qualitative Methodology Seminar II: Read More [+]

Terms offered: Spring 2019
Course is designed to introduce graduate students to the area of whiteness studies and how it has been taken up by scholars in education, the social sciences and humanities. It asks the student to assess what this innovation within race theory (as well as secondarily within other theories, such as class and gender analysis) produces in terms of knowledge and understanding of a general racial predicament.
Race, Whiteness Studies and Education: Read More [+]

Terms offered: Spring 2019
This course is meant to introduce students to the process of conducting research. It approaches this goal by asking students to learn about and critically engage the ontological and epistemological assumptions underlying the varied methodologies used in education research. This class aims to get students to think critically about research design, implementation, and interpretation, with a particular focus on how epistemological and ethical issues can play themselves out in research projects and the roles that power plays in the research process.
Introduction to Research Inquiry: Power, Epistemology, and Method: Read More [+]

Terms offered: Spring 2020, Spring 2017, Spring 2016
Public schooling today reflects a long evolution, producing an institution that embodies social inequalities as well as democratic aspirations. Politicians, teachers, school reformers, and others interested in education invoke elements of this history to justify their efforts. This course examines the relationship of the changing goals, organization, and practices of American schools to broader social, economic, political, and intellectual developments.
Historical Perspectives on American Education: Read More [+]

Terms offered: Spring 2010, Spring 2009, Spring 2008
The empowerment of adults through democratically structured cooperative study and action directed toward achieving more just and peaceful societies within a life-sustaining global environment. The historical development of theory and practice as well as the current state of this major international educational movement and its associated research model--participatory research--will be examined using case studies and theoretical works. Our principal method will be dialogue.
Popular Education: Read More [+]

Terms offered: Fall 2019, Fall 2018, Fall 2017
This course will explore the relationship between macroeconomic and political trends and public education in inner city schools. The impact of these larger societal phenomena upon drop-out rates, school climate, teacher morale, and academic achievement will be investigated through a combination of reading and field research in Oakland and Berkeley schools. An examination and evaluation of current proposals for reform of urban schools will also be included.
Urban Education: Read More [+]

Terms offered: Fall 2009, Fall 2005, Fall 2004
Philosophical analysis applied to current educational problems and key concepts.
Philosophy of Education: Read More [+]

Terms offered: Spring 2015, Fall 2012, Spring 2009
What is globalization? What are the implications of living in a "global world" for educational systems? In this course, we explore these questions by first examining various theoretical perspectives on globalization. We will then discuss several major developments associated with globalization that are affecting different levels of education (from primary to university) including the rise in accountability and testing, skills for the "knowledge" economy, and immigration. We will consider the role of international organizations such as the World Bank and the United Nations in shaping international policy and programs. We will also examine the role that the state, local communities, and non-governmental agencies play in providing and improving the quality of education. In the final part of the course, we examine topics including language policy, technology, and strategies to combat educational inequality. To explore these topics, we will read and discuss case studies from Asia, Africa, Latin America, and the United States to provide concrete examples of how global forces are changing the context and content of education internationally.
Globalization and International Education: Read More [+]

Terms offered: Spring 2012, Fall 2010, Spring 2010
This seminar will examine a wide range of perspectives on the education of African American children and adolescents in the United States. Readings will support students in understanding some of the key issues and tensions in African American education and school achievement, including the roles that culture, identity, parents, families, and communities play in the education and schooling of African American students; systemic issues in educational improvement and the perpetuation of "achievement gaps"; and language and power.
The Education of African-American Students: Read More [+]

Terms offered: Spring 2013, Spring 2012, Spring 2011
U.S. citizenship has been defined in racialized and gendered terms since the nation's founding. This course explores how those definitions have affected the historical development of U.S. public schooling, particularly the unequal educational opportunities available to racial minorities and women, and how they have affected American approaches to civic education.
Race, Gender, and Immigration: Citizenship and Education: Read More [+]

Terms offered: Fall 2013, Fall 2012, Fall 2011
This course is designed to explore the theoretical and methodological questions raised by the concept of intersectionality - the idea that human beings possess multiple identities simultaneously. Most of the work in this area has been theoretical. This course acquaints students with that theoretical literature and helps them apply these theories in their empirical work. The goal is to provide students with the background necessary to incorporate intersectionality into their future research.
Intersectionality in Education Research: Read More [+]

Terms offered: Spring 2020, Spring 2019, Spring 2018
This course addresses comprehensive school health education, including content areas of health instruction in the California Health Framework for teachers K-12, e.g., nutrition, communicable diseases, drug use and abuse, physical fitness, and community health services. For elementary teachers, the focus is on their responsibilities as primary health instructors. For secondary teachers, the focus is on their role as a member of a comprehensive health team with responsibility for providing adolescents with guidance on decision making regarding consumerism, environmental issues, drugs, and sex.
Comprehensive Health Education for Teachers: Read More [+]

Terms offered: Fall 2015, Fall 2014, Fall 2013
This course addresses California's requirements for comprehensive school health education; finding and presenting reliable, trustworthy health information. Elementary teachers will focus on their responsibilities as primary health instructors. Secondary teachers will focus on the meaning and application of health education in their domain. Using a wiki online format the teachers will create one lesson plan, and a rubric for evaluating online health tools. This course is web-based.
Comprehensive Health Education for Teachers: Read More [+]

Terms offered: Fall 2020, Spring 2020, Fall 2019
Topics to vary from semester to semester and section to section.
Special Topics Seminars: Policy, Organization, Measurement, and Evaluation: Read More [+]

Terms offered: Fall 2020, Spring 2020, Fall 2019
Topics to vary from semester to semester and section to section.
Special Topics Seminars: Education in Language, Literacy, and Culture: Read More [+]

Terms offered: Spring 2020, Fall 2019, Spring 2019
Topics to vary from semester to semester and section to section.
Special Topics Seminars: Cognition and Development: Read More [+]

Terms offered: Fall 2009, Spring 2009, Fall 2008
Topics to vary from semester to semester and section to section.
Special Topics Seminars: Special Topic Seminar: Read More [+]

Terms offered: Spring 2016, Spring 2015, Fall 2014
Topics to vary from semester to semester and section to section.
Special Topics Seminars: Special Topics Seminar: Read More [+]

Terms offered: Summer 2003 10 Week Session
This course examines the relationships among multiple and often competing purposes of public education, dilemmas rooted in a history of persistent race- and class-linked inequities in American schools, and the possibilities and challenges of educational leadership. It highlights the pursuit of educational quality and equity in urban school systems as the organizing problem for educational leadership. Students will use research to analyze leadership practices to strengthen urban education.
Purposes and Values in Urban Educational Leadership: Read More [+]

Terms offered: Fall 2012, Fall 2011, Fall 2009
Historical development and contemporary status of principal features of American schooling and major issues of policy and practice. The course will focus primarily upon public elementary and secondary schools. The course will stress relationships between education and other sectors of society.
The Educational System of the United States: Read More [+]