Education

University of California, Berkeley

About the Program

The Graduate School of Education offers Doctor of Philosophy (PhD), Doctor of Education (EdD), Master's of Arts (MA), and credential degree programs. The PhD degree is designed for students interested in pursuing scholarly research and academic careers in education. The EdD is a professional degree designed for individuals seeking advanced professional preparation to become school administrators or other educational leaders. The MA degree serves the interest of students who want to carve out a career in education, either as an education researcher or as an education practitioner. Credential programs, which all contain an MA component, are designed for students who plan to work in schools as teachers, principals, district and county administrators, and school psychologists.

Degree and credential programs are grouped under three main areas of study: Cognition and Development; Language and Literacy, Society and Culture; and Policy, Organization, Measurement and Evaluation.

The Cognition and Development (CD) area of study focuses on the interplay among cognitive, social, and developmental processes in diverse areas of human knowledge and experience. Faculty concentrate on learning in mathematics, science, and technology, as well as a wide range of issues involving cognitive, social, and moral development. Faculty and student research typically occurs in field settings (e.g., classrooms), providing fertile sites for conceptual advances, as well as the improvement of educational practices. Cognition and Development supports both professional and academic programs, each enriching the other in courses and research opportunities.

Faculty and students in Language and Literacy, Society and Culture (LLSC) study, design, and participate in transformative approaches to individual and social development within schools and in diverse contexts of communities, workplaces, and social movements. They focus on methodically grounded examinations of talk and activity, and language and literacy, through the lens of sociocultural theories to understand and inform the ecology of learning and schooling. Of special concern is work toward equity and social justice for students, groups, families, and communities, including non-native speakers of English. Offerings include both professional and academic programs.

Programs in Policy, Organization, Measurement, and Evaluation (POME) emphasize the study of schools as institutions and school systems; the formulation and effects of educational policy; and methods of research, measurement, and evaluation. POME students enter as a cohort, take courses together, join faculty research groups, and cultivate their own areas of interest and expertise in education. POME faculty have strengths and interests that combine:

  1. A focus on the institutions of schooling analyzed from various disciplinary perspectives, including sociology, economics, and history,
  2. Experience in linking research, policy, and practice at the local, state, and national levels,
  3. A breadth and depth of methodological, measurement, and evaluation expertise to conduct policy-oriented research and to inform sound institutional leadership and decision making,
  4. And the analysis of and practice related to leadership in schools at both school and district levels.

The Leadership for Educational Equity Program (LEEP) is a school-wide EdD program that offers a three-year course of study with evening, weekend, and summer schedule to accommodate needs of working professionals. LEEP uses a cohort model that builds professional relationships among peers. Students participate in school and district-based residencies to undertake problem-based research. Students strive to understand how to create effective, equitable, and democratic schools that value cultural diversity.

Visit School Website

Admissions

Admission to the University

Minimum Requirements for Admission

The following minimum requirements apply to all graduate programs and will be verified by the Graduate Division:

  1. A bachelor’s degree or recognized equivalent from an accredited institution;
  2. A grade point average of B or better (3.0);
  3. If the applicant comes from a country or political entity (e.g., Quebec) where English is not the official language, adequate proficiency in English to do graduate work, as evidenced by a TOEFL score of at least 90 on the iBT test, 570 on the paper-and-pencil test, or an IELTS Band score of at least 7 (note that individual programs may set higher levels for any of these); and
  4. Sufficient undergraduate training to do graduate work in the given field.

Applicants Who Already Hold a Graduate Degree

The Graduate Council views academic degrees not as vocational training certificates, but as evidence of broad training in research methods, independent study, and articulation of learning. Therefore, applicants who already have academic graduate degrees should be able to pursue new subject matter at an advanced level without need to enroll in a related or similar graduate program.

Programs may consider students for an additional academic master’s or professional master’s degree only if the additional degree is in a distinctly different field.

Applicants admitted to a doctoral program that requires a master’s degree to be earned at Berkeley as a prerequisite (even though the applicant already has a master’s degree from another institution in the same or a closely allied field of study) will be permitted to undertake the second master’s degree, despite the overlap in field.

The Graduate Division will admit students for a second doctoral degree only if they meet the following guidelines:

  1. Applicants with doctoral degrees may be admitted for an additional doctoral degree only if that degree program is in a general area of knowledge distinctly different from the field in which they earned their original degree. For example, a physics PhD could be admitted to a doctoral degree program in music or history; however, a student with a doctoral degree in mathematics would not be permitted to add a PhD in statistics.
  2. Applicants who hold the PhD degree may be admitted to a professional doctorate or professional master’s degree program if there is no duplication of training involved.

Applicants may apply only to one single degree program or one concurrent degree program per admission cycle.

Required Documents for Applications

  1. Transcripts: Applicants may upload unofficial transcripts with your application for the departmental initial review. If the applicant is admitted, then official transcripts of all college-level work will be required. Official transcripts must be in sealed envelopes as issued by the school(s) attended. If you have attended Berkeley, upload your unofficial transcript with your application for the departmental initial review. If you are admitted, an official transcript with evidence of degree conferral will not be required.
  2. Letters of recommendation: Applicants may request online letters of recommendation through the online application system. Hard copies of recommendation letters must be sent directly to the program, not the Graduate Division.
  3. Evidence of English language proficiency: All applicants from countries or political entities in which the official language is not English are required to submit official evidence of English language proficiency. This applies to applicants from Bangladesh, Burma, Nepal, India, Pakistan, Latin America, the Middle East, the People’s Republic of China, Taiwan, Japan, Korea, Southeast Asia, most European countries, and Quebec (Canada). However, applicants who, at the time of application, have already completed at least one year of full-time academic course work with grades of B or better at a US university may submit an official transcript from the US university to fulfill this requirement. The following courses will not fulfill this requirement:
    • courses in English as a Second Language,
    • courses conducted in a language other than English,
    • courses that will be completed after the application is submitted, and
    • courses of a non-academic nature.

If applicants have previously been denied admission to Berkeley on the basis of their English language proficiency, they must submit new test scores that meet the current minimum from one of the standardized tests.

Where to Apply

Visit the Berkeley Graduate Division application page

Doctoral Degree Requirements (PhD)

Normative Time Requirements

Normative Time Schedule

Normative time refers to the amount of time that the Graduate Division has determined it should take a student enrolled full time to complete a particular degree program. The normative time for all doctoral degree programs in the School of Education is six years, whether you enter with an MA or not. The following schedule reflects the maximum time to complete the various stages in PhD programs in order to complete your degree within the six year limit.

First Year
  • 1st Semester Coursework
  • 2nd Semester First Year Evaluation/ Outline of Program for the MA Degree
    Advance to Candidacy for the MA Degree
Second Year
  • 3rd Semester Complete MA Degree
  • 4th Semester Outline of Program for PhD
Third Year
  • 5th Semester Complete Prequalifying Review Papers
  • 6th Semester Prequalifying Review (Completion of Position Papers and a Dissertation Prospectus)
Fourth Year
  • 7th Semester Qualifying Examination
    Advance to Candidacy
Fifth Year
  • 9th Semester Dissertation Proposal Review Meeting
    Report on Progress in Candidacy
  • 10th Semester Conduct dissertation research
Sixth Year
  • 11th Semester Report on Progress in Candidacy
  • 12th Semester File Dissertation

Time to Advancement

Curriculum

Courses Required: All Concentrations
Cognition & Development (CD)
Language, Literacy, Society & Culture (LLSC)
Policy, Organization, Measurement & Evaluation (POME)
GSE Core Courses:2
One approved course from within concentration
One approved course from another concentration
Qualitative Methods Course (1) from approved list1
Quantitative Methods Course (1) from approved list1
GSE courses per approved study list for student research interests:
Three areas of specialization are required within concentration
CD—Education in Math, Science, & Technology Concentration 
SCMATHE 210Practicum in Science and Math Education Research and Development (2 semesters)1-4
SCMATHE 292Research Seminar and Colloquium (4 semesters)1
Select two Individual & Social Cognition courses from the following:8
Constructive Epistemology
or EDUC 227
Course Not Available
EDUC 229A
Course Not Available
Discourse and Learning in Math and Science Classrooms
Conceptual Change
EDUC 232
Course Not Available
Special Topics Seminars: Cognition and Development (Representations)
Special Topics Seminars: Cognition and Development (Principles for Embodied Design )
Special Topics Seminars: Cognition and Development (Neo-Vygotskian Perspectives on Cognitive Development )
Special Topics Seminars: Cognition and Development (Cognitive Ergonomics in STEM Education Research)
Select one Discipline course from the following:1-4
EDUC 222A
Course Not Available
Mathematical Thinking and Problem Solving
Special Topics Seminars: Cognition and Development (Scientific Thinking and Learning )
Special Topics Seminars: Cognition and Development (Learning Chance: Computer-Supported Inquiry into Probability )
Special Topics Seminars: Cognition and Development (Paradigmatic Didactic Mathematics Problem Situation)
Select one Curriculum & Technology Design course from the following:1-4
Instructional Design in Science and Mathematics Education
Towards Ambitious Instruction in Mathematics: Research Into Practice
EDUC 221B
Course Not Available
Special Topics Seminars: Cognition and Development
Technology, Curriculum, and Instruction
Select one of the following:3
Qualitative Methodology (GSE requirement filled)
EDUC 228B
Course Not Available
EDUC 293VVideo-Analysis Seminar1-3
or EDUC 290C Special Topics Seminars: Cognition and Development
One Qualitative Methodology course from the following:3-4
Data Analysis in Education Research (GSE requirement filled)
Data Analysis in Educational Research II
PSYCH 205A
Course Not Available
EDUC 223BSpecial Problems in Mathematics, Science and Technology Education2-6
CD—Development in Mathematics and Science (DMS) 
EDUC 200ACulture and Cognitive Development: Theoretical Perspectives3
EDUC 205Instruction and Development3
EDUC 214Human Development and Education Seminar1
EDUC 228AQualitative Methodology3
EDUC 293A/293LData Analysis in Education Research4
EDUC 223B/290CSpecial Problems in Mathematics, Science and Technology Education2-6
Select two of the following advanced seminars:
Neo-Vygotskian approaches to cognitive development
Development of elementary mathematical understandings in children
Teaching and learning
Mathematical Thinking and Problem Solving
EDUC 220C
Course Not Available
Special Topics Seminars: Cognition and Development
Conceptual Change
Gender, Mathematics and Science
Select one of the following advanced methods seminars:3-4
Data Analysis in Educational Research II
PSYCH 205A
Course Not Available
CD—Human Development and Education Concentration 
EDUC 214Human Development and Education Seminar1
EDUC 200ACulture and Cognitive Development: Theoretical Perspectives3
EDUC 200BSocial Development3
EDUC 215Socialization Processes Within the Family3
EDUC 205Instruction and Development3
CD—School Psychology Concentration 
EDUC 200ACulture and Cognitive Development: Theoretical Perspectives3
Select two of the following:8
Socialization Processes Within the Family
Social Development
Psychosocial Development: Identity, Culture, and Education
EDUC 205Instruction and Development3
PSYCH 290BSeminars: Biological2
EDUC 274AMeasurement in Education and the Social Sciences I4
EDUC 293A/293LData Analysis in Education Research4
EDUC 275B/275LData Analysis in Educational Research II4
EDUC 298CGroup Studies, Seminars, or Group Research--DCEMST1-4
EDUC 213LLaboratory for School Psychology (Supervision, 8 semesters)1
EDUC 213ATheoretical and Scientific Bases for School Psychology, Part I: Childhood3
EDUC 213BTheoretical and Scientific Bases for School Psychology, Part II: Adolescence3
EDUC 213CSchool-Based Consultation3
EDUC 213DEducational Interventions for the School Psychologist3
EDUC 207BIndividual Appraisal of Intelligence4
EDUC 207CDiagnosis of Human Handicaps4
EDUC 263ALegal Issues in Educational Practice1-3
EDUC 413LConsultation for School Psychology Students (6 semesters)1
EDUC 413A/413BCommunity-Based Internship in School Psychology2-7
EDUC 413C/413DSchool-Based Internship in School Psychology2-8
Select one of the following:3
Theoretical Issues in the Study of Literacy
Urban Education
Psychosocial Development: Identity, Culture, and Education
Select two of the following:6
Psychology of Reading
Culture and Cognitive Development
Qualitative Methodology
PSYCH 234C
Course Not Available
EDUC 204CResearch Seminars: Inquiry in Educational Psychology (8 semesters)3
LLCS-Language, Literacy & Culture concentration 
Select two courses from the following:6
Language Study for Educators
Theoretical Issues in the Study of Literacy
Language Socialization
Qualitative Research in Language/Literacy Education
Discourse Analysis
The Ethnography of Literacy
EDUC 293A/293LData Analysis in Education Research4
One course from approved LLSC list4
One course from approved lists in CD or POME4
Two courses outside GSE6
LLCS—Social & Cultural Studies concentration 
EDUC 280AProseminar: Sociocultural Critique of Education3
EDUC 280BProseminar: Sociocultural Critique of Education3
EDUC 280CResearch Apprenticeship and Qualitative Methodology Seminar I3
EDUC 280DResearch Apprenticeship and Qualitative Methodology Seminar II3
Five Grad Electives in a concentration from:5
Ethnic Studies, History, Philosophy, Anthropology, Sociology, or professional school
One GSE Core Course form CD or POME1
POME—Policy & Organizations Research 
EDUC 290ASpecial Topics Seminars: Policy, Organization, Measurement, and Evaluation1-4
Two Qualitative Methods Courses:
EDUC 271BIntroduction to Qualitative Research Methods3
EDUC 274AMeasurement in Education and the Social Sciences I4
Individualized study list approved by advisor, including:
Two Introductory courses:
EDUC 260AIssues in Educational Administration and Policy3
EDUC 283BHistorical Perspectives on American Education3
Select two Advanced courses from the following:6
Organization Theory in Education and Other Social Services
EDUC 283C
Course Not Available
Research Advances in Race, Diversity, and Educational Policy
One Special Topics Seminar in concentration area:
EDUC 290ASpecial Topics Seminars: Policy, Organization, Measurement, and Evaluation (topics vary by semester)1-4
Select two Quantitative Methods Courses from the following:6-8
Data Analysis in Education Research
and Educational Data Analysis Laboratory
Data Analysis in Educational Research II
and Educational Data Analysis Laboratory II
Measurement in Education and the Social Sciences II
Introduction to Program Evaluation
Practicum in Evaluation
Theoretical Issues in Evaluation
One Research Design course4
POME—Quantitative Methods and Evaluation 
EDUC 290ASpecial Topics Seminars: Policy, Organization, Measurement, and Evaluation1-4
Two Qualitative Methods Courses:
EDUC 271BIntroduction to Qualitative Research Methods3
EDUC 274AMeasurement in Education and the Social Sciences I4
Introductory Courses:
EDUC 293A/293LData Analysis in Education Research4
EDUC 275B/275LData Analysis in Educational Research II4
EDUC 274AMeasurement in Education and the Social Sciences I4
EDUC 276AIntroduction to Program Evaluation3
Minimum four courses in statistics, measurement, and evaluation:
Individualized study list approved by advisor, including:
QME Concentration Courses:
EDUC 270BBEAR Center Seminar2,3
EDUC 274BMeasurement in Education and the Social Sciences II4
EDUC 274CResearch Seminar in Measurement4
EDUC 274DMultidimensional Measurement4
EDUC 275GHierarchical and Longitudinal Modeling3
EDUC 276CPracticum in Evaluation2-4
EDUC 276EResearch Design and Methods for Program and Policy Evaluation3
Approved Outside Concentration Courses:
PB HLTH 240ACourse Not Available4
PB HLTH 242CCourse Not Available4
STAT 200AIntroduction to Probability and Statistics at an Advanced Level4
STAT 200BIntroduction to Probability and Statistics at an Advanced Level4
STAT C239AThe Statistics of Causal Inference in the Social Science4
STAT C245CBiostatistical Methods: Computational Statistics with Applications in Biology and Medicine4

Field Papers

This is the step that calls for the student to pull together his/her graduate education course work, tutorials, and research into a coherent whole. Student is expected to relate what he/she learned to issues of concern in

their field of study, and to be able to take and defend positions on these varying issues. The prequalifying review for PhD degree students consists of the approval of two or three position papers (depending on the area of study) and a dissertation prospectus.

Prospectus

The dissertation prospectus is a preliminary version of the dissertation proposal and is usually five to ten pages in length. It is a statement of preliminary work (pilot studies, prior research findings, research goals, hypotheses and methodology) as well as the theories, strategies, and analyses that will be used in the dissertation research. Check program requirements for the style in which the prospectus is to be written.

Qualifying Exam

The qualifying examination is the University’s means of evaluating and certifying the adequacy and appropriateness of your preparation for the doctorate. This examination is required for all doctoral degree programs in the Graduate School of Education. The qualifying examination is an oral examination of two or three hours duration. The examination committee is composed of four faculty members selected by the student in consultation with his or her faculty adviser. The purpose of this examination is to test eligibility of the student for admission to candidacy for the degree of Doctor of Philosophy in Education and to evaluate his or her ability to complete a satisfactory doctoral dissertation.

CITI Protocol Course Certifications

If conducting research using human subjects, student is required to take the online Collaborative IRB Training Initiative (CITI) course (citiprogram.org/default.asp) and submit a copy of the CITI Course Completion Record with the candidacy application. For more information, contact the Committee for the Protection of Human Subjects at: cphs.berkeley.edu.

Time in Candidacy

Dissertation Presentation/Finishing Talk

There is no formal defense of the completed dissertation. Education students are required to schedule a proposal review meeting with their dissertation committee. Students are required to develop the prospectus into a proposal for this purpose.

Required Professional Development

Presentations

Students participate in the annual GSE Research Day.

Professional Conference Presentation

Students present in AERA or other national conferences.

Teaching

The department gives students an opportunity to gain teaching experience. Our students work as graduate student instructors, readers or tutors not only in Education but also in other departments on campus.

Doctoral Degree Requirements (EdD)

Normative Time Requirements

Total Normative Time is three years. See our website for a sample timeline.

Time to Advancement

Curriculum

Courses Required
EDUC 271BIntroduction to Qualitative Research Methods3
EDUC 273CDecision Making Based on Data Evidence3
EDUC 273DDecision Making II3
EDUC 277ACourse Not Available3
EDUC 277BSystemic Educational Reform II3
EDUC 278BExcellence and Equity 2: The Dynamics of Improving Schools and Districts3
EDUC 279BResource Management 23
EDUC 290ESpecial Topics Seminars: Special Topics Seminar1-4
EDUC 278CMilestone 2: Mapping the Professional Knowledge Base3
EDUC 278DMilestone 4:Research Design and Methodology3
EDUC 294EThesis Seminar1-4
EDUC 470CResidency: Decision Making and Resource Management3

See our website for more information.

Field Papers

This is the step that calls for the student to pull together his/her graduate education course work, tutorials, and research into a coherent whole. Student is expected to relate what he/she learned to issues of concern in their field of study, and to be able to take and defend positions on these varying issues. The prequalifying review for EdD students consists of the approval of two position papers and a dissertation prospectus.

Prospectus

The dissertation prospectus is a preliminary version of the dissertation proposal and is usually five to ten pages in length. It is a statement of preliminary work (pilot studies, prior research findings, research goals, hypotheses and methodology) as well as the theories, strategies, and analyses that will be used in the dissertation research.

Qualifying Examination

The qualifying examination is the University’s means of evaluating and certifying the adequacy and appropriateness of your preparation for the doctorate. This examination is required for all doctoral degree programs in the Graduate School of Education. The qualifying examination is an oral examination of two or three hours duration. The examination committee is composed of four faculty members selected by the student in consultation with his or her faculty adviser. The purpose of this examination is to test eligibility of the student for admission to candidacy for the degree of Doctor of Education and to evaluate his or her ability to complete a satisfactory doctoral dissertation.

CITI Protocol Course Certifications

If conducting research uses human subjects, student is required to take the online Collaborative IRB Training Initiative (CITI) course and submit a copy of the CITI Course Completion Record with the candidacy application. For more information, contact the Committee for the Protection of Human Subjects at: cphs.berkeley.edu.

Time in Candidacy

Dissertation Presentation/Finishing Talk

There is no formal defense of the completed dissertation. Education students are required to schedule a proposal review meeting with their dissertation committee. Students are required to develop the prospectus into a proposal for this purpose.

Required Professional Development

Presentations

Students participate in the annual GSE Research Day.

Professional Conference Presentation

Students present in AERA or other national conferences.

Master's Degree Requirements

Unit Requirements

Described below are the two plans of study for completing an MA. The plan selected is generally a matter of personal choice. Some programs, however, restrict their students to a designated plan.

Plan I Requirements

Twenty semester units and a thesis, including at least eight units in 200 series education courses. The remaining units are selected from 100 and 200 series courses in education or related departments, including an School of Education core course. A maximum of one third of the total units may be taken on a Satisfactory/Unsatisfactory basis. Please note that EDUC 299 courses may not be used to meet the master’s unit requirement.

The MA thesis is the report of a research investigation appropriate to the student’s specialization. It should be succinct but comparable in style, organization, and depth of understanding to investigations of greater scope, such as the dissertations of doctoral candidates. It should offer a critique or synthesis that is the author’s own original contribution. The thesis is written under the supervision of a three member faculty committee appointed at the time of advancement to candidacy and approved by the head graduate adviser and the dean of the Graduate Division.

Plan II Requirements

Twenty-four semester units and a comprehensive examination, including at least 12 units in 200 series education courses. The remaining units are selected from 100 and 200 series courses in education or related departments, including a School of Education core course. A maximum of one third of the total units as shown on your transcript may be taken on a Satisfactory/Unsatisfactory basis. Please note that EDUC 299 courses may not be used to meet the master’s unit requirement.

The MA Comprehensive Examination is taken after advancement to candidacy. It can take the form of a written examination or a written seminar paper, which may include an oral examination.

The written examination, taking two or three hours to complete, examines students in their area of specialization.

Examinations are evaluated by the faculty adviser and at least one other faculty member.

The written seminar study is ordinarily completed in connection with an advanced seminar in the student’s field of study. The topic is selected in consultation with both the faculty adviser and the instructor of the seminar. After completing the seminar study, the MA candidate may be required to pass an oral examination.

The faculty adviser and at least one other faculty member evaluate the seminar study.

Curriculum

Courses Required

Cognition & Development—Development in Mathematics and Science (DMS)
EDUC 200ACulture and Cognitive Development: Theoretical Perspectives3
EDUC 200BSocial Development3
EDUC 214Human Development and Education Seminar1
Individualized study list approved by adviser, including selected research methods courses.
Cognition & Development—Education in Math, Science, & Technology (EMST) 
SCMATHE 210Practicum in Science and Math Education Research and Development (2 semesters)1-4
Select one Qualitative Methodology course from the following:3
Qualitative Methodology (GSE requirement filled)
EDUC 228B
Course Not Available
Video-Analysis Seminar
Special Topics Seminars: Cognition and Development
Select one Qualitative Methodology course from the following:4
Data Analysis in Education Research (GSE requirement filled)
Data Analysis in Educational Research II
PSYCH 205A
Course Not Available
Select one Discipline course from the following:4
EDUC 222A
Course Not Available
Mathematical Thinking and Problem Solving
Special Topics Seminars: Cognition and Development (Scientific Thinking and Learning )
Special Topics Seminars: Cognition and Development (Learning Chance: Computer-Supported Inquiry into Probability)
Special Topics Seminars: Cognition and Development (Paradigmatic Didactic Mathematics Problem Situation)
Select One Curriculum & Technology Design course from the following:4
Instructional Design in Science and Mathematics Education
Towards Ambitious Instruction in Mathematics: Research Into Practice
EDUC 221B
Course Not Available
Special Topics Seminars: Cognition and Development
Technology, Curriculum, and Instruction
One GSE core course from approved list4
One course from Individual & Social Perspectives approved course list4
Cognition & Development—Human Development & Education (HDE) 
One core course outside the program area (see HDE Handbook)4
Individualized study list approved by adviser, including selected research methods courses.4
Cognition & Development—MA/Credential in Science & Mathematics Education (MACSME) 
EDUC 207DAssessment and Education of Exceptional Pupils in Regular Classes2
EDUC 223BSpecial Problems in Mathematics, Science and Technology Education2-6
EDUC 224AMathematical Thinking and Problem Solving3
or EDUC 290C Special Topics Seminars: Cognition and Development
EDUC 231MACSME Methods in Curriculum and Instruction4
or CHEM 303 Course Not Available
EDUC 246ATeaching Linguistic and Cultural Minority Students1-3
EDUC 283FUrban Education3
EDUC 289Comprehensive Health Education for Teachers1
EDUC 295BTechnology, Curriculum, and Instruction3
EDUC 390DSupervised Teaching in Mathematics and Science for Secondary Schools2-6
SCMATHE 210Practicum in Science and Math Education Research and Development (2 semesters)1-4
CD—Developmental Teacher Education MA/ Credential Program 
EDUC 149Foundations for Teaching Language Arts2
EDUC 158Foundations for Teaching Reading in Grades K-82-3
EDUC 160Foundations for Teaching Social Studies2
EDUC 207DAssessment and Education of Exceptional Pupils in Regular Classes2
EDUC 211ADevelopment, Learning, and Instruction in Cultural Contexts3
EDUC 211BSocial and Emotional Development3
EDUC 236AScience Education for Elementary School Children2
EDUC 236BElementary Teaching in Mathematics3
EDUC 246ATeaching Linguistic and Cultural Minority Students1-3
EDUC 283FUrban Education3
EDUC 290CSpecial Topics Seminars: Cognition and Development1-4
EDUC 298CGroup Studies, Seminars, or Group Research--DCEMST1-4
EDUC W289Comprehensive Health Education for Teachers1
EDUC 390CSupervised Teaching in Elementary Education1-8
EDUC 391ATechnology, Curriculum, and Instruction1
EDUC 392CArts in the Elementary Classroom1
EDUC 393Preparation for Completion of the Elementary Mathematics Performance Assessment1
Language, Literacy, Social & Culture—Social & Cultural Studies (SCS) 
GSE-wide core courses (one from approved list)
EDUC 280A/280BProseminar: Sociocultural Critique of Education3
Individualized study list approved by adviser
Language, Literacy, Social & Culture—Cultural Studies of Sport in Education (CSSE) 
Individualized study list approved by advisor, including:
3 CSSE-specific core courses12
EDUC 257Theoretical Foundations for the Cultural Study of Sport in Education3
EDUC 294BThesis Seminar--ELLC (2 semesters)1-6
Language, Literacy, Social & Culture—Language, Literacy & Culture Concentration

See school website.

Language, Literacy, Social & Culture—Multicultural Urban Secondary English (MUSE) MA/Credential Program Concentration
EDUC 207DAssessment and Education of Exceptional Pupils in Regular Classes2
EDUC 212Adolescent Development and the Teaching of Secondary English3
EDUC 240ALanguage Study for Educators3
EDUC 244BMethods for Teaching English in the Secondary Schools4
EDUC 244CMethods for Teaching English in the Secondary Schools3
EDUC 245AApproaches in Teaching English as a Second Language3
EDUC 249CFoundations in Reading (Learning from Text) for Secondary Schools3
EDUC 283FUrban Education3
EDUC 289Comprehensive Health Education for Teachers1
EDUC 290BSpecial Topics Seminars: Education in Language, Literacy, and Culture1-4
EDUC 294BThesis Seminar--ELLC1-6
EDUC 295CIntegrating Technology into Secondary English Instruction4
EDUC 390ASupervised Teaching for Secondary English7
EDUC 390BSupervised Teaching for Secondary English8
POME—Policy and Organizations Research Concentration 
24 course units and Comprehensive Exam (written + oral): Individualized study list approved by adviser, including core courses below
EDUC 290ASpecial Topics Seminars: Policy, Organization, Measurement, and Evaluation1-4
EDUC 290ASpecial Topics Seminars: Policy, Organization, Measurement, and Evaluation1-4
EDUC 276AIntroduction to Program Evaluation3
EDUC 290ASpecial Topics Seminars: Policy, Organization, Measurement, and Evaluation1-4
Four Elective courses approved by advisor, including:12-13
Data Analysis in Education Research
Issues in Educational Administration and Policy
Historical Perspectives on American Education
Organization Theory in Education and Other Social Services
Introduction to Qualitative Research Methods
EDUC 283C
Course Not Available
Research Advances in Race, Diversity, and Educational Policy
POME—Principal Leadership Institute (PLI) MA/Credential Concentration 
EDUC 262AUrban School Leadership and Management 13
EDUC 262HUrban School Leadership and Management 22
EDUC 271EIssues in Teaching and Learning for Educational Leaders I3
EDUC 271FIssues in Teaching and Learning for Educational Leaders II2
EDUC 262BSchool Supervision: Theory and Practice3
EDUC 262FOrganizational Policy and Teachers' Work3
EDUC 272BSchool Data Analysis for Principals1-2
EDUC 294AThesis Seminar: Policy, Organization, Measurement, and Evaluation (POME)1-4
EDUC 262CPersonnel Administration in School Systems and Social Organizations3
EDUC 263BLegal and Policy Issues in Urban Educational Leadership3
EDUC 266BSchool Site Finance and Resources 11
EDUC 272BSchool Data Analysis for Principals1-2
EDUC 460APracticum in School Site Management I3
EDUC 460BPracticum in School Site Management1-2
EDUC 460CResearch Practicum in Administration3

Courses

Education

EDUC 200A Culture and Cognitive Development: Theoretical Perspectives 3 Units

Terms offered: Fall 2017, Fall 2016, Fall 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.

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EDUC 200B Social Development 3 Units

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.

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EDUC 200C Culture and Cognitive Development 3 Units

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.

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EDUC 200D Psychosocial Development: Identity, Culture, and Education 3 Units

Terms offered: Fall 2017, Fall 2016, Fall 2014
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.
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EDUC 200G Socialization Processes within the Family 3 Units

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.

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EDUC 200H Cognitive Development: Neo Vygotskian Approaches 3 Units

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.
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EDUC 201A Psychology of Reading 3 Units

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.

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EDUC 201B Seminars in Intellectual Development 2 Units

Terms offered: Fall 2017, Spring 2017, Fall 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.

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EDUC 202A Development of Elementary Numerical Understandings 3 Units

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
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EDUC 202C Socialization Processes within the Family 3 Units

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.

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EDUC 202D Seminars in Social and Personality Development 2 Units

Terms offered: Fall 2017, Spring 2017, Fall 2016
Intensive examination of advanced topics, which will vary from year ton (1) Social Development # (2) Motivation # (3) Personality Development.

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EDUC 204C Research Seminars: Inquiry in Educational Psychology 3 Units

Terms offered: Fall 2017, Spring 2017, Fall 2016
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.

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EDUC 205 Instruction and Development 3 Units

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.

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EDUC 207B Individual Appraisal of Intelligence 4 Units

Terms offered: Fall 2017, Fall 2016, Fall 2015
Theories of intelligence as applied to the assessment of intelligence, measurement concepts applied to intelligence tests, development, administration and interpretation of the WISC-R, Stanford-Binet, and other issues pertaining to intelligence testing. Current controversial issues in testing, including issues pertaining to test bias and legal aspects of testing.

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EDUC 207C Diagnosis of Human Handicaps 4 Units

Terms offered: Spring 2017, Spring 2016, Spring 2015
Reviews current criteria for eligibility for programs for the handicapped and evaluates available procedures for making diagnostic decisions. Special topics may include diagnosis of learning disabilities, mental retardation, neurological handicaps, emotional and behavioral disorders.

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EDUC 207D Assessment and Education of Exceptional Pupils in Regular Classes 2 Units

Terms offered: Fall 2017, Fall 2016, Fall 2015
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.

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EDUC 211A Development, Learning, and Instruction in Cultural Contexts 3 Units

Terms offered: Fall 2017, Fall 2016, Fall 2015
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.

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EDUC 211B Social and Emotional Development 3 Units

Terms offered: Summer 2017 8 Week Session, Summer 2016 8 Week Session, Summer 2015 8 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.

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EDUC 211C Advanced Human Development and Education 4 Units

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.

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EDUC 211D Advanced Human Development and Education 4 Units

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.

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EDUC 212 Adolescent Development and the Teaching of Secondary English 3 Units

Terms offered: Spring 2017, Spring 2016, Spring 2015
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.
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EDUC 213A Theoretical and Scientific Bases for School Psychology, Part I: Childhood 3 Units

Terms offered: Fall 2017, Fall 2016, Fall 2015
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.

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EDUC 213B Theoretical and Scientific Bases for School Psychology, Part II: Adolescence 3 Units

Terms offered: Spring 2017, Spring 2016, Spring 2015
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.

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EDUC 213C School-Based Consultation 3 Units

Terms offered: Fall 2017, Fall 2016, Fall 2015
Theories of consultation, consultation methods, and research on consultation applicable to primary and secondary prevention of school failure and school psychology practice.

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EDUC 213D Educational Interventions for the School Psychologist 3 Units

Terms offered: Spring 2017, Spring 2016, Spring 2015
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.

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EDUC 213L Laboratory for School Psychology 1 Unit

Terms offered: Fall 2017, Spring 2017, Fall 2016
Laboratory section to evaluate field work records and for supervision of school assignment. Must be taken concurrently with 213A-213B-213C-213D.

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EDUC 214 Human Development and Education Seminar 1 Unit

Terms offered: Fall 2017, Fall 2016, Fall 2015
Introduction to the field of human development for first year doctoral students.

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EDUC 215 Socialization Processes Within the Family 3 Units

Terms offered: Fall 2017, Fall 2016, Fall 2015
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.

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EDUC 221A Towards Ambitious Instruction in Mathematics: Research Into Practice 3 Units

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.
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EDUC 221C Scientific Cognition: Development, Learning, and Instructional Design 3 Units

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.

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EDUC 222C Design-Based Research Forum 3 Units

Terms offered: Fall 2017, Fall 2016
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.
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EDUC 223B Special Problems in Mathematics, Science and Technology Education 2 - 6 Units

Terms offered: Fall 2017, Spring 2017, Fall 2016
Study of special problems and issues in education related to mathematics, science and technology. Sections may vary from semester to semester.

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EDUC 224A Mathematical Thinking and Problem Solving 3 Units

Terms offered: Fall 2015, Fall 2013, Fall 2011
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.
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EDUC 224B Paradigmatic Didactical Mathematical Problematic Situations 3 Units

Terms offered: Fall 2017, 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.
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EDUC 224C Gender, Mathematics and Science 3 Units

Terms offered: Spring 2017, Spring 2013, Spring 2009
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.

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EDUC 224D Survey of Current Research and Issues in Mathematics Education 3 Units

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.

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EDUC 226 Constructive Epistemology 3 Units

Terms offered: Fall 2013, Fall 2012, Fall 2010
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.
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EDUC 228A Qualitative Methodology 3 Units

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?
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EDUC 229D Discourse and Learning in Math and Science Classrooms 3 Units

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.
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EDUC 229F Conceptual Change 3 Units

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.
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EDUC C229A Proseminar: Problem Solving and Understanding 3 Units

Terms offered: Spring 2016, Spring 2015, 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.
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EDUC 231 MACSME Methods in Curriculum and Instruction 4 Units

Terms offered: Fall 2017, Spring 2017, Fall 2016
MACSME Methods in Curriculum and Instruction is a core course in the two-year MACSME program. MACSME students take the class in both their first and second years, creating opportunities to consider issues related to curriculum and instruction that are central to the development their own teaching practice in a structured and supported environment over time. The teaching methods course will use the Teaching for Robust Understanding framework (TRU)
to explore issues of teaching and learning through five dimensions: core math and science content; cognitive demand; access and equity; student identity and agency; and formative assessment.
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EDUC 235 Elementary Teaching in Mathematics and Science 3 Units

Terms offered: Spring 2010, Spring 2009, Spring 2008
Curriculum, instructional theory, and methods for teaching mathematics and science in elementary schools.

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EDUC 236A Science Education for Elementary School Children 2 Units

Terms offered: Summer 2017 8 Week Session, Summer 2016 8 Week Session, Summer 2015 8 Week Session
This course examines how to effectively teach science to elementary school children through analyses of what it means to think scientifically, the goals of science instruction, the nature of children's scientific reasoning and its relation to instructional opportunities, critical study and revision of different curricula, and examination of excellent instruction.

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EDUC 236B Elementary Teaching in Mathematics 3 Units

Terms offered: Spring 2017, Spring 2016, Spring 2015
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.

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EDUC 240A Language Study for Educators 3 Units

Terms offered: Fall 2017, Fall 2016, Fall 2015
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.
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EDUC 240B Theoretical Issues in the Study of Literacy 3 Units

Terms offered: Spring 2017, Spring 2016, Spring 2015
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.

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EDUC 240C Issues in First and Second Language Acquisition 3 Units

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.
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EDUC 240D Foundations of Curriculum Theory in the United States: A Survey 3 Units

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.

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EDUC 241B Language Socialization 3 Units

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.
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EDUC 241C Narrative across Learning Contexts 3 Units

Terms offered: Fall 2017, Fall 2016, Fall 2012
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.
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EDUC 241D Perspectives on Classroom Discourse 3 Units

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.
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EDUC 241E Design, Practice, and Policy in Educational Settings for English Language Learners 3 Units

Terms offered: Summer 2015 10 Week Session, Summer 2015 8 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.
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EDUC 243 Advanced Qualitative Methods 3 Units

Terms offered: Fall 2017, Fall 2016, Spring 2016
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.

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EDUC 244B Methods for Teaching English in the Secondary Schools 4 Units

Terms offered: Fall 2017, Fall 2016, Fall 2015
This methods course introduces the teaching of secondary English. It focuses on theories for grounding classroom decisions and connects theory and practice. The course models effective approaches to teaching English and introduces issues in constructing a secondary English curriculum. Students gain a foundation for developing plans for lessons and units of instruction as well as a sense of how to build academic communities of diverse learners,
including non-native speakers of English.
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EDUC 244C Methods for Teaching English in the Secondary Schools 3 Units

Terms offered: Spring 2017, Spring 2016, Spring 2015
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.
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EDUC 245A Approaches in Teaching English as a Second Language 3 Units

Terms offered: Summer 2017 8 Week Session, Summer 2016 Second 6 Week Session, Summer 2015 Second 6 Week Session
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.
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EDUC 246A Teaching Linguistic and Cultural Minority Students 1 - 3 Units

Terms offered: Spring 2017, Spring 2016, Spring 2015
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.

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EDUC 247C New Literacies of Digital Youth 3 Units

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.

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EDUC 249B Evaluation and Assessment in Reading and Literacy Instruction 3 Units

Terms offered: Summer 2010 Second 6 Week Session, Summer 2001 10 Week Session, Summer 2000 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.
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EDUC 249C Foundations in Reading (Learning from Text) for Secondary Schools 3 Units

Terms offered: Summer 2017 8 Week Session, Summer 2016 Second 6 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.

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EDUC 250A Qualitative Research in Language/Literacy Education 3 Units

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.

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EDUC 250B Second Language Acquisition: Concepts and Theories 3 Units

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.
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EDUC 250C Discourse Analysis 3 Units

Terms offered: Spring 2016, Fall 2014, Spring 2014
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.

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EDUC 250D Language and Identity 3 Units

Terms offered: Spring 2015, Spring 2014, Fall 2010
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.
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EDUC 250E Multilingualism 3 Units

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.
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EDUC 252A Reading Research: Sociocognitive Perspective 3 Units

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.

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EDUC 252B The Ethnography of Literacy 3 Units

Terms offered: Fall 2017, Fall 2016, Fall 2015
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 [+]

EDUC 253A Research in Writing 3 Units

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 [+]

EDUC 257 Theoretical Foundations for the Cultural Study of Sport in Education 3 Units

Terms offered: Fall 2017, Fall 2016, Fall 2015
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 [+]

EDUC 258 Academic Support Services for Student Athletes 3 Units

Terms offered: Spring 2017, Spring 2016, Spring 2015
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 [+]

EDUC 260A Issues in Educational Administration and Policy 3 Units

Terms offered: Fall 2017, Spring 2017, Fall 2016
(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 [+]

EDUC 260C Issues in Urban Educational Leadership I 1 Unit

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 [+]

EDUC 260D Issues in Urban Educational Leadership 1 Unit

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 [+]

EDUC 260E Good Schools for All Children 3 Units

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 [+]

EDUC 261A Organization Theory in Education and Other Social Services 3 Units

Terms offered: Spring 2017, Spring 2016, Spring 2015
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 [+]

EDUC 262A Urban School Leadership and Management 1 3 Units

Terms offered: Summer 2017 8 Week Session, Summer 2016 Second 6 Week Session, Summer 2015 Second 6 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 [+]

EDUC 262B School Supervision: Theory and Practice 3 Units

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 [+]

EDUC 262C Personnel Administration in School Systems and Social Organizations 3 Units

Terms offered: Spring 2017, Spring 2016, Spring 2015
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 [+]

EDUC 262D Research Group on the Working Lives of Teachers 3 Units

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 [+]

EDUC 262F Organizational Policy and Teachers' Work 3 Units

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 [+]

EDUC 262G Research on the Education of Teachers 3 Units

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 [+]

EDUC 262H Urban School Leadership and Management 2 2 Units

Terms offered: Summer 2017 8 Week Session, Summer 2016 Second 6 Week Session, Summer 2015 Second 6 Week Session
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 [+]

EDUC 263A Legal Issues in Educational Practice 1 - 3 Units

Terms offered: Spring 2017, Spring 2015, Spring 2013
Legal structures and practices in Education for teachers and counselors. Teacher, pupil, counselor rights and responsibilities.

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EDUC 263B Legal and Policy Issues in Urban Educational Leadership 3 Units

Terms offered: Spring 2017, Spring 2016, Spring 2015
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 [+]

EDUC 265A Economics of Education and Other Social Services 3 Units

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 [+]

EDUC C265C Research Advances in Race, Diversity, and Educational Policy 3 Units

Terms offered: Fall 2017, Fall 2016, Spring 2016
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 [+]

EDUC 266B School Site Finance and Resources 1 1 Unit

Terms offered: Spring 2017, Spring 2016, Spring 2015
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 [+]

EDUC 266C School Site Finance and Resources II 2 Units

Terms offered: Summer 2017 8 Week Session, Summer 2016 Second 6 Week Session, Summer 2015 Second 6 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 [+]

EDUC 269B Citizenship, Democracy, and Education Research Group 3 Units

Terms offered: Fall 2017, Spring 2017, Fall 2016
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 [+]

EDUC 270B BEAR Center Seminar 2 or 3 Units

Terms offered: Fall 2017, Spring 2017, Fall 2016
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 [+]

EDUC 271B Introduction to Qualitative Research Methods 3 Units

Terms offered: Spring 2017, Fall 2015, Fall 2014
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 [+]

EDUC 271E Issues in Teaching and Learning for Educational Leaders I 3 Units

Terms offered: Summer 2017 8 Week Session, Summer 2016 Second 6 Week Session, Summer 2015 Second 6 Week Session
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 [+]

EDUC 271F Issues in Teaching and Learning for Educational Leaders II 2 Units

Terms offered: Summer 2017 8 Week Session, Summer 2016 Second 6 Week Session, Summer 2015 Second 6 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 [+]

EDUC 271G Research Methods in Educational Leadership: Qualitative Methods 3 Units

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 [+]

EDUC 272B School Data Analysis for Principals 1 - 2 Units

Terms offered: Fall 2017, Spring 2017, Fall 2016
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 [+]

EDUC 273B Research Group on Policy Implementation 3 Units

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.
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EDUC 273C Decision Making Based on Data Evidence 3 Units

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 [+]

EDUC 273D Decision Making II 3 Units

Terms offered: Summer 2014 8 Week Session, 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 [+]

EDUC 274A Measurement in Education and the Social Sciences I 4 Units

Terms offered: Fall 2017, Fall 2016, Fall 2015
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 [+]

EDUC 274B Measurement in Education and the Social Sciences II 4 Units

Terms offered: Spring 2017, Spring 2016, Spring 2015
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 [+]

EDUC 274C Research Seminar in Measurement 4 Units

Terms offered: Spring 2016, Spring 2014, Spring 2012
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 [+]

EDUC 274D Multidimensional Measurement 4 Units

Terms offered: Spring 2017, Spring 2015, Spring 2014
Exploratory factor analysis, confirmatory factor analysis, and multidimensional item response theory.

Multidimensional Measurement: Read More [+]

EDUC 275B Data Analysis in Educational Research II 4 Units

Terms offered: Spring 2017, Spring 2016, Spring 2015
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 [+]

EDUC 275G Hierarchical and Longitudinal Modeling 3 Units

Terms offered: Fall 2017, Fall 2016, Fall 2015
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 [+]

EDUC 275H Research Group in Multilevel Modeling 1 or 2 Units

Terms offered: Fall 2017, Spring 2017, Fall 2016
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 [+]

EDUC 275L Educational Data Analysis Laboratory II 1 Unit

Terms offered: Spring 2017, Spring 2016, Spring 2015
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 [+]

EDUC 276A Introduction to Program Evaluation 3 Units

Terms offered: Fall 2017, Fall 2016, Spring 2016
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 [+]

EDUC 276C Practicum in Evaluation 2 - 4 Units

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 [+]

EDUC 276D Theoretical Issues in Evaluation 3 Units

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 [+]

EDUC 276E Research Design and Methods for Program and Policy Evaluation 3 Units

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 [+]

EDUC 277B Systemic Educational Reform II 3 Units

Terms offered: Summer 2015 8 Week Session, Summer 2014 10 Week Session, Summer 2014 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 [+]

EDUC 278A Excellence and Equity in Education I: Inequality and Equity 3 Units

Terms offered: Summer 2011 8 Week Session, Summer 2010 8 Week Session, Summer 2009 8 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 [+]

EDUC 278B Excellence and Equity 2: The Dynamics of Improving Schools and Districts 3 Units

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 [+]

EDUC 278C Milestone 2: Mapping the Professional Knowledge Base 3 Units

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 [+]

EDUC 278D Milestone 4:Research Design and Methodology 3 Units

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 [+]

EDUC 279A Resource Management 1 3 Units

Terms offered: Fall 2011, Fall 2009, Summer 2009 8 Week Session
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 [+]

EDUC 279B Resource Management 2 3 Units

Terms offered: Summer 2017 8 Week Session, Summer 2016 8 Week Session, Spring 2016
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.
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EDUC 280A Proseminar: Sociocultural Critique of Education 3 Units

Terms offered: Fall 2017, Fall 2016, Fall 2015
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?
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EDUC 280B Proseminar: Sociocultural Critique of Education 3 Units

Terms offered: Spring 2017, Spring 2016, Spring 2015
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 [+]

EDUC 280C Research Apprenticeship and Qualitative Methodology Seminar I 3 Units

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.

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EDUC 280D Research Apprenticeship and Qualitative Methodology Seminar II 3 Units

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 [+]

EDUC 283B Historical Perspectives on American Education 3 Units

Terms offered: Spring 2017, Spring 2016, Fall 2012
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.
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EDUC 283D Popular Education 3 Units

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 [+]

EDUC 283F Urban Education 3 Units

Terms offered: Fall 2017, Fall 2016, Spring 2016
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 [+]

EDUC 284A Philosophy of Education 3 Units

Terms offered: Fall 2009, Fall 2005, Fall 2004
Philosophical analysis applied to current educational problems and key concepts.

Philosophy of Education: Read More [+]

EDUC 285 Globalization and International Education 3 Units

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.
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EDUC C286 The Education of African-American Students 3 Units

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 [+]

EDUC 287 Race, Gender, and Immigration: Citizenship and Education 3 Units

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 [+]

EDUC 288 Intersectionality in Education Research 3 Units

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 [+]

EDUC 289 Comprehensive Health Education for Teachers 1 Unit

Terms offered: Spring 2017, Spring 2016, Fall 2010
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 [+]

EDUC W289 Comprehensive Health Education for Teachers 1 Unit

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 [+]

EDUC 290A Special Topics Seminars: Policy, Organization, Measurement, and Evaluation 1 - 4 Units

Terms offered: Fall 2017, Spring 2017, Fall 2016
Topics to vary from semester to semester and section to section.

Special Topics Seminars: Policy, Organization, Measurement, and Evaluation: Read More [+]

EDUC 290B Special Topics Seminars: Education in Language, Literacy, and Culture 1 - 4 Units

Terms offered: Fall 2017, Spring 2017, Fall 2016
Topics to vary from semester to semester and section to section.

Special Topics Seminars: Education in Language, Literacy, and Culture: Read More [+]

EDUC 290C Special Topics Seminars: Cognition and Development 1 - 4 Units

Terms offered: Fall 2017, Summer 2017 10 Week Session, Spring 2017
Topics to vary from semester to semester and section to section.

Special Topics Seminars: Cognition and Development: Read More [+]

EDUC 290D Special Topics Seminars: Special Topic Seminar 1 - 4 Units

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 [+]

EDUC 290E Special Topics Seminars: Special Topics Seminar 1 - 4 Units

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 [+]

EDUC 291 Purposes and Values in Urban Educational Leadership 3 Units

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 [+]

EDUC 291A The Educational System of the United States 3 Units

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 [+]

EDUC 293A Data Analysis in Education Research 4 Units

Terms offered: Fall 2017, Fall 2016, Fall 2015
Introduces students to quantitative statistical methods for educational research. Emphasizes parameter estimation and hypothesis testing, in particular of group differences based on means, medians, proportions and correlation coefficients. Section 1 takes a conceptual and heuristic approach and includes a module on distribution free statistics. Section 2 takes an algebraic approach and includes a module on multiple regression. High school algebra
is strongly recommended for section 2.
Data Analysis in Education Research: Read More [+]

EDUC 293L Educational Data Analysis Laboratory 1 Unit

Terms offered: Fall 2017, Fall 2016, Fall 2015
Exercises and computer programs are presented and discussed.

Educational Data Analysis Laboratory: Read More [+]

EDUC 293V Video-Analysis Seminar 1 - 3 Units

Terms offered: Fall 2014, Spring 2013, Fall 2012
This ongoing seminar is for anyone devoting a significant portion of a given semester to analyzing videotaped records as part of their research. Video-based data are now ubiquitous in educational research and this group is designed to help us all become more savvy at analyzing them. Strands of the seminar, each worth 1 unit of credit, are devoted to participating in video-analysis sessions, reading about video-analysis methods, and completing
a paper on your own video-analysis project.
Video-Analysis Seminar: Read More [+]

EDUC 294A Thesis Seminar: Policy, Organization, Measurement, and Evaluation (POME) 1 - 4 Units

Terms offered: Fall 2017, Fall 2016, Fall 2015
Recommended for M.A. students working on seminar papers or theses, and doctoral students preparing dissertation proposals. Topic varies with instructor.

Thesis Seminar: Policy, Organization, Measurement, and Evaluation (POME): Read More [+]

EDUC 294B Thesis Seminar--ELLC 1 - 6 Units

Terms offered: Fall 2017, Spring 2017, Fall 2016
Recommended for students working on seminar papers, qualifying papers, theses, and dissertation proposals in language and literacy studies. # Section 1: Recommended for Ed.D. students and M.A. students working on curriculum projects. # Section 2: Recommended for Ph.D. students and M.A. students working on research studies.

Thesis Seminar--ELLC: Read More [+]

EDUC 294C Seminar on Formulation of Educational Research 1 - 4 Units

Terms offered: Spring 2012, Spring 2011, Spring 2010
Discussion of criteria for useful educational research. Emphasis is on applying these criteria while developing plans for research on topics of interest to the participants.

Seminar on Formulation of Educational Research: Read More [+]

EDUC 294E Thesis Seminar 1 - 4 Units

Terms offered: Fall 2017, Spring 2017, Fall 2016
Recommended for M.A. students working on seminar papers or theses, and doctoral students preparing dissertation proposals.

Thesis Seminar: Read More [+]

EDUC 295B Technology, Curriculum, and Instruction 3 Units

Terms offered: Spring 2017, Spring 2015, Spring 2014
To explore the cognitive consequences of technology in instruction and learning, the promise of technology in education will be examined, and exemplary instructional software will be explored. A model of knowledge acquisition and knowledge change incorporating technological delivery of instruction will be developed.

Technology, Curriculum, and Instruction: Read More [+]

EDUC 295C Integrating Technology into Secondary English Instruction 4 Units

Terms offered: Spring 2017, Spring 2016, Spring 2015
This course will cover (a) basic skills in using computer hardware and software, (b) knowledge of the legal and ethical issues surrounding the use of computers in classroom instruction, (c) communicating through a variety of electronic media, (d) designing, adapting, and using lessons to promote information literacy for lifelong learning, (e) optimizing lessons based upon the technological resources available in the classroom or school setting.
(f) contributing to planning the use of technological resources in the school setting.
Integrating Technology into Secondary English Instruction: Read More [+]

EDUC 298A Group Study for Graduate Students--POME 1 - 5 Units

Terms offered: Fall 2017, Spring 2017, Fall 2016
Research on special problems and topics not covered by regular courses or seminars. Topics will vary in different semesters.

Group Study for Graduate Students--POME: Read More [+]

EDUC 298B Group Study for Graduate Students--LLSC 1 - 3 Units

Terms offered: Fall 2017, Spring 2017, Fall 2016
Research on special problems and topics not covered by courses or seminars.

Group Study for Graduate Students--LLSC: Read More [+]

EDUC 298C Group Studies, Seminars, or Group Research--DCEMST 1 - 4 Units

Terms offered: Fall 2017, Summer 2017 10 Week Session, Spring 2017
Advanced group study in education. Topics vary from semester to semester. May consist of organized lectures or seminar discussions, related chiefly to the research area in which the group is working.

Group Studies, Seminars, or Group Research--DCEMST: Read More [+]

EDUC 298E Group Study and Research 1 - 6 Units

Terms offered: Spring 2015, Spring 2014, Spring 2013
Group study and research on special problems and topics.

Group Study and Research: Read More [+]

EDUC 299 Special Study and Research 1 - 12 Units

Terms offered: Fall 2017, Spring 2017, Fall 2016
Special study or research under direction of a faculty member. One unit of credit for every four hours of conference and independent research time per week.

Special Study and Research: Read More [+]

EDUC N299 Special Study and Research 1 - 6 Units

Terms offered: Summer 2017 8 Week Session, Summer 2016 10 Week Session, Summer 2016 8 Week Session
Special study or research under direction of a faculty member. One unit of credit for every 8 hours of conference and independent research time per week.

Special Study and Research: Read More [+]

EDUC 301A The Teaching of Writing 4 Units

Terms offered: Summer 1996 10 Week Session
A study of recent research and trends in the teaching of composition in secondary schools. In this class, teacher participants are trained to be Bay Area Writing Project (BAWP) Teacher/Consultants who conduct workshops in schools and districts.

The Teaching of Writing: Read More [+]

EDUC 305 California Literature Project Seminar 3 Units

Terms offered: Prior to 2007
This workshop/seminar introduces teachers to literature-based, student-centered literacy instruction. The course is designed to help K-12 teachers apply the California English/Language Arts Framework, the K-8 Model Curriculum Guidelines, and the 9-12 Model Curriculum Standards. Participants will develop a literature-based curriculum plan for their own classrooms.

California Literature Project Seminar: Read More [+]

EDUC 375 The Art Of Teaching 1 - 6 Units

Terms offered: Spring 2016, Fall 2015, Spring 2015
Consultation and analysis for teaching assistants.

The Art Of Teaching: Read More [+]

EDUC 390A Supervised Teaching for Secondary English 7 Units

Terms offered: Fall 2017, Fall 2016, Fall 2015
Twenty-four to twenty-eight hours of supervised teaching in public school classrooms and one hour of lecture per week. Sequence begins with the fall semester.

Supervised Teaching for Secondary English: Read More [+]

EDUC 390B Supervised Teaching for Secondary English 8 Units

Terms offered: Spring 2017, Spring 2016, Spring 2015
Twenty-four to twenty-eight hours of supervised teaching in public school classrooms and one hour of lecture per week. Sequence begins with the fall semester.

Supervised Teaching for Secondary English: Read More [+]

EDUC 390C Supervised Teaching in Elementary Education 1 - 8 Units

Terms offered: Fall 2017, Summer 2017 8 Week Session, Spring 2017
Fieldwork for teaching credential. Supervised teaching may begin with the opening of the public schools in the fall and extend through the spring semester.

Supervised Teaching in Elementary Education: Read More [+]

EDUC 390D Supervised Teaching in Mathematics and Science for Secondary Schools 2 - 6 Units

Terms offered: Fall 2017, Spring 2017, Fall 2016
Fieldwork for teaching credential. Supervised teaching may begin with the opening of the public schools in the fall and extend through the spring semester.

Supervised Teaching in Mathematics and Science for Secondary Schools: Read More [+]

EDUC 391A Technology, Curriculum, and Instruction 1 Unit

Terms offered: Spring 2017, Spring 2016, Summer 2014 8 Week Session
Meets level 1 technology for the California Multiple Subject Credential. Introduction to basic computer skills and applications.

Technology, Curriculum, and Instruction: Read More [+]

EDUC 392C Arts in the Elementary Classroom 1 Unit

Terms offered: Summer 2017 8 Week Session, Summer 2016 8 Week Session, Summer 2015 8 Week Session
This course provides an introductory understanding of the role, value, and issues of arts integration. The readings, discussions, and activities are concerned with promoting engagement and critical thinking through creativity, basic concepts related to children's creative production, perceiving and responding to the arts, teacher creative identity, and planning for arts integration instruction.

Arts in the Elementary Classroom: Read More [+]

EDUC 393 Preparation for Completion of the Elementary Mathematics Performance Assessment 1 Unit

Terms offered: Fall 2017, Spring 2017, Fall 2016
This course is designed to support candidates as they prepare for and complete the Elementary Mathematics Performance Assessment for CA teachers (PACT). The PACT is required for all credential candidates prior to recommendation for credentialing as designated by the state of California. Candidates will become familiar with the requirements for the PACT, begin planning their teaching event, view, share, and critique "work in progress,"
read and respond to relevant articles, review guidelines for preparing video records of teaching practice, and design scoring criteria for assessing student work.
Preparation for Completion of the Elementary Mathematics Performance Assessment: Read More [+]

EDUC 399 Special Study for Educators 1 - 4 Units

Terms offered: Summer 1996 10 Week Session, Summer 1995 10 Week Session
Special study of professional topics under direction of a faculty member. One unit of credit for ever 7 hours of consultation and special study per week.

Special Study for Educators: Read More [+]

EDUC 399S Special Study for Educators 1 - 4 Units

Terms offered: Summer 1992 10 Week Session
Special study of professional topics under direction of a faculty member. One unit of credit for ever 7 hours of consultation and special study per week.

Special Study for Educators: Read More [+]

EDUC 413A Community-Based Internship in School Psychology 2 - 7 Units

Terms offered: Fall 2017, Fall 2016, Fall 2015
Supervised assignment to a community mental health agency in the capacity of school psychologist.

Community-Based Internship in School Psychology: Read More [+]

EDUC 413B Community-Based Internship in School Psychology 2 - 7 Units

Terms offered: Spring 2017, Spring 2016, Spring 2015
Supervised assignment to a community mental health agency in the capacity of school psychologist.

Community-Based Internship in School Psychology: Read More [+]

EDUC 413C School-Based Internship in School Psychology 2 - 8 Units

Terms offered: Fall 2017, Fall 2016, Fall 2015
Supervised assignment to a school district in the capacity of school psychologist.

School-Based Internship in School Psychology: Read More [+]

EDUC 413D School-Based Internship in School Psychology 2 - 8 Units

Terms offered: Spring 2017, Spring 2016, Spring 2015
Supervised assignment to a school district in capacity of school psychologist.

School-Based Internship in School Psychology: Read More [+]

EDUC 413L Consultation for School Psychology Students 1 Unit

Terms offered: Fall 2017, Spring 2017, Fall 2016

Consultation for School Psychology Students: Read More [+]

EDUC 460A Practicum in School Site Management I 3 Units

Terms offered: Fall 2017, Summer 2017 8 Week Session, Fall 2016
Supervised field experience, conferences, and colloquium.

Practicum in School Site Management I: Read More [+]

EDUC 460B Practicum in School Site Management 1 or 2 Units

Terms offered: Spring 2017, Spring 2016, Spring 2015
Supervised field experience, conferences, and colloquium.

Practicum in School Site Management: Read More [+]

EDUC 460C Research Practicum in Administration 1 - 3 Units

Terms offered: Summer 2017 8 Week Session, Spring 2017, Summer 2016 Second 6 Week Session
During the fall semester, students complete 294A in which the preliminary Leadership Action Research Project is designed - a summative assessment for the Principal Leadership Institute and the MA program at Berkeley. Through the LARP process, students engage in a cycle of inquiry about a problem or concern that matters to their overall leadership agenda and creates more equitable spaces in urban schools.
In this course, students solidify the design of their LARP, take leadership action to implement their action plan, reflect on the action plan, revise the action plan - and make changes as appropriate - thus, engaging actively in the cycle of inquiry.
Research Practicum in Administration: Read More [+]

EDUC 470A Residency: Introduction to School Districts 3 Units

Terms offered: Summer 2011 8 Week Session, Summer 2010 8 Week Session, Summer 2009 8 Week Session
This course is designed to expose students to the role and purpose of school systems. It addresses the school district as service centers for schools as well as leaders of education reform, and explores the relationship between the district and its schools and why and how each serves as a collaborative function to improve and facilitate education excellence.

Residency: Introduction to School Districts: Read More [+]

EDUC 470B Residency: Excellence and Equity and Systemic Reform 3 Units

Terms offered: Summer 2011 10 Week Session, Summer 2011 8 Week Session, Summer 2009 8 Week Session
Students will meet weekly for one hour with a residency adviser at one of the following campuses: San Francisco State University; California State University, East Bay; or San Jose State University. The residency will require six hours weekly at a school district site to conduct research on curriculum, instruction, assessment, and professional development topics selected by students in conjunction
with their faculty counselors and residency advisers in collaboration with the district consultant. An additional two hours weekly will be dedicated to preparation of case study materials from the residency assignment. Students will be expected to present the results of their residency research to the faculty and students of the Joint Doctoral Program.
Residency: Excellence and Equity and Systemic Reform: Read More [+]

EDUC 470C Residency: Decision Making and Resource Management 3 Units

Terms offered: Summer 2014 8 Week Session, Summer 2012 10 Week Session, Summer 2012 8 Week Session
Residencies are a central part of the LEEP curriculum. The goals of the residencies are to give students a first-hand experience of the workings of district or system level administration and encourage them to condduct systematic inquiries in this setting; help them make the transition from school-based actors to district-based actors with an appreciation for systemic and political aspects of
that role; anchor theoretical knowledge acquired in campus-based seminars in the practice of management and leadership; and prepare for their dissertation projects.
Residency: Decision Making and Resource Management: Read More [+]

EDUC 601 Individual Study for Master's Students 1 - 8 Units

Terms offered: Spring 2015, Spring 2014, Spring 2013
Individual study for the master's examination in consultation with a faculty adviser. One unit of credit for each four hours of conference and independent research per week.

Individual Study for Master's Students: Read More [+]

EDUC 602 Individual Study for Doctoral Students 1 - 8 Units

Terms offered: Spring 2009, Fall 2008, Spring 2008
Individual study in preparation for the doctoral qualifying examination. One unit of credit for each four hours of conference and independent research per week.

Individual Study for Doctoral Students: Read More [+]

Faculty and Instructors

+ Indicates this faculty member is the recipient of the Distinguished Teaching Award.

Faculty

Dor Abrahamson, Associate Professor. Mathematical cognition, design-based research, mixed-media design for mathematics learning environments, embodied interaction.
Research Profile

Patricia Baquedano-Lopez, Associate Professor. Immigration and diaspora from Latin America to the U.S., Latinos and education, race and language, language socialization processes.
Research Profile

Anne E. Cunningham, Professor. Education, literacy development, disciplinary knowledge of reading, student achievement, cognitive development and instruction across the life span, cognitive consequences of literacy, adults, adolescents.
Research Profile

Michael Dumas, Assistant Professor.

Bruce Fuller, Professor. Policy analysis and evaluation, reform issues, charter schools, child care, early childhood development, economy and education.
Research Profile

Lisa Garcia Bedolla, Professor. Politics, immigration, race, gender, inequality.
Research Profile

Bernard R. Gifford, Professor. Educational equity, education, assessment and educational measurement, computer-mediated learning, curriculum development, development of professional learning communities, experimental design in education.
Research Profile

Kris Gutierrez, Professor.

Susan Holloway, Professor. Japan, development, education, cognition, child development, early childhood education, families, young children in diverse societies, thoughts, values and expectations of parents, socialization and education of young children.
Research Profile

+ Glynda Hull, Professor. Language, culture, society, education, literacy, writing in and out of schools, multi-media technology, new literacies, adult learning, work, and community, school, university collaborations.
Research Profile

Zeus Leonardo, Professor.

Marcia C. Linn, Professor. Technology, learning, mathematics, science, education, science teaching, gender equity, design of learning environments.
Research Profile

Jabari Mahiri, Professor. Language, culture, society, literacy, literacy learning of urban youth, African American students in schools, writing development, effective teaching, learning strategies in multicultural urban schools and communities.
Research Profile

Heinrich Mintrop, Associate Professor. Educational equity, policy analysis and evaluation, urban leadership, urban schooling, achievement issues, international education, leadership, principalship, school culture.
Research Profile

Aki Murata, Assistant Professor.

Erin Murphy-Graham, Associate Adjunct Professor. Educational equity, cultural studies, gender equity, diversity, international education, alternative schooling, democratic education, ethnic issues.
Research Profile

Na'Ilah Nasir, Professor.

Larry Nucci, Adjunct Professor. Moral development, social development, moral education, domain theory, personal domain.
Research Profile

Zach Pardos, Assistant Professor. Education Data Science, Learning Analytics, Big Data in Education, data mining, Data Privacy and Ethics, Computational Psychometrics, Digital Learning Environments, Cognitive Modeling, Bayesian Knowledge Tracing, Formative Assessment, Learning Maps, machine learning.
Research Profile

P. David Pearson, Professor. Language, culture, society, education, literacy, early literacy education, reading assessment.
Research Profile

Daniel Perlstein, Associate Professor. Schooling, diversity, democracy, urban education, teachers unions, inequality education.
Research Profile

Sophia Rabe-Hesketh, Professor. Biostatistics, educational statistics, latent variable models, multilevel models, generalized linear latent and mixed models, hierarchical models, longitudinal data, Item response models, structural equation models.
Research Profile

Michael Ranney, Professor. Problem solving, knowledge representation & reorganization, explanatory coherence & inference, conceptual change, societal implications, science instruction, global climate change psychology, numeracy in journalism, naive/informal physics, computational models of cognition, perceptual-cognitive interactions, intelligent tutoring systems, understandings of biological evolution, Reasoning, qualitative & quantitative thinking.
Research Profile

Geoffrey B. Saxe, Professor. U.S., developmental psychology, interplay between culture and cognitive development, mathematical cognition in children, Papua New Guinea, urban and rural areas of Northeastern Brazil, elementary school classrooms, cognitive development, mathematics education.
Research Profile

Alan H. Schoenfeld, Professor. Thinking, teaching, learning, productive learning environments, mathematics education, modeling the process of teaching, understanding how and why teachers do what they do.
Research Profile

Janelle Scott, Associate Professor. Educational policy, charter schools, politics of education, race and education, school choice, desegregation, philanthropy and education, advocacy.
Research Profile

Harley Shaiken, Professor. Mexico, labor, globalization, education, United States, geography, work organization, issues of economic and political integration in the Americas, information technology, skill.
Research Profile

Laura Sterponi, Associate Professor. Language and literacy socialization, moral development, communication of and with children with autism.
Research Profile

Tina Trujillo, Associate Professor. Educational equity, urban schooling, educational leadership, high stakes accountability, school improvement, educational policy, educational management and administration.
Research Profile

Elliot Turiel, Professor. Development, education, cognition, human development, development of social judgments and action, the development of moral reasoning, children_ _s conceptions of authority, rules in school settings, culture and social development.
Research Profile

Derek Van Rheenen, Associate Adjunct Professor.

Mark Wilson, Professor. Measurement, psychometrics, assessment, development of assessment resources, assessment systems.
Research Profile

Frank Worrell, Professor. Development, education, cognition, academic talent development, adolescence, African American, at-risk youth, English-speaking Caribbean, ethnic identity, gifted, psychosocial development, racial identity, school psychology, teacher effectiveness, Trinidad and Tobago.
Research Profile

Lecturers

Cheryl Anne Lana Agrawal, Lecturer.

Elizabeth C. Baham, Lecturer.

Amy E. Bloodgood, Lecturer.

Alisa B. Crovetti, Lecturer.

Michael Davis, Lecturer.

Dora J. Dome, Lecturer.

Kathleen M. Donohue, Lecturer.

Rena Dorph, Lecturer.

Karen Draney, Lecturer.

Charles Flores, Lecturer.

David Futterman, Lecturer.

Laura Galicia, Lecturer.

Lloyd Goldwasser, Lecturer.

Thomas R. Green, Lecturer.

Lisa M. Griffin, Lecturer.

Judith Guilkey-Amado, Lecturer.

Edward Ham, Lecturer.

Annie Johnston, Lecturer.

Frances Kendall, Lecturer.

Richard Mccallum, Lecturer.

Xenia Meyer, Lecturer.

Anthony A. Mirabelli, Lecturer.

Sonal Patel, Lecturer.

Kate Perry, Lecturer.

Rachel Reinhard, Lecturer.

Lihi L. Rosenthal, Lecturer.

Soraya A. Sablo-Sutton, Lecturer.

Murray A. Sperber, Lecturer.

Katherine S. Suyeyasu, Lecturer.

Yukiko Watanabe, Lecturer.

Matt Wayne, Lecturer.

Nives B. Wetzel De Cediel, Lecturer.

Gary Yabrove, Lecturer.

Visiting Faculty

Zehlia Babaci Wilhite, Visiting Assistant Professor.

Jacoba A. Bulterman-Bos, Visiting Professor.

Emeritus Faculty

Paul R. Ammon, Professor Emeritus.

Guy (Karen Nelson) Benveniste, Professor Emeritus.

Joseph Campione, Professor Emeritus. Development, education, cognition, learning and transfer processes, atypical development, new approaches in instruction and assessment, and the integration of institutional procedures, instructional practices.
Research Profile

Geraldine Joncich Clifford, Professor Emeritus.

Patricia K. Cross, Professor Emeritus. Learning, higher education, assessment, community colleges.
Research Profile

Andrea Disessa, Professor Emeritus. Education, cognition, conceptual development, science education, design of technology for education, computational literacies.
Research Profile

Lily Wong Fillmore, Professor Emeritus. Language, culture, society, education, literacy, education of language minority students in American schools, second language learning and teaching, the education of language minority students, the socialization of children for learning across culture.
Research Profile

Sarah W. Freedman, Professor Emeritus. Writing, educational linguistics, international civics education, multiculturalism, human rights, English teaching, teacher education, teacher action research.
Research Profile

David Pierpont Gardner, Professor Emeritus.

James W. Guthrie, Professor Emeritus.

Donald Hansen, Professor Emeritus.

Curtis Hardyck, Professor Emeritus.

Paul Holland, Professor Emeritus.

John G. Hurst, Professor Emeritus.

James L. Jarrett, Professor Emeritus.

Jean Lave, Professor Emeritus. Ethnography, social theory, education, social practice, anthropologu, re-conceiving of learning, learners, and educational institutions.
Research Profile

Judith Warren Little, Professor Emeritus. Organizational contexts of teachers' work, teacher policy;teacher workforce issues, professional education.
Research Profile

+ Lawrence F. Lowery, Professor Emeritus.

Kathleen Metz, Professor Emeritus. Development, education, cognition, young children_ _s scientific reasoning, children_ _s intuitions about rudimentary statistical constructs, data-based inquiry, limitations of young children_ _s scientific inquiry.
Research Profile

Rodney J. Reed, Professor Emeritus.

William Rohwer, Professor Emeritus.

Robert B. Ruddell, Professor Emeritus.

Lloyd F. Scott, Professor Emeritus.

Carol B. Stack, Professor Emeritus. Language, culture, migration, society, education, literacy, urban youth, rural and urban families, service sector employment, facets of the social context of education, women_ _s studies.
Research Profile

David S. Stern, Professor Emeritus. Education, school reform, high schools, career academies, the relationship between education and work, school-based enterprise, resource allocation in schools.
Research Profile

Lawrence Stewart, Professor Emeritus.

+ James C. Stone, Professor Emeritus.

Paul T. Takagi, Professor Emeritus.

Alan B. Wilson, Professor Emeritus.

Contact Information

Graduate School of Education

1501 Tolman Hall

Phone: 510-642-5345

Visit School Website

Interim Dean

Elliot Turiel, PhD

1501 Tolman Hall

Phone: 510-643-6644

turiel@berkeley.edu

Head Graduate Adviser

Anne Cunningham, PhD

4307 Tolman Hall

Phone: 510-643-7974

acunning@berkeley.edu

Graduate Student Affairs Officer

Ilka Williams

Phone: 510-642-0820

ilkaw@berkeley.edu

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