Urban Education

Why Urban Education? 

Providing education that is both high in quality and fair to all is one of the greatest challenges facing cities today.  This concentration prepares students for careers in educational policy and practice.  It is a popular choice for students who have been admitted by the Stanford School of Education to pursue a coterminal master’s degree in the Stanford Teacher Education Program (STEP) or the Policy, Organization, and Leadership Studies Program (POLS).

Advising

The advisor for this concentration is David Labaree.  (Email) (Read more

Special Programs and Opportunities

Application and admission to a coterminal degree in the School of Education’s STEP and POLS programs occurs during the Autumn Quarter of the junior year and is handled by the School of Education. Students planning to pursue a coterminal master’s should take one of the three practica: EDUC 103A, B, and C (for the STEP elementary coterm); EDUC 101X (for the STEP secondary coterm); or EDUC 270A (for the POLS coterm).

Opportunities to obtain teaching and advising experience are available in nearby schools through programs administered by the Haas Center for Public Service and through courses offered by the School of Education.

Students who choose this concentration may be eligible for the undergraduate honors program of the School of Education , in which case they should enroll in EDUC 199A,B, or C during their senior year.

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Required Course

The following course is required for the Urban Education concentration:
EDUC 112X. Urban Education (given in Spring)

Additional Courses

The following courses may be counted toward the Urban Education concentration. Please consult with your advisor to select a program of courses that suits your intellectual and personal goals.

AUTUMN 13/14 COURSES:

AFRICAST 111 Education for All? The Global and Local in Public Policy Making in Africa (AFRICAST 211)
EDUC 101 Introduction to Teaching and Learning
EDUC 103A Tutoring: Seeing a Child through Literacy (EDUC 203A)
EDUC 148X Critical Perspectives on Teaching and Tutoring English Language Learners
EDUC 149 Theory and Issues in the Study of Bilingualism (EDUC 249)
EDUC 202 Introduction to Comparative and International Education
EDUC 204 Introduction to Philosophy of Education (PHIL 231)
EDUC 220C Education and Society (EDUC 120C, SOC 130, SOC 230)
EDUC 220D History of School Reform: Origins, Policies, Outcomes, and Explanations (HISTORY 258E)
EDUC 283 Child Development In and Beyond Schools

 

WINTER 13/14 COURSES:

EDUC 148X Critical Perspectives on Teaching and Tutoring English Language Learners
EDUC 221A Policy Analysis in Education
HISTORY 11W Service-Learning Workshop on Issues of Education Equity (CSRE 11W)
OSPCPTWN 32 Learning, Development, and Social Change: Service Learning in the Contemporary South African Contex-

 

SPRING 13/14 COURSES:

EDUC 103B Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices (AFRICAAM 106, CSRE 103B, EDUC 337)
EDUC 148X Critical Perspectives on Teaching and Tutoring English Language Learners
EDUC 201 History of Education in the United States (AMSTUD 201, HISTORY 158B)
EDUC 216 Education, Race, and Inequality in African American History, 1880-1990 (AFRICAAM 116, CSRE 216X, HISTORY 255E)
HISTORY 11W Service-Learning Workshop on Issues of Education Equity (CSRE 11W)
OSPCPTWN 32 Learning, Development, and Social Change: Service Learning in the Contemporary South African Contex-
POLISCI 236 Theories of Civil Society, Philanthropy, and the Nonprofit Sector (ETHICSOC 232T, POLISCI 236S)
PSYCH 60 Introduction to Developmental Psychology

 

 

 

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