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School of Education

Emeriti: (Professors) J. Myron Atkin, John Baugh, Edwin M. Bridges, Robert C. Calfee, Larry Cuban, Elliot W. Eisner, James Greeno, Michael W. Kirst, Henry M. Levin, Richard Lyman (President emeritus), James G. March, William F. Massy, Nel Noddings, Ingram Olkin, Denis C. Phillips, Thomas Rohlen, Lee S. Shulman, George D. Spindler, Myra H. Strober, Carl E. Thoresen, David B. Tyack, Decker F. Walker, Hans Weiler

Dean: Deborah J. Stipek

Associate Dean for Faculty Affairs: Edward Haertel

Associate Dean for Student Affairs: Eamonn Callan

Senior Associate Dean for Administration: Stephen Olson

Associate Dean for External Relations: Rebecca T. Smith

Assistant Dean for Academic Services: to be announced

Assistant Dean for Information Technology and CTO: Paul Kim

Professors: Arnetha Ball, Hilda Borko, Eamonn Callan, Martin Carnoy, Geoffrey Cohen, William Damon, Linda Darling-Hammond, Claude Goldenberg, Pamela Grossman, Patricia J. Gumport, Edward Haertel, Kenji Hakuta, Connie Juel, John D. Krumboltz, David F. Labaree, Susanna Loeb, Raymond P. McDermott, Milbrey McLaughlin, Jonathan Osborne, Amado M. Padilla, Roy Pea, Walter Powell, Francisco O. Ramirez, Daniel Schwartz, Richard J. Shavelson, Deborah J. Stipek, Guadalupe Valdťs, John Willinsky, Sam Wineburg

Associate Professors: Anthony L. Antonio, Brigid J. Barron, Eric Bettinger, Prudence Carter, Teresa C. LaFromboise, Daniel McFarland, Debra Meyerson, Sean Reardon, David Rogosa, Mitchell Stevens

Assistant Professors: Jennifer Adams, Nicole M. Ardoin, Maren Songmy Aukerman, Paulo Blikstein, Bryan Brown, Leah Gordon, Ira Lit, Aki Murata, Jelena Obradovic, Christine Min Wotipka

Professors (Teaching): Shelley Goldman, Rachel Lotan

Associate Professor (Teaching): Susan O'Hara

Professor (Research): David Plank

Courtesy Professors: Stephen Barley, Albert Camarillo, Carol Dweck, Paula England, Eric Hanushek, John Kennedy, William Koski, Clifford Nass, John Rickford

Courtesy Associate Professors: Robert Reich, Caroline Winterer

Courtesy Assistant Professor: Shashank Joshi

Senior Lecturers: Denise Pope, Ann Porteus

Consulting Professor: Michael Kamil

Consulting Associate Professors: Suki Hoagland, Thomas Keating

School Offices: School of Education, room 101

Mail Code: 94305-3096

Phone: (650) 723-2109

Email: info@suse.stanford.edu

Web Site: http://ed.stanford.edu

Courses offered by the School of Education are listed under the subject code EDUC on the Stanford Bulletin's ExploreCourses web site.

Aiming towards the ideal of enabling all people to achieve maximum benefit from their educational experiences, the School of Education seeks to continue as a world leader in ground-breaking, cross-disciplinary inquiries that shape educational practices, their conceptual underpinnings, and the professions that serve the enterprise. The School of Education prepares scholars, teachers, teacher educators, policy analysts, evaluators, researchers, administrators, and other educational specialists. Two graduate degrees with specialization in education are granted by the University: Master of Arts and Doctor of Philosophy. While no undergraduate majors are offered, the school offers a number of courses for undergraduates, an undergraduate minor and undergraduate honors program, and a variety of tutoring programs.

The School of Education is organized into three program area committees: Curriculum Studies and Teacher Education (C&TE); Psychological Studies in Education (PSE); and Social Sciences, Policy, and Educational Practice (SSPEP).

In addition, several cross-area programs are sponsored by faculty from more than one area. These programs include the doctoral Learning Sciences and Technology Design Program (LSTD); two master's level programs: the Stanford Teacher Education Program (STEP) and the Learning, Design, and Technology Program (LDT); and the undergraduate honors program.

These program area committees function as administrative units that act on admissions, plan course offerings, assign advisers, and determine program requirements. Various concentrations exist within most of these areas. Faculty members are affiliated primarily with one area but may participate in several programs. While there is a great deal of overlap and interdisciplinary emphasis across areas and programs, students are affiliated with one area committee or program and must meet its degree requirements.

Detailed information about admission and degree requirements, faculty members, and specializations related to these area committees and programs can be found in the publication School of Education Guide to Graduate Studies and at http://ed.stanford.edu.

The School of Education offers an eight-week summer session for admitted students only. The school offers no correspondence or extension courses, and in accordance with University policy, no part-time enrollment is allowed. Work in an approved internship or as a research assistant is accommodated within the full-time program of study.

Undergraduate Programs in Education

The School of Education focuses on graduate education and research training and does not offer an undergraduate major. However, undergraduate education is of concern to the school, and courses and programs are available to those interested in the field of education. The following courses are appropriate for undergraduates:

102. Culture, Class and Educational Opportunity

103A. Tutoring: Seeing a Child Through Literacy

103B. Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices

103C. Educational Policy, Diversity, and English Learners

110. Sociology of Education: The Social Organization of Schools

112X. Urban Education

113X. Gender and Sexuality in Schools

116X. Service Learning as an Approach to Teaching

117. Research and Policy on Postsecondary Access

124. Collaborative Design and Research of Technology: Integrated Curriculum

130. Introduction to Counseling

131. Mediation for Dispute Resolution

134. Career and Personal Counseling

137. Social Justice in Education

146X. Perspectives on the Education of Linguistic Minorities

149. Theory and Issues in the Study of Bilingualism

165. History of Higher Education in the United States

170X. Preparation for Independent Public Service Projects

171. Early Childhood Education Practicum

178X. Latino Families, Languages, and Schools

177. Education of Immigrant Students: Psychological Perspectives

179. Urban Youth and their Institutions: Research and Practice

181. Multicultural Issues in Higher Education

191X. Introduction to Survey Research

193A. Listen Up! Core Peer Counseling Skills

193B. Peer Counseling in the Chicano/Latino Community

193C. Peer Counseling in the African American Community

193F. Psychological Well-Being on Campus: Asian American Perspectives

193N. Peer Counseling in the Native American Community

193P. Peer Counseling at the Bridge

193S. Peer Counseling on Comprehensive Sexual Health

197. Education, Gender, and Development

199A,B,C. Undergraduate Honors Seminar

201. History of Education in the United States

202. Introduction to Comparative and International Education

204. Introduction to Philosophy of Education

208B. Curriculum Construction

218. Topics in Cognition and Learning: Play

220B. Introduction to the Politics of Education

220D. History of School Reform: Origins, Policies, Outcomes, and Explanations

221A. Policy Analysis in Education

243. Writing Across Languages and Cultures: Research on Writing and Writing Instruction

247. Moral Education

251B. Statistical Analysis in Educational Research: Analysis of Variance

270A. Learning to Lead in Public Service Organizations

288. Organization Studies: Theories and Analyses

298. Online Learning Communities

303X. Designing Learning Spaces

315X. Race and Ethnicity in Social Institutions

323A. Introduction to Education Policy Analysis

326. Legal Dilemmas and Administrative Decision Making in Schools

342. Child Development and New Technologies

354X. School-Based Decision Making

369. Human Cognitive Abilities

374A. Research Workshop: Knowledge Networks

382. Student Development and the Study of College Impact

384. Advanced Topics in Higher Education

Graduate Programs in Education

The School of Education offers Master of Arts and Doctor of Philosophy degrees in several programs described below. University and School of Education requirements must be met for each degree. The University requirements are detailed in the "Graduate Degrees" section of this bulletin. Students are urged to read this section carefully, noting residency, tuition, and registration requirements. A student who wishes to enroll for graduate work in the School of Education must be admitted to graduate standing by one of the school's area committees and with the approval of the Associate Dean of Student Affairs.

Complete information about admissions procedures and requirements is available at http://gradadmissions.stanford.edu, or at http://ed.stanford.edu/suse. All applicants, except coterminal applicants, must submit scores from the Graduate Record Examination General Test (verbal, quantitative, and analytical or analytical writing areas); TOEFL scores are also required from those whose first language is not English. Applicants to the Stanford Teacher Education Program are also required to submit specific test scores or acceptable equivalents as required by the California Commission on Teacher Credentialing; see the section on STEP below. Test information is available at http://ed.stanford.edu/suse/admissions/admissions-application-requirements.html#test-scores.

Other Divisions of the University—Teachers, administrators, and researchers are expected to have substantial knowledge of a variety of academic fields outside the areas encompassed by professional education. Graduate students in the School of Education are, therefore, urged to consider the courses offered in other schools of the University in planning their programs.

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