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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 Prudence Carter. (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 Stanford College Prep and other 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.
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 COURSES:
| 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 |
| EDUC | 220B | Introduction to the Politics of Education |
| EDUC | 220D | History of School Reform: Origins, Policies, Outcomes, and Explanations (HISTORY 258E) |
| EDUC | 283 | Child Development In and Beyond Schools |
| PSYCH | 60 | Introduction to Developmental Psychology |
WINTER COURSES:
| EDUC | 148X | Critical Perspectives on Teaching and Tutoring English Language Learners |
| EDUC | 207X | School: What Is It Good For? (HISTORY 258D) |
| EDUC | 221A | Policy Analysis in Education |
| OSPCPTWN | 32 | Learning, Development, and Social Change: Service Learning in the Contemporary South African Contex- |
SPRING COURSES:
| AFRICAST | 111 | Education for All? The Global and Local in Public Policy Making in Africa (AFRICAST 211) |
| EDUC | 103B | Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices (AFRICAAM 106, CSRE 103B, EDUC 337) |
| EDUC | 116X | Service Learning as an Approach to Teaching |
| EDUC | 148X | Critical Perspectives on Teaching and Tutoring English Language Learners |
| EDUC | 178X | Latino Families, Languages, and Schools |
| OSPCPTWN | 32 | Learning, Development, and Social Change: Service Learning in the Contemporary South African Contex- |
| SOC | 132 | Sociology of Education: The Social Organization of Schools (EDUC 110, EDUC 310, SOC 332) |