Education is not a field organized around a "discipline" in the conventional sense of that term. It is an area of action and of practice that is subject to scholarly inquiry from a variety of disciplinary perspectives. Accordingly, studies in education are not organized as a concentration. The Department of Education recommends that students who are pursuing concentrations in other baccalaureate programs but wish to add education to their studies take six courses distributed among such areas as the following: educational psychology; measurement, evaluation, and statistical analysis; curriculum and instruction; sociology of education; and educational policy studies.

While all of the six education courses may be treated as electives, many concentration programs allow two of them to be counted as courses in the concentration. Students interested in education are encouraged to consult the Office of Graduate Studies of the Department of Education for advice on course selection.

Joint Degree Opportunities. The department offers the B.A./M.A.T. (Master of Arts in Teaching) in English or mathematics. Students who are interested in either of these joint degree programs should (1) discuss their plans with their College adviser as soon as possible; (2) consult with Malinda Winans, Administrator, Office of Graduate Studies, by the end of their second year; and (3) meet a significant portion of their B.A. requirements by the end of their third year. NOTE: The application deadline for the B.A./M.A.T. program is January 5.

201/301. Philosophy of Education. Philosophic texts are read and their bearing on education is evaluated. Staff. Spring.

205/305. The Study of Education. This course examines individuals and their motivation to acquire knowledge and to achieve. We also discuss the organization, operation, and effects of schools and educational systems in different social and political settings. J. Craig, S. Stodolsky. Autumn.

210/310. Introduction to Developmental Psychology (=Educ 210/310, HumDev 307, Psych 223). This course is an introduction to developmental psychology that stresses the development and integration of cognitive, social, and perceptual skills. Discussion section required. S. Duncan, Staff. Autumn.

217/317. The Institution of Education (=Educ 217/317, PubPol 397, Sociol 275/337). This course is a general survey of the properties of education considered as an institution of historical and contemporary societies. Particular attention is given to institutional formation and change in education and to education's role in processes of social control and social stratification. C. Bidwell. Winter.

218/318. Educational Organization and Social Inequality (=Educ 218/318, PubPol 393, Sociol 230/338). This course presents a review of formulations of education's place in the system of social stratification and focuses on the organization of school systems, schools, and classrooms. Attention is given to the ways in which conceptions of educational organization and of stratification can be related to each other. C. Bidwell. Spring.

242/442. Introduction to Language Development (=Educ 242/442, HumDev 316, Psych 232/332). This course addresses the major issues involved in first-language acquisition. We deal with the child's production and perception of speech sounds (phonology), the acquisition of the lexicon (semantics), the comprehension and production of structured word combinations (syntax), and the ability to use language to communicate (pragmatics). S. Goldin-Meadow, A. Woodward. Winter.

244. Observation of Child Behavior in Natural Settings (=Educ 244, HumDev 344, Psych 244). This course, intended primarily for undergraduates, explores ways in which children behave in a variety of settings, including preschools, schools, playgrounds, hospitals, grocery stores, and other public venues. Behavior is examined with a developmental perspective, as well as with an ecological one. The course consists of readings which explore how to conduct observational studies, findings from developmental research, and fieldwork. All students will observe children throughout the quarter, and systematically collect data for a course project. S. Stodolsky. Spring.

253/337. Applications of Hierarchical Linear Models to Psychological and Social Research (=Educ 253/337, Sociol 272/373). PQ: Basic knowledge of matrix algebra and multivariate statistics. A number of diverse methodological problems (i.e., correlates of change, analysis of multilevel data, and certain aspects of metanalysis) share a common feature: a hierarchical structure. The hierarchical linear model offers a promising approach to analyzing data in these situations. Each student undertakes a project either applying the hierarchical linear model to a data set of interest, or considering in more detail some of the research design and statistical estimation issues raised in this work. A. Bryk. Spring.

256/356. Introduction to Cognitive Psychology (=Educ 256/356, Psych 256). Viewing the brain globally as an information processing or computational system has revolutionized the study and understanding of intelligence. This course introduces the theory, methods, and empirical results that underlie this approach to psychology. Topics include categorization, attention, memory, knowledge, language, and thought. V. Maljkovic. Winter.

266/366. Policy Analysis in Education (=Educ 266/366, PolSci 230, PubPol 260/384). This course serves as the analytical foundation for students who are interested in educational policy. It introduces various analytical perspectives in the study of public policy, with particular emphasis on education. Among the approaches are institutional analysis, the bargaining model, the rational actor paradigm, the organizational-bureaucratic model, and the "policy typology" school. K. Wong. Autumn.

267/367. Critical Issues in Education (=Educ 267/367, PubPol 266/367). This course focuses on contemporary issues in educational policy in the broader political and institutional context. Possible topics include federal policy development and implementation; reform at the state level (school finance, academic excellence, and teacher competency); racial equity and school desegregation (progress and prospects); public-private school differences and policy proposals; and big-city school politics (race, unions, and the economy). For each topic, two or three major works are selected for more in-depth examination. Scholarly research frames the discussion, along with an evaluation of contemporary policy recommendations from both governmental and nongovernmental sources. K. Wong. Spring.

294/394. Cognitive Development (=Educ 294/394, Psych 225). PQ: Consent of instructor. This course examines the intellectual development of the child. Topics include the growth of the child's understanding of the physical and social world, and the development of memory and thought processes. J. Huttenlocher. Spring.

303. Educational Psychology. Readings from cognitive, clinical, developmental, educational, operant, and social psychology are examined for their relevance to classroom instruction. F. Lighthall. Winter.

308. Questionnaire Design and Analysis (=Educ 308, Psych 386, SSA 451/551). This course introduces designing, writing, piloting, and analyzing the kinds of questionnaires used in social, psychological, health care, and marketing research. This course is particularly valuable to students considering careers in marketing, health care, social service, or a social science. B. Wright. Autumn, Winter, Spring.

343. Qualitative Methods in the Social Sciences (=Educ 343, HumDev 393, Psych 243, SocSci 206). This seminar explores the variety of qualitative methods used in social science study. Perspectives include field study such as the Chicago studies of social disorganization, "Grounded Theory," ethnography and study of culture, and narrative and life-story approaches to study of person and social life. Attention is devoted to issues of method such as reliability and validity, implications for philosophy of social science study, portrayal of both person and context or setting, and to both the complex interplay of observer and observed and "reflexivity" in human sciences. The requirement for the seminar is a paper that is related to some aspect of qualitative study in the human sciences. B. Cohler. Spring.

359. Theory and Practice of Measurement (=Educ 359, Psych 359). This course is an introduction to the basic ideas of scientific measurement. Practical models for the construction of fundamental objective measurement are deduced from the measurement theories of Campbell, Luce, Thurstone, Guttman, Tukey, and Rasch. Applications in educational and psychological research are discussed. Connections with and improvements on contemporary educational test practice and psychometrics are explained. Practical methods for identifying item bias, equating tests, building item banks, setting standards, and diagnosing irregular test performance are developed, explained, and illustrated. B. Wright. Winter.

360. Advanced Psychometric Theory (=Educ 360, Psych 360). This course is an introduction to the practice of fundamental measurement in social science research. The mathematical models on which the construction of fundamental measurement is based are explained, discussed, and illustrated. Applications to educational and psychological tests, survey questionnaires, attitude inventories, and social surveys are studied. Students learn to use computer programs to construct and calibrate variables and to make measures and set standards on these variables. Students are helped to apply these methods to their own research data, and shown how to present their results in a lecture and prepare their results for publication. B. Wright. Spring.

372. Population, Education, and Social Change in Modern Europe (=Educ 372, Hist 252/352, Sociol 248/348). PQ: Consent of instructor. This lecture course examines the social history of nineteenth- and twentieth-century Europe, with particular emphasis on the causes and consequences of demographic and educational patterns and changes. The focus is on individual and familial strategies concerning nuptiality, fertility, migration, schooling, and, by extension, social mobility; and on the ways in which these strategies interact with economic and social changes and the related public policies. The course is informed by the relevant social and demographic theories, including the experiences of the Third World. J. Craig. Winter.

391. Social Policy in Europe, 1815 to the Present (=Educ 391, Hist 249/349, PubPol 392). This course examines the antecedents, evaluation, and alleged "crises" of the welfare state, with emphasis on policies concerning education, the family, the labor market, income distribution, health, and regional development. Themes include the social, intellectual, and political origins of social policies; the diffusion of various models of the welfare state; and the ways in which social policies have interacted with the opportunities and choices of individuals and private corporate actors. We consider efforts to develop a theory of the welfare state, including structural-functionalism, neo-Marxist political economy, historical sociology, the "new" institutional economics, and public choice theory. J. Craig. Winter. Not offered 1999-2000; will be offered 2000-2001.