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Policy, Organization, Measurement, and EvaluationUse your web browser's FIND or SEARCH feature to look for a specific course.
Upper Division Courses
162A. Teachers' Work. (3) Three hours of lecture/discussion per week. This course is offered as part of the undergraduate education minor, examines the multiple dimensions of teachers' work by drawing on theories of teacher socialization and teacher professional learning, and exploring representations of teachers in the media and popular culture, as well as in relevant academic literature. Students will be introduced to the current policy, social, cultural, historical, professional, employment and legal context of teachers' professional lives in the United States. Students will have the opportunity to examine these aspects of teachers' work by interacting with teachers in the field. (SP) Mayer
Graduate Courses
260A. Issues in Educational Administration and Policy. (3) Three hours of lecture per week. (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.Fuller261A. Organization Theory in Education and Other Social Services. (3) Three hours of lecture per week. Concepts of power, authority, legitimacy, professions, controls, incentives, etc., as they apply to education or other social services.Fuller
262B. School Supervision: Theory and Practice. (3) Three hours of lecture per week. 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.Tredway
262C. Personnel Administration in School Systems and Social Organizations. (3) Three hours of lecture per week. Concepts and practices related to the administration of personnel services in urban school systems and social organizations. Tredway
262F. Organizational Policy and Teachers' Work. (3) Three hours of seminar per week. 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.Little
262D. Research Group on the Working Lives of Teachers. (3) Course may be repeated for credit. Three hours of lecture per week. Prerequisites: Consent of instructor. 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.Little
262E. Teachers' Work and Contexts of Teaching. (3) Three hours of lecture/discussion per week. Formerly 285A. Introduction to sociological and socio-cultural research on teachers' work and the occupational, organizational and policy contexts of teaching. Overview of research related to teachers' work, followed by in-depth focus in one or two areas of theory development and empirical research, e.g., conceptions of teaching as work; representations of teacher knowledge and teacher learning; investigations of teachers' communities of practice; conceptualizing and studying the school as workplace. (SP) Little
263A. Legal Issues in Educational Practice. (1-3) Two hours of lecture per week. Five weeks per unit. Legal structures and practices in Education for teachers and counselors. Teacher, pupil, counselor rights and responsibilities.Staff
263B. Legal and Policy Issues in Urban Educational Leadership. (3) Three hours of lecture per week. Prerequisites: Admission to the Principal Leadership Institute Program. 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. (SP) Staff
265A. Economics of Education and Other Social Services. (3) Three hours of lecture and one hour conference per week. 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.Grubb, Stern
266A. Educational Resources and Finance. (3) Three hours of lecture per week. This course covers the resources necessary for education; financing from local, state, federal, and private sources; the effects of funding provisions on school- and class-level decisions; tax bases and their consequences; equity issues and court challenges like Serrano; and the relation between resources and outcomes. It concentrates on the funding of K-12 education, though higher education will also be included.Grubb, Stern
269. The Progressive Tradition in American Education. (3) Three hours of lecture per week. Progressive educators have long sought to center curriculum and pedagogy on the interest and activity of the child; to intervene in community life; and to make schools engines for the democratization of American society. In order to understand today's efforts to make schools responsive to students' diverse interests, experiences, and needs, this course examines the sometimes conflicting goals of progressive education, its roots and evolution, and the difficulties in institutionalizing progressive practices in schools.Perlstein
269A. Urban School Reform. (3) Three hours of lecture per week. American debates about effectiveness and equity and public interest in school reform focuses on city schools, and the commitment to reform is a recurrent theme in public discussions of education. At the same time, reformers often charge that urban schools are highly resistant to their efforts. In order to understand the potential of individual reform proposals and strategies, this course examines the place of school reforming in the institutional structure of schooling and the relationship of school reform to wider political relations and activity. Rather than examining sequentially individual reforms, this course will examine the range of reform agents and practices and different ways of understanding school reform. Particular attention is given to race and class as frames for understanding urban schooling. (F) Perlstein
269B. Citizenship, Democracy, and Education Research Group. (3) Course may be repeated for credit. Three hours of lecture per week. Prerequisites: Consent of instructor. 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. (F,SP) Perlstein
270B. BEAR Center Seminar. (2,3) Course may be repeated for credit. Two hours of seminar and one hour of discussion per week. 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.Wilson
271C. Advanced Topics in Qualitative Research. (3) Three hours of lecture per week. Prerequisites: 271B or equivalent. Formerly 288C. An advanced topic in the theory or practice of interpretive research will be introduced and examined. Topics might include the application of interpretive research to a particular area such as moral education, poverty, or everyday learning, or the detailed consideration of an advanced aspect of the logic of interpretive inquiry.Little
271B. Introduction to Qualitative Research Methods. (3) Three hours of lecture/discussion per week. Formerly 288B. 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.Little
272B. School Data Analysis for Principals. (1) Course may be repeated for a maximum of 3 units. One hour of lecture per week. IP graded in the Fall; letter graded in Spring and Summer. Prerequisites: 271F. This course is intended to prepare school principals to conduct data-based inquiry for the purpose of guiding continuous school improvement. To the extent possible, students will learn by analyzing actual school data. The course will review basic techniques of descriptive statistics, concepts of statistical inference, and methods for assessing student performance. Particular attention will be given to tests and assessments used in California. (F,SP) Saroyan, Stern
274D. Multidimensional Measurement. (4) Four hours of lecture per week. Formerly Educational Psychology 208D. Exploratory factor analysis, confirmatory factor analysis, and multidimensional item response theory.Wilson
274A. Measurement in Education and the Social Sciences I. (4) Four hours of lecture per week. Formerly Educational Psychology 208A. 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.Wilson
274B. Measurement in Education and the Social Sciences II. (4) Four hours of lecture per week. Prerequisites: 274A or sufficient background to follow the mathematical development. Formerly Educational Psychology 208B. 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.Wilson
274C. Research Seminar in Measurement. (4) Course may be repeated for credit. Four hours of seminar per week. Prerequisites: 274A or equivalent. Formerly Educational Psychology 208C. 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.Wilson
274F. New Forms of Student Assessment: Characteristics and Roles in School Reform. (2-4) Two hours of lecture/discussion and one hour presentations per week. This survey course provides background on reforms in assessment in K-12 education. The focus is on "performance assessment" --assessment designed to reveal student thinking and capture students' capacities to contribute to 'good work' valued by communities outside the classroom. Students will gain understandings of the purposes and characteristics of performance assessment, conceptual frameworks, assessment practices at multiple levels, role in school reform, and policy issues. Offered alternate years. Gearhart
275B. Data Analysis in Educational Research II. (4) Four hours of lecture per week. Prerequisites: 293A and 293L or equivalent recommended or consent of instructor. Formerly Educational Psychology 209B. 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.Staff
275L. Educational Data Analysis Laboratory II. (1) Two hours of laboratory per week. Prerequisites: 293A and 293L recommended or equivalent. Formerly 209L. 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.Staff
275G. Hierarchical and Longitudinal Modeling. (3) Two hours of lecture and two hours of laboratory per week. Prerequisites: Linear and logistic regression, 275B or equivalent. 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. (F,SP) Rabe-Hesketh
275F. Research Seminar in Data Analysis. (3) Course may be repeated for credit. Three hours of lecture per week. The seminar will address a current research issue in the area of educational statistics. Topics will vary from year to year. Some examples are: multilevel modeling, quasi-experimental research design, and meta-analysis. (F,SP) Staff
275H. Research Group in Multilevel Modeling. (1,2) Course may be repeated for credit. Two hours of lecture per week every other week. Prerequisites: Linear and logistic regression, equivalent to 275B. 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. (F,SP) Rabe-Hesketh
276A. Models and Methods of Evaluation. (3) Three hours of lecture per week. Formerly 293C. This course serves as an introduction to the field of educational evaluation. Using different evaluation contexts as an organizational structure, this course addresses various and evolving models of evaluation, emphasizes paradigmatic issues that emerge in different contexts, and analyzes the application of theory and methods in examples of actual evaluations conducted (or in progress) within each defined context. The course will provide hands-on experience in the planning and design of evaluations in different contexts and will serve as a foundation for the study and application of advanced evaluation methodology in subsequent seminars and apprenticeship experience.Hofstetter
276C. Practicum in Evaluation. (2-4) Course may be repeated for credit. Two hours of seminar biweekly, alternating with four-hour laboratories. Prerequisites: 293A, 293L. Formerly 293F. 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.Staff
276D. Evaluation Theory. (3) Three hours of lecture per week. Prerequisites: 276A. This course will provide students with a basic understanding of prevalent evaluation theories, with systems for categorizing these theories, and with an understanding of the processes for theory development in evaluation.Hofstetter
276E. Evaluation Procedures. (3) Three hours of lecture per week. Prerequisites: 276A. This course covers the basic stages of and strategies for conducting program evaluations within selected evaluative frameworks, such as cost-benefit analysis, utilization-focused evaluation, theory-based evaluation. Students will focus their own evaluation studies, identify questions, develop instruments, collect data, and write/present an evaluation report.Hofstetter
290. Special Topics Seminars. Course may be repeated for credit. One hour of seminar per week per unit. Prerequisites: Consent of instructor. Topics to vary from semester to semester and section to section.
290A. Policy, Organization, Measurement, and Evaluation. (1-4) (F,SP) Staff
294A. Thesis Seminar: Policy, Organization, Measurement, and Evaluation (POME). (1-4) Course may be repeated for credit. Three hours of seminar and four hours of independent study per week. Formerly 294. Recommended for M.A. students working on seminar papers or theses, and doctoral students preparing dissertation proposals. Topic varies with instructor.Staff
298A. Group Study for Graduate Students--POME. (1-5) Course may be repeated for credit. One to five hours of lecture/seminar per week. One hour of lecture per week per unit. Must be taken on a satisfactory/unsatisfactory basis. Research on special problems and topics not covered by regular courses or seminars. Topics will vary in different semesters.Staff
460C. Research Practicum in Administration. (2) One hour of lecture and three hours of fieldwork per week. Prerequisites: 294A and admission to the Principal Leadership Institute. This course engages master's students in collecting and analyzing data on efforts to improve educational practices or solve important problems in school systems.Tredway
460A. Practicum in School Site Management I. (3) Three hours of lecture and field work per week. Prerequisites: Admission to Administrative Services Credential program. Supervised field experience, conferences, and colloquium.Staff
460I. Field-Based Practicum: Internship in Educational Administratration II-4. (2) Six hours of field work per week and one three hour seminar will be scheduled during each semester. Prerequisites: Possession of Preliminary Administrative Services Credential. Supervised field based practicum and seminar for students working toward the Professional Administrative Services Credential. Administrative skills addressed in the course include developing community support, contract management, and written and verbal communication skills.Staff
460B. Practicum in School Site Management. (1,2) Course may be repeated for credit. Three to six hours of fieldwork per week. Prerequisites: 460B. Supervised field experience, conferences, and colloquium. (SP) Hernandez
470B. Residency in Curriculum, Instruction, Assessment, and Professional Development. (3) Course may be repeated for credit. One hour of seminar per week, plus six hours of residency in a local school district and two hours of individual research preparation. Prerequisites: 290E and good standing in the Joint Doctoral Program. 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. (F,SP) Lambert
470C. Residency in Budget. (3) Course may be repeated for credit. One hour of seminar per week, plus six hours of residency in a local school district and two hours of individual research preparation. Prerequisites: 290E and good standing in the Joint Doctoral Program. 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 budgeting and resource allocation 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. (F,SP) Lambert
470A. Residency in Systemic Educational Reform. (3) Course may be repeated for credit. One hour of seminar per week, plus six hours of residency in a local school district and two hours of individual research preparation for a case study. Prerequisites: 277A and good standing in the Joint Doctoral Program. 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 systemic educational reform 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. (F) Lambert
470D. Advanced Residency in Educational Leadership. (3) Course may be repeated for credit. One hour of seminar per week, plus six hours of residency in a local school district and two hours of individual research preparation. Prerequisites: 470A-470B-470C and good standing in the Joint Doctoral Program. 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 expand their research on systemic educational reform; curriculum, instruction, assessment, and professional development; or budgeting, resource allocation, and financial operations. The specific topics will be selected by the 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. (F,SP) Lambert
