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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 Fred Stout. (Email ) (Read more )
The peer advisor is Stany Leblanc. (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 Upward Bound 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 212X. Urban Education
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.
AFRICAST 211. Education for All? The Global and Local in Public Policy Making in Africa
EDUC 101. Undergraduate Teaching Practicum
EDUC 103A/SOC 103A. Tutoring: Seeing a Child through Literacy
EDUC 103B. Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices
EDUC 103C. Educational Policy, Diversity, and English Learners
EDUC 104X. Conduct of Research With and In Communities
EDUC 115Q. Identities, Race, and Culture in Urban Schools
EDUC 116X. Service Learning as an Approach to Teaching
EDUC 177. Education of Immigrant Students: Psychological Perspectives
EDUC 179. Urban Youth and Their Institutions: Research and Practice
EDUC 198X. Tutoring with Adolescents: Ravenswood Writes
EDUC 201. History of Education in the United States
EDUC 201A. History of African American Education
EDUC 201B. Education for Liberation
EDUC 202. Introduction to Comparative and International Education
EDUC 204. Introduction to the Philosophy of Education
EDUC 220A. Introduction to the Economics of Education
EDUC 220B. Introduction to the Politics of Education
EDUC 220C. Education and Society
EDUC 220D. History of School Reform: Origins, Policies, Outcomes, and Explanations
EDUC 221A. Policy Analysis in Education
EDUC 233A, B. Adolescent Development and Mentoring in the Urban Context
EDUC 287. Culture and Learning
HUMBIO 142. Adolescent Development
or PSYCH 60: Introduction to Developmental Psychology
SOC 132. Sociology of Education: The Social Organization of Schools