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The ICE & IEAPA Master’s programs meet the needs of professionals who are willing to question conventional beliefs and models about the role of education in society.

GRADUATE SCHOOL OF

EDUCATION MASTER’S PROGRAMS

ICE & IEAPA Core Faculty

Policy, Organization, and Leadership Studies International Comparative Education International Educational Administration and Policy Analysis Martin Carnoy Professor of Education

Learning, Design, and Technology Curriculum and Teacher Education Joint MA/MBA Joint MA/JD

Francisco O. Ramirez Professor of Education

Christine Min Wotipka Associate Professor (Teaching)

EDUCATION INT E R NAT I O NA L C O MPA RAT I VE E D UC AT I O N ( I C E)

The Stanford Teacher Education Program

Jennifer Adams Assistant Professor

GRADUATE SCHOOL OF

Contact & Info: http://ed.stanford.edu/admissions info@gse.stanford.edu Follow: Contact & Info: facebook.com/StanfordEducation http://ed.stanford.edu twitter: @StanfordEd info@suse.stanford.edu Follow: facebook.com/StanfordEducation twitter: @StanfordEd

I N T E R N AT I O N A L E D U C AT I O N A L A D M I N I S T R AT I O N A N D P O L I C Y A N A LYS I S ( I E A PA ) MASTER’S DEGREE PROGRAM


ICE

I E A PA

International Comparative Education (ICE) addresses educational practice in a rapidly changing global context and in both less developed and industrialized countries, including the United States. Students examine such problems as the political economy of underdevelopment and educational planning in a comparative perspective. Core courses explore how education is related to economic, political, and social development in both developed and developing countries.

We look at the Master’s paper as one’s “internship” experience – a hands-on experience in educational research that takes students from initial ideas explored one summer to a manuscript of publishablequality the next.

・Lead the conversation

◦ Students are encouraged to submit their work to policy-related journals and to make other efforts to take part in policy discussions surrounding the topics of their MA papers.

・Impact policy

◦ Students adhere to the guidelines of the social science disciplines and academic journals of their choosing. The result has been greater possibilities for one’s work to get published, reach a wider audience, and impact policy.

cross-cultural program of study over four consecutive quarters

・ Strong theoretical and empirical

International Educational Administration and Policy Analysis (IEAPA) combines study in ICE with academic work in educational administration and policy analysis in international and comparative contexts. Students in IEAPA should have a policy perspective in their M.A. paper, and, if appropriate, policy recommendations stemming from one's findings. The admissions process does not distinguish between programs. In fact, students have the option, once they enter the program, to switch from one program to the other depending on how their interests evolve.

TH E M AST E R ’S PA PE R

・ Multidisciplinary, international

SUBJECT

base for studying educational problems in an

international and comparative framework

・ Broad scope of policy problems

to study, including (but not limited to):

◦ Educational planning in comparative perspective

◦ Dynamic relationship between school and community

◦ Equity and education

◦ Political economy of underdevelopment

I C E / I E A PA C O U R S E R E Q U I R E M E N T S : 4 8 U N I T S

question the conventional.

General

Ed uc ation an d Deve lop me nt

Applied Research Methods

Introduction to International

in Comparative Education

Comparative Education

Education and Economic

The Politics of International

World, Societal and

Development

Cooperation in Education

Educational Change

Applied Quasi-Experimental

Statistical Analysis in

Causal Inference in Quantitative

Research in Education

Education: Regression

Research

Q u a n t i t a t i ve M e t h o d s Introduction to Data (c hoo se one o r m ore) Analysis and Interpretation Q u a l i t a t i ve / M i xe d Methods (stron gly enc our a g ed)

Sur vey R ese arc h (for st udent s cond uct i ng sur vey resear ch)

I E APA On ly I C E /I EA PA- S p e ci f i c E le c t ive s

Introduction to Qualitative Research Methods Survey Design

Mixed Methods Research

Directed Reading and Research

Designing Surveys Workshop

Resource Allocation in Education Educational Issues in

Education, Gender, and

Gender and Higher

Contemporary China

Development

Education

State Theory

MA paper is a particularly effective capstone that I have used to merge my field experience, newly “ The acquired theoretical knowledge, and research skills. I do not merely learn for the sake of individual classes; my knowledge comes together through this project. Lilach Shafir, Class of 2011

International Comparative Education | International Educational Administration and Policy Analysis  

2014-2015

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