university of california
GRADUATE SCHOOL OF Education
Guide to Graduate Studies
The Graduate School of Education at the University
of California, Berkeley is home to a diverse group of students and faculty
joined by their common interests in understanding and improving the complex world
Our students come here with a wealth of academic talent and professional experience,
driven to make an impact as researchers, professional educators, leaders and innovators.
Through GSE’s programs, partnerships and resources, they tackle big, difficult
questions — from how children, youth and adults learn, inside and outside classrooms;
to how schools, communities and societies advance the educational and life chances
of those they educate. In the process, students develop the
necessary knowledge, skills, tools and experiences to handle
Beyond the School of Education, we urge our students to
capitalize on the intellectual riches here at UC Berkeley
as well as the many opportunities for research, innovation
and leadership in San Francisco Bay Area schools and
We are committed to providing and cultivating the very best
in educational scholarship, innovation and professional
leadership, and we invite you to join us in that pursuit.
Judith Warren Little
Degree Programs Areas of Study Faculty Admissions/Financial Aid
2 3 10 12
Our faculty are outstanding scholars and dedicated educators. They participate
directly in small classes, and offer individual attention and strong grounding in
academic disciplines to their students.
Our students are bright, committed and productive. Consistently ranked
among the top 10 schools of education in the country, GSE has one of the
most diverse graduate student bodies on the UC Berkeley campus, and our
graduates successfully compete for the best jobs in the country.
GSE students have the opportunity to complete professional training and research
in the Bay Area’s districts and schools — places that offer a wide range of policies
and curricula as well as diverse ethnic, cultural and socio-economic settings.
With 14 colleges and schools and nearly 300 degree programs, UC Berkeley
is known around the world for its academic excellence, highly regarded
faculty and students, and substantial resources. A major research center,
Berkeley is a place where new ideas are conceived and tested.
We offer two doctoral degrees, Ph.D. and Ed.D., that differ in emphases,
purposes and the careers for which they prepare students. The Ph.D. degree
emphasizes theory and research preparation consistent with careers in colleges
and universities, research and policy organizations, or educational agencies.
The Ed.D. degree emphasizes professional practice and leadership, and
equips our graduates for careers as district-level education leaders, reform
advocates, policymakers and program evaluators. M.A. degree programs
enable our students to acquire a broad understanding of the education field.
Professional Preparation/School Leadership
The School offers elementary, secondary, school psychology and administrative
services credentials in combination with advanced degrees in education.
Students receive expert supervision to become exemplary teachers, school
psychologists, or school and district leaders. Experienced educators aspiring
to positions in school or district-level leadership may apply to our acclaimed
Principal Leadership Institute or Leadership for Educational Equity programs.
The Graduate School of Education offers Doctor of Philosophy (Ph.D.), Doctor of Education (Ed.D.),
Master’s of Arts (M.A.) and credential degree programs.
Doctor of Philosophy
Our Ph.D. degree is designed for students interested in pursuing scholarly research and academic
careers in education. Earning a Ph.D. signifies competence in independent research and scholarship.
Applicants should have prior formal study in a relevant discipline. The doctoral program includes
intensive work and demonstrated competence in the substance and method(s) of their intended
field of scholarship, and acquisition of an informed perspective on educational issues sufficient to
formulate significant questions for research. The Ph.D. program, as distinguished from the Ed.D.
program, requires mastery of an academic discipline that the student intends to apply to the study
of educational problems. This requirement may be met by presenting before the oral qualifying
examination, courses that represent a cohesive body of knowledge relevant to the student’s area
of specialization, and include both theory and methods.
Doctor of Education
The Ed.D. degree is a professional degree designed for individuals seeking advanced professional
preparation as school administrators or other educational leaders. In addition to the schoolwide
Leadership for Educational Equity Program, an Ed.D. is offered in Program Evaluation and
Assessment. Within an area of specialization, students focus on the applications of theory and
research to problems of educational practice and policy. An Ed.D. program usually includes two
years of coursework that may include a field-based practicum. Using rigorous scientific research
methodologies, the field practicum provides students with opportunities to apply the theoretical
foundations discussed in courses to actual situations in the field. The statement of purpose in the
application for study should highlight the areas of individual interest and should clearly reflect
aspirations to assume leadership roles in educational institutions or related organizations.
Master of Arts
The School of Education’s dual mission of producing high-quality scholarship and improving
professional practice is well reflected in our master’s program. It serves the interest of students
who have decided to carve out a career in education, either as an educational researcher or as an
education practitioner. Many master’s graduates transition to a doctoral program, but some leave
the University to become teachers, teacher leaders or school administrators. On the practitioner
side, nearly all our M.A. graduates become teachers, teacher leaders or principals in Bay Area
schools. Master’s candidates engage in challenging coursework and many do relevant internships
in educational settings.
GSE credential programs, all of which contain an M.A. component, link knowledge and research
on education with efforts to improve teaching and learning in Bay Area schools. Students receive
professional training in diverse, multicultural settings; study with eminent scholars; apply research
to professional practice; participate in innovative professional preparation programs; and acquire
a strong grounding in academic disciplines.
AREAS OF STUDY
Our degree and credential programs are grouped under three main areas of study: Cognition and Development;
Language and Literacy, Society and Culture; and Policy, Organization, Measurement, and Evaluation.
Leadership for Educational Equity is an additional schoolwide doctoral program.
Cognition and Development
Programs Credential Type M.A. M.A./Ph.D. Ph.D. Ed.D.
Development in Mathematics and Science M.A. M.A./Ph.D. Ph.D.
Developmental Teacher Education Multiple Subject M.A.
Education in Math, Science, and Technology M.A. M.A./Ph.D. Ph.D.
Human Development and Education M.A. M.A./Ph.D. Ph.D.
Joint Doctoral Program in Special Education Ph.D.
Masters and Credential in Science and Single Subject M.A.
School Psychology School Psychology M.A./Ph.D. Ph.D.
Affiliated Interdisciplinary Program
Graduate Group in Science and Mathematics
Education (SESAME) Ph.D.
Language and Literacy, Society and Culture
Programs Credential Type M.A. M.A./Ph.D. Ph.D. Ed.D.
Language, Literacy, and Culture M.A. M.A./Ph.D. Ph.D.
Cultural Studies of Sport in Education M.A.
Bilingual/Second Language Acquisition M.A. M.A./Ph.D. Ph.D.
Reading M.A. M.A./Ph.D. Ph.D.
Writing M.A. M.A./Ph.D. Ph.D.
Multicultural Urban Secondary English Single Subject M.A.
Social and Cultural Studies M.A. M.A./Ph.D. Ph.D.
Policy, Organization, Measurement, and Evaluation
Programs Credential Type M.A. M.A./Ph.D. Ph.D. Ed.D.
Policy and Organizations Research M.A. M.A./Ph.D. Ph.D.
Principal Leadership Institute Administrative M.A.
Program Evaluation and Assessment M.A./Ed.D. Ed.D.
Quantitative Methods and Evaluation M.A. M.A./Ph.D. Ph.D.
Program Credential Type M.A. M.A./Ph.D. Ph.D. Ed.D.
Leadership for Educational Equity Program Ed.D.
AREAS OF STUDY/PROGRAMS
Cognition and Development
Faculty: Abrahamson, Ammon, Crovetti, Contact: 4511 Tolman Hall, 510-642-4201,
Cunningham, diSessa, Donohue, Engle, Eslinger, E-mail: firstname.lastname@example.org, Web:
Gearhart, Gifford, Hartsough, Holloway, Linn,
Metz, Nasir, Nucci, Perry, Ranney, Salasin, Saxe, gse.berkeley.edu/program/DTE/dte.gse.html
Schoenfeld, Turiel, White, Worrell, Yabrove, Zimmerlin
Master’s and Credential in Science and
Cognition and Development focuses Mathematics Education
on the interplay among cognitive, Degree and Credential: M.A. and Single
social and developmental processes Subject Credential for science or mathematics
in diverse areas of human knowledge Features: A two-year program that combines
and experience. Faculty concentrate extensive study of theories of thinking and
on learning in mathematics, science learning, strong disciplinary backgrounds and
and technology, as well as a wide grounding in practice and educational research
range of issues involving cognitive, with faculty.
social and moral development. Faculty Career Goal: Teaching at the secondary school
and student research typically occurs level in areas of life science, physical science or
in field settings (e.g. classrooms), mathematics
providing fertile sites for conceptual Contact: 4511 Tolman Hall, 510-642-4201,
advances as well as the improvement E-mail: email@example.com,
Credential, Developmental of educational practices. This area of Web: gse.berkeley.edu/program/macsme/
Teacher Education Program, study supports both professional and macsme.html
academic programs, each enriching Advanced Degree Programs
Teacher, Malcolm X Arts and the other in courses and research
Academics Magnet School, opportunities. Development in Mathematics and Science
Berkeley; Collaborating Degrees: M.A., M.A./Ph.D., Ph.D.
Teacher, Learning Mathematics Features: Supports inquiry into the development
Programs of children’s mathematical and scientific
project; Instructor, Academic
Talent Development Program understanding of practices in and out of school;
Developmental Teacher Education engages core faculty and those in Education,
Interest: The intersection of Degree and Credential: M.A. and
socio-cultural issues, elementary Math, Science and Technology and Human
schools and their communities, Multiple Subject Credential Development and Education who share
and equitable teaching practice Features: A model 15-month interests in program’s areas of study.
program that provides a foundation Career Goals: University teaching in education or
My coursework, instructors, for teaching for conceptual cognitive science programs; professional research
fellow classmates, teaching understanding and social justice and development of instructional materials
placements and GSR position through an emphasis on the study Contact: 4511 Tolman Hall, 510-642-4202,
each supported me in a unique of children’s cognitive, social and E-mail: firstname.lastname@example.org,
linguistic development, and on Web: gse.berkeley.edu/program/dms/dms.html
way. My GSE experience
learning through the arts. Four
thoroughly prepared me to terms of concurrent coursework and Human Development and Education
work toward making positive student teaching (two semesters and Degrees: M.A., M.A./Ph.D., Ph.D.
changes in public education. two summers) culminate in a teacher Features: Prepares students to investigate,
research project for the M.A. degree. understand, analyze and foster processes of
Career Goal: Teaching at the development across the life span. Applies
elementary school level psychological theory and methodology to the
study of cognitive and social development. and program directors. Students engage in
Career Goals: University teaching and research research under the direction of faculty in
Contact: 4511 Tolman Hall, 510-642-4202, Education or Psychology to integrate theories of
E-mail: email@example.com, Web: human development to enlighten professional
gse.berkeley.edu/program/humdev/humdev.html practice with children, teachers and parents.
Career Goals: School psychologist, university
Education in Mathematics, Science
teaching and research, and program director
Contact: 4511 Tolman Hall, 510-642-
Degrees: M.A., M.A./Ph.D., Ph.D.
4202, E-mail: schoolpsychinfo@
Features: From the outset of their graduate
berkeley.edu, Web: gse.berkeley.
work, students serve as cognitive apprentices,
participating fully in faculty research groups
while they solve meaningful educational
problems and acquire expertise in cognitive
science research and its applications.
Career Goals: University teaching in education Graduate Group in Science and
or cognitive science programs; professional Mathematics Education (SESAME)
research and development of instructional Degree: Ph.D.
materials Features: SESAME (Studies
Contact: 4533 Tolman Hall, 510-642-4207, in Engineering, Science, and
E-mail: firstname.lastname@example.org, Web: Mathematics Education) is an Jose Francisco Gutierrez
Doctoral student in Education
gse.berkeley.edu/program/emst/emst.html interdisciplinary academic unit in Mathematics, Science and
dedicated to advancing the Technology
Joint Doctoral Program in Special Education
understanding and practice of Interests: Mathematical
learning and teaching in science cognition and pedagogy;
Features: Students design an individualized
and mathematics. SESAME’s faculty social-cultural issues that
plan of study, working in a research specialization impact mathematics education
include scientists, mathematicians,
that focuses on human development and special in urban schools
engineers, computer scientists and
education; courses are taken at both UC
education professors. Students are The faculty and resources
Berkeley and San Francisco State University,
expected to have or obtain at least available for research at
and faculty are drawn from both institutions.
master’s-level competency in their
Career Goals: University teaching and research, Cal are world-class but they
mathematical or scientific discipline
administration and policy would be meaningless without
on the way to the Ph.D.
Contact: 4511 Tolman Hall, 510-642-4202,
Career Goals: Teaching university amazing graduate students.
E-mail: email@example.com, Web:
courses in their disciplines I’ve had the pleasure of
and leading their departments’ working with students from
School Psychology education efforts; careers in
Social and Cultural Studies
Degree and Credential: M.A./Ph.D., Ph.D. institutions such as museums and
and School Psychology Credential science centers and other departments across
Features: Accredited by the American Contact: 4533 Tolman Hall, campus and those experiences
Psychological Association (Commission on 510-642-4207, E-mail: sme_info@ have truly enriched my life
Accreditation, 750 First Street, NE, Washington lists.berkeley.edu, Web: gse.berkeley. here in the GSE.
DC; (202) 336-5679; http://apa.org/ed/ edu/program/sesame/sesame.html
graduates to assume leadership roles as school
psychologists, researchers, university educators
Language and Literacy, Society and Culture
Faculty: Allender, Arriaga, Baquedano-López, Career Goals: English and/or ESL teacher and
Cziko, Freedman, García Bedolla, Hull, Hurst, leader in multicultural, multilingual secondary
Kramsch, Leonardo, Mahiri, Nasir, Mirabelli, Murphy-
Graham, Pearson, Perlstein, Seyer-Ochi, Shaiken, school settings
Sterling, Sterponi, Van Rheenen Contact: 5647 Tolman Hall, 510-642-0746,
E-mail: firstname.lastname@example.org, Web:
Faculty and students in LLSC gse.berkeley.edu/program/ENG/eng.html
study, design and participate in
transformative approaches to Advanced Degree Programs
individual and social development
Language, Literacy and Culture
within schools and in diverse
Degrees: M.A., M.A./Ph.D., Ph.D.
context of communities, workplaces
Features: Using the lens of the most
and social movements. We focus
fundamental human tool and resource,
on methodologically grounded
language, students explore such issues as
examinations of talk and activity,
promoting equity and honoring sociocultural
and language and literacy, through
and linguistic diversity; transforming schools
the lens of sociocultural theories
and other educational spaces; supporting
to understand and inform the
teachers as learners across their careers; and
ecology of learning and schooling.
Sera Hernandez fostering promising social futures for all youth.
Doctoral student, Education
Fifth-year doctoral student, Of special concern is work toward
Students also consider other pivotal ways
Education in Literacy and
in Language, Language, equity and social justice for
Culture and Culture
Literacy that humans learn, communicate and create
students, groups, families and
through a variety of symbolic systems — from
Graduate Student Researcher communities, including many
and Instructor visual images to digital media. Ph.D.: Focus
non-native speakers of English,
on theory and basic research in language and
Interests: Sociocultural context who traditionally have been poorly
of language learning and use
Language Learning and Use literacy, informed by a sociocultural as well as
served by educational institutions
Schools, Language Policy,
in schools, language policy, a critical and transformative vision of oral and
Teacher education written language. M.A.: Focus on the nature of
I am extremely grateful for language, literacy and culture in a diverse society.
the opportunity to develop Concentrations: Literacy studies (with
specialties in reading, writing, multi-modality);
my research and teaching
Multicultural Urban Secondary educational linguistics (with specialties in
skills through positions as a English bilingualism and second-language learning,
Graduate Student Researcher Degree and Credential: M.A. and acquisition of academic language and language
and Instructor in the GSE. Single Subject Teaching Credential socialization); and Cultural Studies of Sport
I’ve gained valuable experience in English with an urban emphasis in Education (with a focus on ways in which
Features: Longtime, close affiliation institutionalized sport both complements and
in research methodology and
with Bay Area Writing Project; conflicts with educational missions of American
professional leadership that urban emphasis, focus on teaching secondary and post-secondary schools).
will help me in my future in in multilingual, multicultural Career Goals: Ph.D.: Teaching and research on
academia. settings; master’s project completed language, literacy and culture in a university
in initial teaching year (second year) setting or in a private or public research
organization; teacher education positions
in universities. M.A.: Leadership roles,
including in-service education, in school
districts and other educational settings in
language, literacy and educational reform
Contact: 5647 Tolman Hall, 510-642-0746,
E-mail: email@example.com, Web: gse
Social and Cultural Studies
Degrees: M.A., M.A./Ph.D., Ph.D.
Features: Combines emphasis on social
theory, ethnographic research and strong
interdisciplinary scholarship. Encourages
research on learning in unusual places, from
unusual angles. Focuses on new configurations
in contemporary workplaces and practices;
growing up in conditions of poverty and
structural racism; transformations of urban
educational settings; changing race, class, ethnic Mark Evan Nelson
Ph.D., Language and Literacy,
and gender identities in global perspective;
Society and Culture, 2007
and corresponding questions about the
Assistant Professor, National Institute
sociopolitical dimensions of learning.
of Education, Singapore, English
Career Goals: University teaching and research Language and Literature Academic
in the social sciences or education Group
Contact: 5529 Tolman Hall, 510-643-2496, Interests: Multimodal literacies;
E-mail: firstname.lastname@example.org, Web: applied linguistics; new media
What I most appreciate about the
GSE and UC Berkeley is the access
to leading scholars in a great range
of fields. This rich interdisciplinarity
has pushed the development of my
thinking in powerful ways and has
really helped me gain some purchase
on the huge, complex intellectual
questions that impelled me toward
graduate school in the first place.
Policy, Organization, Measurement, and Evaluation
Faculty: Coburn, Draney, Fuller, Gifford, Master’s/Credential Program
Grubb, Little, Mintrop, Newton, Perlstein,
Rabe-Hesketh, Scott, Tredway, Trujillo, Principal Leadership Institute
Wilson (anchor program of the Leadership Connection
for Justice in Education)
Programs in Policy, Organization,
Credential and Degree: Preliminary
Measurement, and Evaluation
Administrative Services Credential and M.A.
(POME) emphasize the study
Features: 14-month program (two summers
and improvement of schools as
plus the intervening academic year). Cohort-
institutions and school systems;
based program for teacher-leaders with a
the formulation and effects of
minimum of three years’ teaching experience
educational policy; and methods of
who intend to work as school-site leaders.
educational research, measurement
Students receive scholarships that cover some
Ou Lydia Liu and evaluation. POME students enter
UC fees, and graduates are then required to
Ph.D., Policy, Organization, as a cohort, take courses together,
Measurement, and Evaluation, work four years as leaders in public schools.
join faculty research groups, and
2006 Career Goals: Principals and school-site leaders,
cultivate their own areas of interest
Research Scientist, Educational with an emphasis on urban schools
and expertise in education. POME
Testing Service Contact: 3533 Tolman Hall,
faculty have strengths and interests
Interests: Item response model- 510-643-7458, E-mail: email@example.com,
ing, assessment validation, sci- Web: gse.berkeley.edu/program/principals
ence assessment, and account- • a focus on the institutions of
ability assessment in higher schooling analyzed from various
education disciplinary perspectives including Advanced Degree Programs
sociology, economics and history; Policy and Organizations Research
The School of Education is a very
• experience in linking research, Degrees: M.A., M.A./Ph.D., Ph.D.
diversified, dynamic community policy and practice at the local, state Features: Applies disciplines of social science
and offers a lot of opportunities and national levels; and history in the study of educational policy
to think independently, learn • a breadth and depth of method- and schooling. Coursework includes policy
and develop. I’ve met a lot of ological, measurement and analysis and implementation; organizational
evaluation expertise to conduct theory, microeconomics, sociology and
people who turned out to be
policy oriented research and historical foundations of the American
collaborators professionally and to inform sound institutional educational system.
friends personally. leadership and decision making; Career Goals: Education research and
• the analysis of and practice policy analysis in academia or other research
related to leadership in schools at organizations
both school and district levels. Contact: 3659 Tolman Hall,
510-642-0709, E-mail: policy_info@lists
.berkeley.edu, Web: gse.berkeley.edu/program/
Quantitative Methods and Evaluation Leadership for Educational Equity Program
Degrees: M.A., M.A./Ph.D., Ph.D. Faculty: Baquedano-López, Chan, Coburn, Grubb,
Features: Students learn advanced techniques Little, Mintrop, Pearson, Perlstein, Rodriguez, Trujillo
in statistical, measurement and evaluation Degree: Ed.D. in Educational Leadership
methods, developing substantive knowledge for Features: Three-year course of study with
use of these methods through courses in the evening, weekend and summer schedule to
areas of learning theory and policy. Coursework accommodate needs of working professionals.
also involves education and statistics, as well Uses a cohort model that builds professional
as other disciplines such as psychology, relationships among peers. Students participate
economics and sociology. in school- and district-based residencies to
Career Goals: University teaching; work undertake problem-based research.
in research and development organizations Students strive to understand
specializing in psychometrics, program how to create effective, equitable
evaluation, education research and data analysis and democratic schools that value
Contact: 3659 Tolman Hall, cultural diversity.
510-642-0709, E-mail: qme_info@lists. Career Goals: Prepares promising
berkeley.edu, Web: gse.berkeley.edu/program/ individuals for leadership roles
quantmeth/quantmeth.html in school districts, educational
Program Evaluation and Assessment organizations and practice-oriented
Degree: M.A./Ed.D., Ed.D. policy research.
Features: For students with backgrounds Contact: 3659 Tolman Hall,
in education or quantitative methods who 510-643-4733, E-mail: leep_info@
berkeley.edu, Web: gse.berkeley.edu/ Kyla Johnson-Trammell
want to develop the skills necessary to apply
program/jdel Administrative Services
quantitative and qualitative methods to the Credential and M.A.,
problems of program evaluation in education. Principal Leadership Institute,
The program takes advantage of faculty 2003; Doctoral student,
Leadership for Educational
research and evaluation projects to provide
Principal, Sequoia Elementary
Career Goals: University teaching and
research in evaluation and research methods
Interests: The impact of prin-
in education; directing evaluation projects
cipal leadership on adult and
at local, state and national levels; consulting student learning
on program evaluation; applying advanced
The theoretical knowledge
methods in evaluation and assessment to
educational projects. I have gained in PLI and
Contact: 3659 Tolman Hall, LEEP s helps me make more
510-642-0709, E-mail: progeval_info@lists. effective decisions, and design
berkeley.edu, Web: gse.berkeley.edu/program/ solutions aimed at the root
cause of problems I observe in
the school setting.
Dean Associate Dean for Academic Affairs
Judith Warren Little Frank C. Worrell
Dor Abrahamson* Elfrieda H. Hiebert*
Ph.D. Northwestern University. Mathematics cogni- Ph.D., University of Wisconsin-Madison.
tion through the lenses of design-based frameworks Role of texts in reading acquisition and development
Paul R. Ammon (Emeritus) Susan D. Holloway*
Ph.D. Cornell University. Ph.D. Stanford University. Socialization and
Education and developmental psychology education of younger children in U.S. and abroad
Patricia Baquedano-López* Glynda Hull*
Marcia Linn Ph.D. University of California, Los Angeles. Language Ph.D. University of Pittsburgh. Written language,
socialization, literacy development, urban schooling technology and education, adult literacy
Professor, Cognition and Development
Lionel Chan John G. Hurst* (Emeritus)
Principal Investigator of projects Ph.D. University of California, Berkeley. Ph.D. Ohio State University. Democratic and
District finance and management environmental education; phenomenological methods
funded by the National Science
Cynthia E. Coburn* Claire Kramsch*
Foundation and Institute of Ph.D. Stanford University. Relationship of policy and Agrégation d’allemand. University of Paris–Sorbonne.
Education Sciences including practice; teachers’ work, urban schools, qualitative Sociocultural aspects of foreign language acquisition
CLEAR (Cumulative Learning using research methods Zeus Leonardo*
Embedded Assessment Results) Alisa B. Crovetti Ph.D. University of California, Los Angeles. Race
Ph.D., University of California, Berkeley. inequality, critical social theory, sociology of education
Neuro-psychological bases of learning disabilities; Marcia C. Linn*
Interests: Technology-enhanced relationship between metacognition and motivation Ph.D. Stanford University.
learning in science; design of interac- Anne E. Cunningham* Cognitive processes, science, computer instruction
tive visualizations; research method- Ph.D., University of Michigan. Cognitive consequences Judith Warren Little*
of literacy, reading processes and disabilities
ologies; cumulative learning; gender Ph.D. University of Colorado.
Christine M. Cziko Teachers’ work lives and careers, school reform
and science M.A. Lehman College, CUNY. English education Jabari Mahiri*
Andrea A. diSessa* Ph.D. University of Illinois, Chicago.
Students joining our program benefit Ph.D. Massachusetts Institute of Technology. Urban education, teacher professional development
Physics and computation cognition Richard McCallum
from valuable connections both on Kathleen Donohue Ph.D. University of California, Berkeley. Reading,
Ph.D., University of California, Berkeley. assessment, middle school, teacher education
campus and with local schools. We Teacher practices and peer rejection; deviance Kathleen E. Metz*
collaborate with faculty in computer Randi A. Engle* Ed.D. University of Massachusetts.
Ph.D. Stanford University. Development of scientific cognition in young children
science, engineering, mathematics, Classroom discussions in science and mathematics Heinrich Mintrop*
Eric Eslinger Ph.D. Stanford University.
physics, chemistry and biology to Ph.D. University of California, Berkeley. Educational policy, school improvement,
Self assessment in interactive learning accountability systems, cross-national studies
design learning environments and Sarah Warshauer Freedman* Erin Murphy-Graham
Ph.D. Stanford University. Ed.D. Harvard University.
curriculum materials. We partner Teaching and learning written language Gender and international education
with diverse local schools to take Bruce Fuller* Na’ilah Nasir*
Ph.D. Stanford University. Educational policy, Ph.D. University of California, Los Angeles.
advantage of dynamic, interactive school organization, comparative politics Learning, race and equity, identity, urban schools
Nina Hersch Gabelko Xiaoxia Newton*
visualizations, study student Ed.D. University of California, Berkeley. Ph.D. University of California, Los Angeles.
Academic Talent Development Program Program and policy evaluation, math education,
learning trajectories and explore Lisa García Bedolla* Learning, race and equity, identity, urban schools,
Ph.D. Yale University. Immigration and education, STEM pipeline issues
promising professional development political science, gender, race and ethnicity Larry Nucci
Maryl Gearhart* Ph.D. University of California, Santa Cruz
approaches. Ph.D. CUNY Graduate Center. Classroom assessment Child development
in elementary writing and mathematics P. David Pearson*
Bernard R. Gifford* Ph.D. University of Minnesota.
Ph.D. University of Rochester. Early literacy education and reading assessment
Policy analysis, technological education Daniel H. Perlstein*
W. Norton Grubb* Ph.D. Stanford University. History of education,
Ph.D. Harvard University. urban education, progressive education
Education policy, labor markets Kathryn E. Perry
Carolyn S. Hartsough Ph.D. University of California, Berkeley.
Ph.D. University of California, Berkeley. Hyperactivity Early school adjustment, student perceptions
disorder, measurement, program evaluation of schooling, teacher beliefs and practices
Director for Credential Programs
Sophia Rabe-Hesketh* Derek Van Rheenen
Ph.D. King’s College, London. Educational statistics, Ph.D. University of California, Berkeley.
multilevel and latent variable modeling Sport, culture and education; athletics and
Michael Ranney* academic excellence
Ph.D. University of Pittsburgh. Barbara Y. White*
Reasoning, learning, cognitive science and society Ph.D. Massachusetts Institute of Technology.
Rosaisela Rodriguez Science education: cognition, computers
Ph.D. University of California, Berkeley. Mark Wilson*
English language learners, development and literacy Ph.D. University of Chicago. Cynthia Coburn
Elisa Salasin Psychometrics and educational measurement Associate Professor, Policy,
Ph.D. University of California, Berkeley. Frank C. Worrell* Organization, Measurement, and
Developmental Teacher Education program Ph.D. University of California, Berkeley.
Adolescence, African Americans, cultural identities, Evaluation
Geoffrey B. Saxe*
Ph.D. University of California, Berkeley. social development, talent development Leadership for Educational Equity
Mathematical cognition in children Gary E. Yabrove
Alan H. Schoenfeld* Ph.D. University of California, Berkeley. Interest: The relationship between
Ph.D. Stanford University. Problem solving, Development of social cognition and moral instructional policy and teachers’
metacognition, mathematical cognition reasoning; children’s peer interactions
Daniel J. Zimmerlin
classroom practices in urban schools
Ph.D. University of California, Los Angeles. M.A. University of California, Berkeley. Master’s and
Education policy, urban schooling Credential in Science and Mathematics Education California is an incredibly
Ph.D. Stanford University. *Faculty designated to advise new doctoral students interesting, complex and important
History of education, urban school reform
place to study education policy,
B.A. Wayne State University. Skill formation, and the GSE is a rewarding place
training, work organization and global production
Richard Sterling to connect my research to practice.
Cand. Phil., New York University.
Teaching writing, urban schools I am privileged to teach and learn
Graduate School of Education faculty
David S. Stern (Emeritus)
Ph.D. Massachusetts Institute of Technology. are committed to addressing many of from fabulous doctoral students,
Education and work, resource allocation in schools
the most challenging educational many of whom are practitioners and
Ph.D. University of Rome, Ph.D. University of issues of our time. For a complete list policymakers who are experiencing
California, Los Angeles. Reading practices in
educational settings, communities and epochs of faculty, including their research these policy issues every day.
Lynda Tredway interests, courses, publications, honors
M.A. Catholic University. Principal leadership
and affiliations, visit the faculty
Ph.D. University of California, Los Angeles. website:
Educational equity, leadership, reform, urban schools
Ph.D. Yale University.
Social and cognitive development
Associate Professor, Language and Literacy, Society and Culture
Interests: Critical social analysis of race and education
Being surrounded by scholars and students at UC Berkeley and the GSE afford me
countless opportunities to push my understanding of race inequality in education.
ADMISSIONS FINANCIAL AID OPPORTUNITIES
Applications for Fall 2011 Admission Most doctoral or master’s degree students are eligible
Before applying, please check the GSE Admissions for some financial support, and financial assistance is
website for the latest information on program available in many forms, including the categories below.
Graduate Fellowships: Fellowships may provide a
A complete application for admission includes: stipend, fees and tuition to support the educational and
Graduate Application for Admissions and living expenses of graduate study. Although Berkeley’s
Fellowships 2011–2012 (online) Graduate School of Education has a strong fellowship
program, the number of awards is limited, and to be
Graduate School of Education Application
considered, you must be nominated by your program
Fall 2011 (online)
faculty. Applicants request fellowship consideration by
application fee for U.S. citizens and
$70 checking the appropriate box(es) on the first page of
permanent residents; $90 for all others the GSE Application for Admission and Fellowships,
Statement of purpose and personal history and by completing the forms required for specific
statement fellowships that are found in the Graduate Application
Three letters of recommendation for Admissions and Fellowships. The deadline to apply
for fellowships is December 3, 2010, if you are not
Two sets of official transcripts
currently a student in the School of Education.
Fellowship awards made through the University’s
Graduate Diversity Program are based on merit,
Application Deadlines financial need and contribution to diversity within the
December 3, 2010 for all programs except the School and University. Fellowship awards and student
Principal Leadership Institute and Leadership for loans require a Free Application for Federal Student
Educational Equity Program, which both have a deadline Aid (FAFSA) application. Please note that international
of January 7, 2011. All application materials for students are not eligible for federal financial aid.
admissions and fellowships, including GRE scores,
Teaching, Research and Work-Study Opportunities:
transcripts and letters of recommendation, are due
Some Graduate student researcher (GSR) and Graduate
by the deadline.
student instructor (GSI) positions are available to
graduate students. Applicants who
have been admitted to the School of
Registration Fees Education should ask their faculty
2010–2011 Graduate Student Fee Schedule
advisers about possible employment.
(fees are per semester and are subject to change)
These positions usually include
at least partial fee remission in
University Registration Fee 450.00 450.00
addition to a stipend. Graduate
Educational Fee 4,701.00 4,905.00
students can also earn work-study
Berkeley Campus Fee 250.75 250.75 funds for campus, departmental
Class Pass Fee — Transit 68.00 68.00 or other jobs related to their
Health Insurance Fee 1005.00 1005.00 educational objectives.
Nonresident Tuition Fee — 7,347.00 gse.berkeley.edu/appointments
Total $6,474.75 $14,025.75
FOR MORE INFORMATION
Student Academic Services
2009–10 Class Profile Graduate School of Education
University of California
Number by Degree 1607 Tolman Hall #1670
Master’s Students . . . . . . . . . . . . . . . . .37 Berkeley, CA 94720-1670
Master’s/Credential Students . . . . . . . 102 510-642-0841
Ed.D. Students . . . . . . . . . . . . . . . . . . . 36 E-mail: firstname.lastname@example.org
Ph.D. Students . . . . . . . . . . . . . . . . . . 227 Web: gse.berkeley.edu
Female . . . . . . . . . . . . . . . . . .293 (73%) gse.berkeley.edu/admin/sas/requirements.html
Male . . . . . . . . . . . . . . . . . . . .109 (27%)
Students of Color: gse.berkeley.edu/academic.html
Asian American . . . . . . . . . . . . . . 11% GSE Online Application:
African-American . . . . . . . . . . . . 11% gse.berkeley.edu/admin/sas/gseappform.html
Hispanic . . . . . . . . . . . . . . . . . . . . .9% UC Berkeley Graduate Division Online Application:
Age Range . . . . . . . . . . . 21– 65 years old www.grad.berkeley.edu/admissions/
Admitted Applicant Information
Financial Aid Websites
GPA of Admitted Applicants . . . . . . . 3.52
GSE Financial Aid:
Average GRE Scores of Admitted Applicants: gse.berkeley.edu/admin/sas/admissions/
Verbal . . . . . . . . . . . . . . . . . . . . .587 req_aid.html
Quantitative . . . . . . . . . . . . . . . . .669 Campus Financial Aid Office:
Analytical Writing . . . . . . . . . . . . .4.5 students.berkeley.edu/finaid
Geographical Distribution: Free Application for Federal Student Aid (FAFSA):
14 states and 10 countries fafsa.ed.gov
Published August 2010 Photo Credits
Student Academic Services Steven Cohen: p. 1 #1 and 4, p. 5, p. 6, p. 9, p. 10,
Editor: Steven Cohen p. 11 bottom, back cover #1 and 3
Graphic Design: Steven Cohen, Nina Zurier Anne Hammersky: Cover, inside cover, back cover, p. 1 #3
Steve McConnell: Page 1 #2
Photographs Bijan Yashar: p. 10 top
Front cover: Professor Andrea diSessa’s class
Back cover top, Tolman Hall and Education Psychology Library
Back cover from left: Oakland High teachers Lara Trale and
Aya Allen, UC Berkeley’s Sproul Plaza, Assistant Professor
Tina Trujillo with LEEP students
University of California
Graduate School of Education
1501 Tolman Hall
Berkeley, CA 94720–1670