2003-205 University Catalog spacer
California State University, ChicoTable of ContentsSearchDegreesCoursesScheduleHome spacer
 

Education Course Offerings

Please see the section on “Course Description Symbols and Terms” in The University Catalog for an explanation of course description terminology and symbols, the course numbering system, and course credit units. All courses are lecture and discussion and employ letter grading unless otherwise stated. Some prerequisites may be waived with faculty permission. Many syllabi are available on the Chico Web.

EDUC 100

Democracy and    2.0 EachTrm
Public Schooling in America

This course enhances awareness of the historical foundation, issues, and challenges of American public education within the context of a democratic society. The teacher candidate is assisted in developing, clarifying, and evaluating educational values and positions with the expressed purpose of becoming an active participant in determining the current and future direction of American public education. ABC/no credit grading only.

EDUC 102

Access and Equity in Education    3.0 Fa/Spr

Prospective teachers examine socio-political issues of education relative to current demographics of California schools, integration of multicultural education, and promotion of social justice. Candidates identify, analyze, and minimize personal and institutional bias and explore the complexities of living and teaching in a pluralistic, multicultural society. Candidates identify barriers English Learners experience in becoming full participants in the school program and strategies for assisting students in overcoming these barriers.

EDUC 198

Special Topics    1.0-3.0 Fa/Spr

This course is for special topics offered as 198A-C for 1.0 to 3.0 units respectively. Typically the topic is offered on a one-time-only basis and may vary from term to term and be different for different sections. See The Class Schedule for the specific topic being offered.

EDUC 199

Special Problems    1.0-3.0 Fa/Spr

This course is an independent study of special problems and is offered as 199A-C for 1.0 to 3.0 units respectively. Credit/no credit grading only.

EDUC 298

Special Topics    1.0-6.0 Fa/Spr

This course is for special topics offered as 298A-C for 1.0 to 3.0 units respectively. Typically the topic is offered on a one-time-only basis and may vary from term to term and be different for different sections. See The Class Schedule for the specific topic being offered.

Education Administration Course Offerings

EDAD 385

Communication Skills for the Administrator    3.0 Fa/Spr

Interpersonal communication is practiced, stressing the role of educational leader to improve knowledge and skills applicable to face-to-face communication; one’s own unique style of communication; group and organizational factors which affect that communication.

EDAD 386

Supervision and Professional Development    3.0 Fa/Spr

The philosophy, role, and techniques of supervision and staff development in the instructional program of elementary and secondary schools. The course is required for the preliminary administrative service credential. It is also open to all school personnel responsible for the improvement of instruction.

EDAD 387A

Supervised Field Experience    3.0 Fa/Spr

Prerequisites: faculty permission.

Guidance in selecting, organizing, interpreting, and reporting an administrative or supervisory experience with selected public school systems. Credit/no credit grading only.

EDAD 387B

Supervised Field Experience    3.0 Fa/Spr

Prerequisites: faculty permission.

Guidance in selecting, organizing, interpreting, and reporting an administrative or supervisory experience with selected public school systems. Credit/no credit grading only.

EDAD 387C

Administrative Field Experience:    3.0 Fa/Spr
Induction (Professional Credential)

Prerequisites: A preliminary Administrative Services Credential and employment in a position requiring this credential; faculty permission.

Guidance in self-assessment, development of a professional growth plan and other induction activities such as goal setting, development of a professional portfolio, and participation in group seminars. This course requires the designation of a local educational mentor who has successful school district administrative experience and an administrative credential. Credit/no credit grading only.

EDAD 387D

Administrative Field Experience:    3.0 Fa/Spr
Assessment (Professional Credential)

Prerequisites: Successful completion of EDAD 387C; faculty permission.

Summative assessment and evaluation of field experience including progress review of the candidate’s professional growth plan and portfolio competition in consultation with the candidate’s university adviser and site mentor. Credit/no credit grading only.

EDAD 390A

Management of Funds and Facilities    3.0 Fall

Practical aspects of school support and revenue; California school apportionment system; financial problems of schools and capital outlay.

EDAD 391

The Principalship    3.0 Fall

Role of the principal; program development; staff and curriculum development and supervision; community relationships and responsibilities; legal aspects; budget and finance; vocational and adult education.

EDAD 392

Problems of School District Administration    3.0 Fall

Prerequisites: California Preliminary Administrative Services Credential.

An analysis of the role of district-wide administrators in the areas of instruction, evaluation, staff development, fiscal management, and management of human and material resources. The class will be structured to meet special needs of those enrolled.

EDAD 393

The Law and Education    3.0 Fall

An examination of the effect of school law upon public school personnel. Open to teachers and administrators. Special emphasis will be given to the areas of liability, contracts, tenure, and pupil-parent-teacher rights.

EDAD 393A

School Site Instructional Leadership    3.0 Fa/Spr

Prerequisites: California Preliminary Administrative Services Credential.

This course will assist educational administrators in identifying and strengthening effective instructional leadership abilities.

EDAD 393B

Implementing Instructional    3.0 Fa/Spr
Strategies at the School Site

Prerequisites: California Preliminary Administrative Services Credential.

This course is designed to strengthen the capabilities of aspiring and practicing school administrators in creating and maintaining schools which maximize student success. Administrators will learn techniques for incorporating excellence into instructional programs.

EDAD 394

Leadership in Personnel Administration    3.0 Spring

Prerequisites: California Preliminary Administrative Services Credential.

This course is designed to be a component of the Professional Administrative Credential (Second Tier). Using case study and problem based learning strategies, students will investigate issues and develop skills related to hiring, developing and evaluating credentialed and classified staff for effective schools. Topics such as professional development, legal issues in hiring, discipline and termination, and evaluation of the marginal employee will be included.

Education-Bilingual/Multicultural Education Course Offerings

BLMC 189A

Experiences with Migrant Children    3.0 Fall

See description below.

BLMC 189B

Experiences with Migrant Children    3.0 Spring

Prerequisites: Open to students enrolled in CSU, Chico Mini-Corps, bilingual or bicultural programs, or on recommendation by a faculty member in cases where a special need for familiarity with the problems of migrant children is thought to exist.

BLMC 189A-BLMC 189B: Study of characteristics of migrant families, special methods and materials for teaching bilingual/bicultural children; problems of bilingual/bicultural students; problems of evaluating bilingual/bicultural education; and culture awareness.

BLMC 218

The Language and Communication    3.0 Fall
Skills of English Learners

Prerequisites: A Multiple or Single Subject Credential or faculty permission.

Study of special needs of language minority children related to communication skills, ESL/Bilingual, and language arts curriculum areas in elementary school. The value of language, with emphasis on English sounds, words, and sentences as they affect dialects and social standards, will be introduced. The interrelatedness of language processing as it incorporates children’s literature will be discussed.

BLMC 219

Bilingual Teaching Competence: Language    3.0 Fa/Spr

Prerequisites: SPAN 104A or equivalent; faculty permission.

This course is taught entirely in Spanish. It is designed to develop bilingual teacher competence in the area of language. The primary goals are to develop language skill in content areas such as mathematics, science, and social studies, and to enhance the language proficiency of bilingual teachers in communication with parents, faculty, and staff. This course will also focus on teaching methodology in each of the content areas. You may take this course more than once for a maximum of 6.0 units.

BLMC 236

Introduction to Multicultural Education    3.0 Fa/Spr

Examination of ways in which socio-cultural factors influence teaching/learning process for students in all classrooms. Emphasis on approaches and strategies for integrating cross-cultural concepts into content areas, evaluating instructional materials, and developing curriculum.

BLMC 372

Methods and Strategies for Second Language    3.0 Fa/Spr
Acquisition and Academic Development

Prerequisites: Possess a single or multiple subjects credential, or faculty permission.

A study of strategies and methodologies used for teaching in a classroom setting structured to meet the needs of English language learners, including specifically designed academic instruction delivered in English. Bilingual/Crosscultural models will be analyzed. The models provided will allow for implementation in varied teaching situations.

BLMC 374

Development of Curriculum and Materials    3.0 Fall
for Bilingual/Multicultural Education

Prerequisites: Possess a single or multiple subjects credential, or faculty permission.

Current theory in Bilingual/multicultural education as it relates to the development of integrated curriculum for the bilingual/multicultural classroom. Factors to consider when developing and assessing curriculum and instructional materials. This course is taught in Spanish.

BLMC 389A

Practicum in Language, Culture, and    1.0 Fa/Spr
Academic Development for the Practicing Professional

This course provides the practicing professional with the opportunity to place into practice newly developed understandings of diverse cultures and languages. The practicing professional will develop and implement newly acquired understanding of strategies, methodologies, and approaches to teaching a second language. Opportunities will be designed to allow the practicing professional to receive feedback and coaching to hone newly acquired skills and abilities through peer-coaching models. This course is designed to be taken in conjunction with BLMC 218, BLMC 236, and BLMC 372. AB/no credit grading only.

BLMC 389C

Practicum in Language, Culture, and    3.0 Inquire
Academic Development for the Practicing Professional

This course provides practicing professionals with the opportunity to place into practice newly developed understanding of diverse cultures and languages. The practicing professional will develop and implement newly acquired understanding of strategies, methodologies, and approaches to teaching a second language. Opportunities will be designed to allow the practicing professional to receive feedback and coaching to hone newly acquired skills and abilities through peer coaching models.

Education-Curriculum and Instruction Course Offerings

EDCI 010

Field Experience with Youth    1.0-2.0 Fa/Spr

Prerequisites: Faculty permission.

Selected experience related to educational and social interaction with youth. Offered as EDCI 010A-C for 1.0, 1.5, or 2.0 units respectively. Thirty to 60 hours of interaction with designated youth. Verified field experience in a school setting satisfies item I of “Other Prerequisites to the Professional Preparation Program.” Field Experience with Youth, through EDCI 010A, EDCI 010B, or EDCI 010C, may be taken for a maximum of 6.0 units. Sign up at the CAVE office. Credit/no credit grading only. You may take this course more than once for a maximum of 6.0 units.

EDCI 010A

Field Experience with Youth    1.0 Fa/Spr

Prerequisites: Faculty permission.

Selected experience related to educational and social interaction with youth. Consists of 30 hours of interaction with designated youth. Verified field experience in a school setting satisfies item I of “Other Prerequisites to the Professional Preparation Program.” Field Experience with Youth, through EDCI 010A, EDCI 010B, or EDCI 010C, may be taken for a maximum of 6.0 units. Sign up at the CAVE office. Credit/no credit grading only. You may take this course more than once for a maximum of 5.0 units.

EDCI 010B

Field Experience with Youth    1.5 Fa/Spr

Prerequisites: Faculty permission.

Selected field experience related to educational and social interaction with youth. Consists of 45 hours of interaction with designated youth. Verified field experience in a school setting satisfies item I of “Other Prerequisites to the Professional Preparation Program.” Field Experience with Youth, through EDCI 010A, EDCI 010B, or EDCI 010C, may be taken for a maximum of 6.0 units. Sign up at the CAVE office. Credit/no credit grading only. You may take this course more than once for a maximum of 4.5 units.

EDCI 010C

Field Experience with Youth    2.0 Fa/Spr

Prerequisites: Faculty permission.

Selected experience related to educational and social interaction with youth. Consists of 60 hours of interaction with designated youth. Verified field experience in school setting satisfies item I of “Other Prerequisites to the Professional Preparation Program.” A maximum of 6.0 units of credit may be taken of EDCI 010A, EDCI 010B, or EDCI 010C. Sign up at the CAVE office. Credit/no credit grading only. You may take this course more than once for a maximum of 4.0 units.

EDCI 089

Education Field Experience    1.0-3.0 Inquire

This course is a field experience offered as 089A-C for 1.0 to 3.0 units respectively. You must register directly with a supervising faculty member. A field experience in education, designed to introduce students to practical classroom experiences early in their college careers. Regularly scheduled meetings will provide a setting wherein the students can discuss their pre-kindergarten, elementary, secondary, or community college experience in the classroom. A maximum of 3 units may be earned for any combination of EDCI 089A, EDCI 089B, and EDCI 089C. Credit/no credit grading only.

EDCI 251

Methods and Materials for     3.0 Fa/Spr
Environmental Education

Prerequisites: BIOL 142 or GEOS 030 or equivalent.

Experiential-oriented survey of methods and materials for teaching environmental concepts in schools, communities, nature centers, camps, and parks. Exposure to history, theory, philosophy, and goals of environmental education programs. 2.0 hours lecture, 2.0 hours activity. Special fee required; see The Class Schedule.

This course is the same as RECR 251 which may be substituted.

EDCI 275

Use of Computers and Instructional Media    3.0 Inquire
Throughout the Curriculum I

Prerequisites: CSCI 010 (may be taken concurrently).

Introduction to use of instructional media, including computers, in schools. Addresses the use of computers in teachers’ managerial duties, such as record keeping and communicating with students, parents, and colleagues. A wide range of instructional media is examined, including print media, realia, instructional games and simulations, photography, audio and video recordings, models, etc. Practical application of “best practices” in teaching is emphasized.

EDCI 283

Professional Strategies for    3.0 Fa/Spr
Early Career Teachers

Prerequisites: Admission to the Beginning Teacher Support and Assessment Program (BTSA).

Professional development seminars for new teachers focusing on planning and designing instruction, delivering instruction to all students, organizing and managing the classroom, diagnosing and evaluating student learning and participating as a member of a learning community. Credit/no credit grading only.

EDCI 289

Beginning Teacher Support and    3.0 Fa/Spr
Assessment Practicum

Prerequisites: Admission to the Beginning Teacher Suppport and Assessment Program (BTSA).

Professional development for teachers in their first and second years of teaching supported by a collegial coaching relationship. New teachers are guided in reflective practice and self-assessment. Credit/no credit grading only.

EDCI 313

Art for the Classroom Teacher    3.0 Inquire

Prerequisites: faculty permission.

This course focuses on the pedagogy of teaching two-and three-dimensional art in the classroom and integrating art with other subjects in the K-12 curriculum. Lesson planning, teaching strategies, and course assignments are aligned with the expectations of state and national arts standards.

EDCI 314

Creativity Trends in Education    3.0 Fall

Prerequisites: faculty permission.

Historical attitudes and associated theories of creativity provide a basis for reviewing current educational models of creativity. Personal creative abilities and techniques for planning, organizing, and implementing K-12 lessons are addressed. The course is cross-curricular in design and provides opportuities for the student to make educational comparisons and discoveries on an academic and personal level.

EDCI 322

Postsecondary Education in the    3.0 Inquire
Community College and Workplace

Designed for educators working at a postsecondary level. Course participants will explore various models of curriculum design and basic principles of administration and teaching. In the context of that framework, students will design a series of short-and long-term educational experiences relevant to students of their respective disciplines. Appropriate for teachers and administrators seeking to refine educational practice and/or redesign curriculum and administration frameworks.

EDCI 334

Assessment and Evaluation of Learning    3.0 Fall

Develops an understanding of assessment of learning, focusing on assessment instruments, design of multidimensional assessments, and appropriate use of assessment techniques and the data derived from them.

EDCI 336

Curriculum Development and    3.0 Fall
Instructional Design

Introduction to current processes and practices of curriculum development, instructional design, implementation, and assessment. Emphasis is on applications of processes to curriculum decision making in districts, schools, and classrooms.

EDCI 336A

Curriculum Development and Instruction:    3.0 Inquire
Arts

Prerequisites: Faculty permission.

This online course features teaching strategies and activities in the arts that support integration with other curriculum areas. Addresses the many aspects of arts in our world, as well as how these aspects become powerful learning tools for teachers and their students. Examination of current state and national standards.

EDCI 336B

Curriculum Development and Instruction:    3.0 Inquire
Secondary English

Prerequisites: Faculty permission.

Curriculum development and new instructional practices for teaching English in middle and secondary schools, with emphasis on the teaching of writing. Examination of current state and national practices. Formerly EDCI 236E.

EDCI 336C

Curriculum Development and Instruction:    3.0 Inquire
Mathematics Education

The teaching and learning of mathematics will be examined. Guidelines for developing curriculum and improving instruction in the learning of basic mathematics, problem solving, math investigations, use of current technology, interdisciplinary instruction, and assessment. Each participant will complete a focused investigation designed to enhance his or her mathematics teaching abilities. Examination of current state and national standards. Formerly EDCI 316B.

EDCI 336D

Curriculum Development and Instruction:    3.0 Inquire
Science

This online course focuses on curriculum development theory, techniques, and practices in science education and applications of instructional strategies for improvement of K-12 science learning. Examination of current state and national standards.

EDCI 336E

Curriculum Development and Instruction:    3.0 Inquire
Social Studies

An examination and evaluation of current and historical trends and issues in social studies education. Students will construct a rationale to support curriculum and instructional decisions for the education and development of young democratic citizens. Examination of current state and national standards.

EDCI 337

Advanced Interdisciplinary Education    3.0 Inquire

In-depth understanding of interdisciplinary education, including development of a rationale and examination of interdisciplinary education in elementary and secondary schools. Participants will apply techniques and discover resources for developing and teaching interdisciplinary curricula.

EDCI 342

Advanced Classroom    3.0 Inquire
Organization and Management

This course explores the proactive and reactive characteristics of a variety of classroom management models. Participants create effective organizational and management systems and learn to diagnose behavior problems.

EDCI 355A

Administration of School Media Centers    3.0 Fall

Philosophy and objectives of school media center programs; planning, organizing, adminstering, and coordinating the program with the curriculum of the school; standards for evaluation of programs; development of automated library systems.

EDCI 355B

Organization of Materials    3.0 Fall

Study of the purpose, history, and principles of access to information through bibliographic organization, description, and subject analysis; applications of classification schemes, subject headings, and MARC formats; automated library systems, as applied in school library media centers.

EDCI 356A

Information Access    3.0 Spring

Emphasis on search strategies for finding information; selection and evaluation of information sources, multimedia, CD-ROMS, databases; techniques of access to electronic information sources and networks; issues related to information services, the information industry, and information management, as applied in school library media centers.

EDCI 356B

Collection Development:    3.0 Spring
Selection and Acquisition of Resources

Principles and policies of selection; building and maintaining collections; appraisal and use of bibliographic aids, reviews, and other information sources; the current publishing and media-producing world; censorship and copyright issues.

EDCI 374

Computer Graphics and    3.0 Inquire
Presentation in the K-12 Curriculum

This course addresses the creation of graphics and ways of including graphics in a range of presentation formats used in the K-12 curriculum. Participants will use paint and graphic programs, digitize and convert images and formats for the Web, scan, make computer slide presentations, develop hypermedia, and do basic Web page construction for online displays.

EDCI 375

Use of Computers and Instructional    3.0 Inquire
Media Throughout the Curriculum II

Prerequisites: EDCI 275.

Examination of theoretical foundations and practical applications of instructional media, including computers, in schools. Also addresses computer use in teachers’ managerial duties. Instructional media is developed and evaluated, including print media, realia, instructional games and simulations, photography, audio and video recordings, models, etc.

EDCI 383

Analysis of Instruction    3.0 Spring

Applications of principles and practices used in the observation of classroom instruction. The collection and analysis of systematic and objective data are applied to classroom-based inquiry and clinical supervision processes. May be repeated once for credit by National Board Certification candidates with permission of the department graduate coordinator.

EDCI 384

Supervised Experience in    3.0 Fa/Spr
School Library Media Centers

Prerequisites: EDCI 355A and EDCI 355B or equivalent; faculty permission.

Supervised practice in a school library media center for at least 12 hours per week for one semester. Credit/no credit grading only.

EDCI 389

Professional Field Experience    3.0 Inquire

Specially designed and supervised field experience activities through coaching or mentoring, appropriate to the level of expertise and profession. Participants enhance competencies related to instruction, curriculum, assessment, and management. Credit/no credit grading only.

Education-Foreign/Second Language Course Offerings

EDSL 317

Interaction in the Classroom:     1.0 Fall
Language in the Teaching/Learning Process

Prerequisites: Basic teaching credential or concurrent enrollment in a multiple or single subject Professional Preparation Program, or faculty permission.

Examination of communication in the classroom. Focus is on the verbal and non-verbal interaction of teachers and learners and its impact on the instructional process.

EDSL 335F

Current Research and Developments in    3.0 Spring
Foreign/Second Language Education

Theories of language acquisition and applications of research. This course focuses on linguistic, psychological, sociocultural, historical, and legal bases of foreign language and English as a second language.

EDSL 335T

Foreign/Second Language Education:     3.0 Spring
Testing and Assessment Practices

Assessment, diagnosis, and evaluation of foreign/second language skills and proficiency. Emphasis on formal and informal assessment techniques. Course is intended primarily for Language Development and Bilingual Specialists, foreign language and ESL teachers.

EDSL 337F

Curriculum Development:    3.0 Fall
Foreign Languages/ESL

Articulation of curriculum theory and practice in foreign languages and English as a second language. Focus on examination of instructional programs, techniques, and materials as well as classroom organization.

EDSL 371

Foreign/Second Language Teaching:    3.0 Fa/Spr
Methods

Survey of innovative approaches to foreign/second language teaching. An overview of theory and practice in the field, highlighting methods for the development of comprehension and communication skills. Humanistic techniques, teaching the cultural context of language use, and language testing are also included.

Education-Master’s Degree Course Offerings

EDMA 303

Foundations of Education    3.0 Spring
for English Learners

Prerequisites: Possess a multiple or single subjects credential or faculty permission.

A study of the rationale and history of bilingual education. Foundation aspects of American education include legal, social, political, legislative, financial, amd other related topics, with particular emphasis on how these areas interface with bilingual/multicultural issues.

EDMA 304

Foundations of Democratic Education    3.0 Inquire

This course examines current and historical issues related to supporting the important relationship between democracy and public education. The concepts of democracy and democratic school and classroom practice are explored.

EDMA 305

Seminar in Anthropology in Education    3.0 Inquire

Articulation of cultural anthropology and education. Education viewed as a cultural process. Cross-cultural perspectives for the public school teacher. Formal and informal education as seen in selected ethnographies. The educational institution as an object for anthropological study.

EDMA 307

Seminar in Comparative Education    3.0 Inquire

A comparative study of the present educational systems in various parts of the world in terms of aims, methods of support, organizational patterns, curricula, classroom practices, teacher preparation, critical issues, and promising trends.

EDMA 335A

Introduction to Inquiry in Education    3.0 Fa/Spr

Prerequisites: CSCI 010 or experience using computers; faculty permission.

This seminar focuses on the knowledge and skills educators need as consumers and producers of educational research. Development of basic skills required for understanding, planning, and executing a research study; introduction to descriptive and inferential statistics. This course should be taken early in the MA degree program.

EDMA 335B

Research Seminar in Education    3.0 Fa/Spr

Prerequisites: EDMA 335A; faculty permission.

Assists in the development of research proposals and the communication of research. Master’s candidates gain insight into the conduct of educational research, develop the proposal for their thesis or project, and draft a summary of related previous research. This course should be taken just before beginning a master’s thesis or project.

EDMA 335C

Synthesizing Experience in Education    3.0 Fa/Spr

Prerequisites: Advancement to candidacy in the MA in Education degree or permission of instructor.

A study of the major themes of the MA in Education program. This course is open to all MA students; however, it is a preparation course for the MA in Education comprehensive exam. Students taking the comprehensive exam must register for this course in the final semester of their program. The exam is given as part of the course. Credit/no credit grading only.

EDMA 397

Special Studies in Education    1.0-3.0 Fa/Spr

This course is for special topics offered as 397A-C for 1.0 to 3.0 units respectively. Typically the topic is offered on a one-time-only basis and may vary from term to term and be different for different sections. See The Class Schedule for the specific topic being offered.

EDMA 398

Independent Study    1.0-3.0 Fa/Spr

This course is a graduate level independent study offered as 398A-C for 1.0 to 3.0 units respectively.

EDMA 399

Master’s Study    1.0-6.0 Fa/Spr

This course is a master’s study offered as either a Master’s Thesis, identified as 399A-F for 1.0 to 6.0 units respectively, or as a Master’s Project, identified as 399G-L for 1.0 to 6.0 units respectively. You must register directly with a supervising faculty member. A Master’s Project is an alternative terminal project as partial fulfillment of the requirements for a master’s degree. In some cases the format of an MA study is most appropriately handled under the designation of project. The project is the creation of a product that has a purpose beyond the study; e.g., handbook, curriculum guide, video tape, video slide presentation, etc. A project requires a bound companion document which explains the project’s creation and development.

Education-Reading/Language Arts Course Offerings

RDGL 154A

Literature for Young Children    3.0 Fall

An introductory survey of stories and poetry appropriate for pre-school children and children in the early primary grades. Techniques of teaching and presentation. Attention to the relationship between developmental characteristics of young children and appropriate experience with literature. Recommended for majors in Child Development and students specializing in early childhood education.

RDGL 254A

Literature for Children    3.0 Fa/Spr

A study and critical examination of traditional and modern literature appropriate for the elementary school; criteria for curriculum development; teaching literature to children. Recommended for Multiple Subject credential candidates.

RDGL 254B

Literature for Adolescents    3.0 Inquire

A critical examination of traditional and modern literature appropriate for secondary schools; development of curriculum in literature; approaches to teaching selected literary works.

RDGL 254M

Literature for a Multicultural World    3.0 Fall

Multicultural literature is central to helping students understand themselves and the world in which they live. This survey course will address how to identify, select, and evaluate appropriate literature. This course will include study of how to implement and use multicultural books with children who are native English speakers as well as those who are English language learners. Intended for those interested in teaching at elementary, middle, and high schools.

RDGL 318

Integrated Language Arts    3.0 Spring

Strategies for implementing a language arts program that integrates reading, writing, speaking, and listening. Study of current theory and practice of teaching language arts. Includes study of State of California English-language Arts and Reading Frameworks. Appropriate for Liberal Studies students, graduate students in Education, and teachers in the field.

RDGL 354A

Seminar in Literature for Children    3.0 Inquire

Prerequisites: RDGL 254A or teaching experience.

For the advanced student wishing to pursue research in the field of literature for children; problems of curriculum development; cooperative roles of teachers and librarians.

RDGL 357B

Books for Young Adults    3.0 Spring

Designed and recommended for junior and senior high school teachers, reading specialists, and librarians who want to become familiar with the books and magazines popular with young adults today. Seminar will cover the young adult novel, transition books, and selected types of adult fiction. Guidelines, policies, sources, and trends relating to choosing books for young adults will be included. This course has been approved for the Library Services program.

RDGL 358

Seminar in Teaching Content Reading Skills    3.0 Inquire

Examination of the professional literature, practices, and materials for science, math, social sciences, etc. The course content will focus on informal assessment instruments and techniques, teaching content vocabulary, study techniques for improving comprehension, and reading versatility. Appropriate for teachers of grades 4-14. 2.0 hours seminar, 2.0 hours workshop.

RDGL 359

Methods and Materials for    3.0 Inquire
Elementary School Reading Instruction

Prerequisites: EDTE 228 series or EDTE 246 series.

Examination in depth of various methods and materials for teaching reading in the elementary school. Evaluation of outcomes of reading programs. Supervised practice in specific techniques. Analysis of ways to integrate the four language arts as well as the various methods and materials. 2.0 hours seminar, 2.0 hours workshop.

RDGL 360

Introduction to Major Issues    3.0 Fall
in the Teaching of Reading

Prerequisites: RDGL 358 or RDGL 359 or faculty permission.

Survey of current theory and research related to reading, thinking, and learning as it pertains to principles and practices of teaching reading/language arts to learners in grades K-14. This course provides experience in locating, using, and analyzing selected professional literature and teaching materials. 2.0 hours seminar, 2.0 hours workshop.

RDGL 361A

Seminar in Individual Diagnosis in Reading    3.0 Fall

Prerequisites: faculty permission.

Analysis of selected individual tests of reading and reading-related abilities. Evaluation of selected case studies. Introduction to selected interview techniques and interpersonal skills needed in working with students, teachers, families, school psychologists, and other school personnel concerned with the testing of individuals and groups of students. Supervised practice in selecting, constructing, administering, and interpreting individual measures of reading ability.

RDGL 361B

Techniques and Materials for    3.0 Spring
Individual Instruction in Reading

Prerequisites: Faculty permission.

Evaluation of practices and materials suitable for teaching reading to individuals of all ages, preschool through adult, and at all levels of ability — clinical, remedial, corrective, developmental, and gifted. Emphasis on how to match instruction to the abilities of the individual learner.

RDGL 361E

Clinical Practice in Reading: Diagnosis    1.0 Fa/Spr

Prerequisites: Faculty permission.

Offered as RDGL 361E,F,G for 1-3 units respectively: Supervised practice in the diagnosis of individuals with reading difficulties; use of standardized and informal measures of reading-related abilities; writing case reports; developing skills for working with school personnel, family members, and individual students; conducting parent and school conferences; ethics of clinical practice. May be used toward a master’s degree or Reading Specialist Credential. You may take this course more than once for a maximum of 6.0 units.

RDGL 361H

Clinical Practice in Reading: Instruction    1.0 Fa/Spr

Prerequisites: Faculty permission.

Offered as RDGL 361H,I,J for 1-3 units respectively: Supervised practice in the instruction of individuals with reading difficulties; use of selected materials and methods based on diagnosed abilities and interests; use of clinical case reports; practice in conducting parent and school conferences; study of individual case progress with other professionals; writing of tutorial reports and recommendations for use by the home and school. May be used toward a master’s degree or Reading Specialist Credential.

RDGL 362

Advanced Seminar:    3.0 Spring
Curriculum and Research in Reading

Evaluation and critique of research literature on the teaching of reading, with emphasis on psychological factors and principles of learning in reading instruction. Recommended for the reading consultant, specialist, or supervisor.

RDGL 363

Seminar in New Trends in Teaching Reading    3.0 Inquire

Review of current literature, and examination and evaluation of current methods and materials in teaching reading; a study of controversial issues in reading instruction. For administrators, supervisors, consultants, and the experienced teacher.

RDGL 364

Seminar in Classroom Reading    3.0 Fa/Spr
Diagnosis and Remediation

Prerequisites: RDGL 358 or RDGL 359.

A critical examination of remedial techniques and materials used in teaching. An examination of the relationships between evaluation of reading test results and instructional practices. 2.0 hours seminar, 2.0 hours workshop.

RDGL 389R

Internship in Teaching of Reading    3.0 Fa/Spr

Prerequisites: faculty permission.

Supervised internship in selected aspects of reading development, including diagnostic practices, administration, supervision, and design of reading curriculum in schools; evaluation, in-service leadership, and treatment of reading problems.

Education-Special Education Course Offerings

SPED 143

Overview of Special Education    3.0 Fa/Spr

This is a survey course recommended for students interested in all types of exceptional learners and a prerequisite to professional preparation programs in the Department of Professional Studies in Education. Content includes (1) an overview of the characteristics, identification, and educational needs of special populations, (2) social, familial, biological, historical, cultural, economic, political, and legal contexts in which special education occurs, and (3) characteristics of effective programs. Includes a service learning experience.

SPED 189C

Field Experience in Education    3.0 Fa/Spr
of Exceptional Students

Open to all students in practicum experience in schools with exceptional students. Introductory experiences in general and special education classroom settings. Guided observations and exposure to varied educational environments and practices in teaching to diversity.

SPED 216G

Teaching the Gifted and    3.0 Inquire
Talented Student (GATE)

Prerequisites: Teaching, counseling, or administrative credential.

Addresses requirements of legislature related to the gifted and talented, giving attention to the “differentiated competencies” of teachers, counselors, and administrators who work with gifted students (K-12). Additional emphases: characteristics of gifted students, suitable learning models, components of “qualitatively different” curriculum, and integration of gifted students into regular classrooms.

SPED 229A

General and Special Education    2.0 Fall
Methods for Teaching Mathematics

Prerequisites: Admission to Special Education professional preparation program or faculty permission.

This course focuses on strategies and methodologies of elementary school instruction in mathematics for general and special education. Prospective teachers examine relevant learning theory, practices, current research, recommendations, and state and national standards and framework documents pertaining to mathematics instruction. Included are strategies integrating modern technologies, problem solving, and manipulations. Practice in writing, delivering, and evaluating mathematics lessons and utilizing appropriate assessment practices.

SPED 229B

Curriculum and Instruction:    3.0 Fa/Spr
Emphases for Inclusive Settings

Prerequisites: SPED 143, SPED 298C. Recommended: senior standing.

This course focuses on the principles and practices of elementary school instruction in language arts, fine arts, mathematics, science, and social studies and national and state curriculum and subject matter standards. It includes selecting appropriate instructional strategies, lesson planning, assessment, service learning, writing goals and objectives, and methods for enhancing critical thinking and content area reading skills to meet the educational needs of culturally and linguistically diverse students. ABC/no credit grading only.

SPED 229D

Methods for Teaching    3.0 Fall
Science/Social Science/Arts:
General and Special Education

Prerequisites: Admission to Special Education teacher preparation program or faculty permission.

This course addresses the major themes and basic fields of study underlying science, social science, and fine arts, K-6, and includes the instructional strategies, materials, and assessment formats that allow students to investigate areas of study. Fields of science history/social science and fine arts include the content standards for California public schools, current research, and national curriculum documents.

SPED 244C

Collaboration in Education and    2.0 Fa/Spr
the Helping Professions

Prerequisites: SPED 143, SPED 289C. Senior standing is recommended.

Roles and relationships of families and professionals involved in the special education service delivery process. Emphasis on developing professional communication with administrators, regular education personnel, specialists, paraprofessionals, district personnel. Pre-referral services and interactions, student study/student success teams, IEP/ITP teams and co-teaching models. For child development majors, an additional unit of intership credit is recommended.

SPED 245A

Management of Learning Environments    2.0 Spring

Prerequisites: SPED 143, SPED 289C. Recommended: senior standing.

This course focuses on the management of safe and effective learning environments and facilitates positive self-esteem and self-advocacy for all learners. It includes knowledge of behavior management models, varying communication styles that impact learning and strategies for promoting behavior that is positive and self-regulatory.

SPED 245B

Behavior Management    2.0 Fall

Prerequisites: SPED 245A and admission to Special Education professional preparation program.

This course focuses on establishing and maintaining an educational enrironment where interventions are positive, proactive, and respectful of students. It includes the knowledge and skills in designing and implementing positive behavior support plans and intervention based on functional analysis assessments.

SPED 284

Intern Preservice and Orientation    1.0 Fa/Spr

Preservice for special education interns. Orientation to on-the-job training program, philosophy and goals. Introduction to special education legislation, structures, content. Practice in planning and managing a special education classroom and in maintaining student files. Credit/no credit grading only.

SPED 285E

Practicum-Special Education    3.0 Fa/Spr

Prerequisites: Admission to Special Education Professional Preparation Program or faculty permission.

Practicum experience in special education settings. Early development of teaching skills and knowledge, assessing needs of the exceptional student and his/her academic progress, adapting classroom management techniques, and participating in collaborative activities. Credit/no credit grading only.

SPED 285F

Student Teaching-Multiple Subject    8.0 Fa/Spr

Prerequisites: Admission to Special Education Preparation Program or faculty permission.

Student teaching experiences in general education, cross-cultural settings. Development of teaching skills and knowledge, including assuming responsibility for total class instruction, assessing diverse student needs, implementing classroom management techniques, designing and implementing lesson plans and units of instruction, and participating in collaborative professional school activities.

SPED 285L

Supervised/Student Teaching-    8.0 Fa/Spr
Mild/Moderate Disabilities

Prerequisites: Admission to Special Education Preparation Program, completion of generic component of the Special Education Program; faculty permission.

Enrollee participates in, and gradually assumes full responsibility for, instruction of students with mild/moderate disabilities. Credit/no credit grading only.

SPED 285M

Student Teaching-Mild/Moderate Disabilities    5.0 Fa/Spr

Prerequisites: Completion of generic component of the Special Education Program and faculty permission.

Enrollee participates in, and gradually assumes full responsibility for, instruction of students with mild/moderate disabilities. Credit/no credit grading only.

SPED 285R

Field Experience-    6.0 Fa/Spr
Early Childhood Special Education

Prerequisites: Faculty permission.

Candidates work with pupils with disabilities within a variety of early childhood settings, from birth through pre-kindergarten. Credit/no credit grading only.

SPED 285S

Supervised/Student Teaching-    8.0 Fa/Spr
Moderate/Severe Disabilities

Prerequisites: Admission to Special Education Preparation program, completion of generic component of the Special Education program, faculty permission.

Enrollee participates in, and assumes full responsibility for, instruction of students with moderate/severe disabilities. Credit/no credit grading only.

SPED 285T

Fieldwork-General Education    3.0 Fa/Spr

Prerequisites: Admission to Special Education Professional Preparation program or faculty permission.

Field practicum in general education cross- cultural setting. Development of awareness of the general education curriculum, instruction, and management, teaching skills and knowledge, assessing diverse student needs and academic progress, adapting classroom management techniques, and participating in collaborative activities. Credit/no credit grading only.

SPED 285U

Student Teaching-    5.0 Fa/Spr
Moderate/Severe Disabilities

Prerequisites: Completion of generic component of the Special Education Program and faculty permission.

Enrollee participates in, and gradually assumes responsibility for, instruction of students with moderate/severe disabilities. Credit/no credit grading only.

SPED 289A

Field Experience-    1.0 Fa/Spr
General and Special Education

Prerequisites: Admission to Special Education professional preparation program or faculty permission.

Students enrolled in this course will participate in introductory field experiences in general and special education classroom settings. The course will include guided observations and exposure to varied educational environments and practices in teaching to diversity, and participating in special education and integrated regular education settings, preschool to adult levels. Settings include programs in schools and agencies that provide services to students of six categories of exceptionalities, including those from culturally and linguistically diverse populations. 2.0 hours workshop.

SPED 289C

Field Experience-    3.0 Fa/Spr
General and Special Education

Prerequisites: Concurrent enrollment in or prior completion of SPED 143.

Students enrolled in this course will participate in introductory field experiences in general and special education classroom settings. The course will include guided observations and exposure to varied educational environments and practices in teaching to diversity, and participating in special education and integrated regular education settings, preschool to adult levels. Settings include programs in schools and agencies that provide services to students of six categories of exceptionalities, including those from culturally and linguistically diverse populations. ABC/no credit grading only.

SPED 289I

Mentored Support/Induction    3.0 Fa/Spr
and Professional Assessment

Prerequisites: faculty permission.

Guidance, support, and assistance for special education interns and Level II candidates. University adviser facilitates the local support network and functions as a resource and communication link among candidates, support providers, and university faculty. Credit/no credit grading only.

SPED 343

Mainstreaming    3.0 Fa/Spr

Overview of history, trends, and legal mandates concerning mainstreaming. Alternative forms of mainstreaming and use of specialized curriculum and strategies for the exceptional child in the regular classroom. Review of research and evaluation of mainstreaming.

SPED 344C

Collaboration in Education    3.0 Spring

Prerequisites: Admission to Special Education Professional Preparation program or faculty permission.

Roles and relationships of families and professionals involved in the special education service delivery process. Emphasis on developing professional communication with administrators, general education personnel, specialists, paraprofessionals, district personnel. Pre-referral services and interactions, student study/student success teams, IEP/ITP teams and co-teaching models. Development of conferencing, guidance and referral skills for use with students with disabilities and their families. Development of sensitivity to multicultural, community-based, and socio-economic factors involved in serving the individual and family. ABC/no credit grading only.

SPED 344H

Home/School/Community Relations in    2.0 Spring
General and Special Education

Prerequisites: Admission to and satisfactory progress in special education preparation program or faculty permission.

Development of conferencing, guidance, and referral skills for use with students and their families. Development of sensitivity to multicultural, community-based and socio- economic factors involved in serving the individual and family.

SPED 345

Classroom Management for    3.0 Fa/Spr
Individuals with Exceptional Needs

Prerequisites: Admission to and satisfactory progress in special education preparation program or faculty permission.

This course is designed to provide participants with an in-depth examination of basic behavioral theory and principles of learning as they apply to classroom management of exceptional students. You may take this course more than once for a maximum of 6.0 units.

SPED 346C

Technology in Specialized Instruction    2.0 Spring

Prerequisites: Admission to and satisfactory progress in special education preparation program or faculty permission.

Principles and practices of the use of technology in the classroom including distance communication; selecting appropriate hardware and software for assessment and data collection purposes; instructional strategies, the enhancement of critical thinking and problem solving skills, and assistive technology to meet the needs of students with disabilities. Credit/no credit grading only.

SPED 346L

Curriculum and Instruction—    3.0 Fa/Spr
Mild/Moderate Disabilities

Prerequisites: Admission to and satisfactory progress in special education preparation program or faculty permission.

Curriculum, instructional models, methods, and materials for students with mild/moderate disabilities. Modifications of core curriculum and instructional approaches used in specialized or generalized settings.

SPED 346M

Advanced Curriulum Content—    3.0 Inquire
Mild/Moderate

Prerequisites: Admission to Special Education Level II program or faculty permission.

Identification of effective models and strategies for teaching students with mild/moderate disabilities based upon data-based decision making. Content is individualized to address professional Level II standards for Mild/Moderate Specific Emphasis.

SPED 346R

Curriculum, Instruction, and Programming     3.0 Inquire
in Early Childhood Special Education

Prerequisites: Completion of Level I Special Education Program or faculty permission.

Introduction to various curricula, instructional models, methods, and materials, and materials for early childhood special education population.

SPED 346S

Curriculum and Instruction—    3.0 Fall
Moderate/Severe Disabilities

Prerequisites: Admission to and satisfactory progress in special education preparation program or faculty permission.

Curricula, instructional models, methods, and materials for students with moderate/severe disabilities. Study of techniques for developing programs that are critical, functional, and comprehensive across life skills, community, vocational, social, and cognitive domains. Emphases on individualized learning styles, use of adaptations and instruction in integrated natural environments.

SPED 346T

Instructional Strategies for the    3.0 Fall
Behaviorally and Emotionally Disturbed

Prerequisites: Admission to Special Education Level II program or faculty permission.

Legal issues of eligibility, assessment, and placement of students with serious emotional and behavioral needs; identification and research on effective service delivery models; instructional strategies and curriculum materials for teaching students with behavioral and emotional disturbances.

SPED 346U

Advanced Curriculum Content:    3.0 Fa/Spr
Moderate/Severe Disabilities

Prerequisites: Admission to Special Education Level II program or faculty permission.

The contents of this course are based on the following Education Specialist Credential Level II Standards: databased decision making; advanced behavioral, emotional, environmental supports; development of specific emphasis in moderate/severe disabilities.

SPED 346V

Transition, Vocational,    2.0 Inquire
and Career Education

Prerequisites: Admission to Special Education Level II Program or faculty permission.

Emphasizes the vocational needs of the special student from pre-school through adult. Includes assessment, curriculum, regulations, IEP content, and multi-agency involvement.

SPED 347R

Issues in Development and Assessment in    3.0 Inquire
Early Childhood Special Education

Prerequisites: SPED 346R.

Study and application of best practices in child assessment, birth through pre-kindergarten, curriculum and intervention.

SPED 348A

Seminar for M.A., Special Education Option    3.0 Inquire

Prerequisites: Admission to Special Education Master’s Program or faculty permission.

A seminar on the critical issues and practices in the treatment and education of persons with disabilities. M.A. candidates are assisted in defining and developing their contribution to scholarship in this field.

SPED 348C

Laws and Regulations in Special Education    1.0 Spring

Prerequisites: Admission to, and satisfactory progress in, Special Education preparation program or faculty permission.

This course is designed to develop understanding and application of laws and regulations which relate specifically to federal, state, and local master plan compliance requirements in special education. You may take this course more than once for a maximum of 3.0 units.

SPED 348J

Consultation and Staff Development    3.0 Fa/Spr

Prerequisites: Admission to Special Education Level II program or Reading Specialist program or instructor permission.

Knowledge and skills required of specialist in consultant and staff developer roles. Communication, assessment, case management, referral, resource, career awareness, and interpersonal skills related to these roles. Formal process of consultation and problem solving for behavioral and academic interventions.

Education-Teacher Education Course Offerings

EDTE 050

Prospective Teachers    3.0 Fa/Spr

This course is designed to help students discover the ideas and realities that make professional education at the same time very challenging and highly rewarding. Students engage in the study of schooling that includes child and adolescent development, teachers’ roles and responsibilities, and the culture of schools in a changing society. Students also observe and participate in the real world of the classroom, examining and trying concepts and theories in the day-to-day light of the school classroom. 6.0 hours workshop. You may take this course more than once for a maximum of 6.0 units.

EDTE 055

Integrated Teacher CORE:    1.0 Fa/Spr
K-12 Tutoring Experience

This is an early field experience course for university students exploring teaching as a career. Students are provided with instruction that prepares them to assist classroom teachers as tutors. Students are placed as volunteer tutors in coordinated instructional programs in area schools. Structure and guidance are also provided to help students make important connections between academic studies, personal, social and emotional growth, and life in the K-12 school. This course is associated with the Integrated Teacher CORE program. 2.0 hours workshop. Credit/no credit grading only. You may take this course more than once for a maximum of 4.0 units.

EDTE 060

K-12 Introductory Classroom Experience    1.0 Fa/Spr

This is an early field experience course for university students exploring teaching as a career. Students are provided with instruction that allows them to work effectively with school and school-related community service agencies. Students are placed as participants or volunteers in coordinated programs in area schools or community agencies providing services to schools. Structure and guidance are also provided to help students make important connections between academic studies, personal, social and emotional growth, and life in the K-12 school. This course is associated with the Integrated Teacher CORE program. 2.0 hours workshop. Credit/no credit grading only. You may take this course more than once for a maximum of 4.0 units.

EDTE 214

Applications of Psychology for Teaching    1.0 EachTrm

Prerequisites: PSY 214 is a corequisite.

This laboratory/activity course extends the content of PSY 214 to school applications. Students explore psychological factors affecting schooling and career as a teacher. They participate in guided observations and interactions in school settings. This course is required of all students planning to apply for the Multiple Subjects Program. Enrollment is restricted to second-semester juniors, seniors, and graduates. .5 hour seminar, 1.0 hour workshop. Credit/no credit grading only.

EDTE 225A

Fundamentals of Teaching Practice    3.0 EachTrm

Teaching is an intellectual challenge that involves planning, facilitating, and reflecting on the process of student learning. Teacher candidates develop strategies necessary to create safe and structured learning environments and explore relationships among curriculum, instruction, assessment, and classroom climate to meet the needs of a diverse student population within a democratic society. This is a Multiple Subject Program course and is not applicable to a master’s degree. ABC/no credit grading only. Formerly EDTE 201D.

EDTE 225B

Teaching with Technology    1.0 Fa/Spr

This course addresses the prudent, efficient, and appropriate uses of computer technology, communication tools, and electronic information management as they relate to the teaching and learning process in the K-12 setting. This is a Multiple Subject Program course and is not applicable to a master’s degree. ABC/no credit grading only.

EDTE 225C

Early Reading and Literacy Development    3.0 EachTrm
in a Multi-Lingual/Cross-Cultural Setting

At the center of a working democracy is a literate population. This course provides a substantive, research-based approach to deliver and assess a comprehensive program of early (grades K-3) reading, literacy development, and related language arts instruction that is aligned with the California English Language Arts Academic Content Standards and the Reading/Language Arts Framework. Teacher candidates are introduced to the best practices associated with developing diverse students’ concepts about print, phoneme awareness, phonics knowledge, writing, spelling, reading fluency, and comprehension. Teacher candidates learn to use assessment tools to inform their instructional planning, text selection, and instructional approach. This is a Multiple Subject Program course and is not applicable to a master’s degree. ABC/no credit grading only.

EDTE 225D

Reading Comprehension and    3.0 EachTrm
Content Area Literacy in the Multi-Lingual/Cross-Cultural Setting

This course provides a substantive, research-based approach to deliver and assess a comprehensive program of systematic reading, writing, and related language arts instruction (grades 4-8) that is aligned with the state adoped English Language Arts Academic Content Standards for Students and the Reading/Language Arts Framework. Teacher candidates study reading and language arts methods in the context of democratic practices that include reading comprehension strategies instruction, a strong literature component; strategies that promote and guide pupil independent reading; and instructional approaches that incorporate listening, speaking, reading, and writing for children in multilingual, cross-cultural classrooms. This is a Multiple Subject Program course and is not applicable to a master’s degree. ABC/no credit grading only. Formerly EDTE 228B.

EDTE 225E

Teaching Special Populations    2.0 EachTrm

This course focuses on legal mandates and practical instructional strategies for general education instructors working with the exceptional student. Content includes the general education teacher’s obligations under IDEA and ADA, the nature and range of exceptional students, models within schools for supporting special populations and selection of appropriate instructional materials and teaching strategies. The course addresses teachers’ attitudes toward inclusion and emphasizes the development of a positive climate of instruction for all special populations in the general classroom. This is a Multiple Subject Program course and is not applicable to a master’s degree. ABC/no credit grading only. Formerly EDTE 228E.

EDTE 225F

Teaching Practicum I    3.0 EachTrm

Prerequisites: Admission to the Department of Education Multiple Subject Program and completion of Block Two courses.

This first of two teaching practica provides a developmental sequence of carefully planned substantive, supervised field experiences in the K-8 classroom, including opportunities to observe and apply democratic practices. Teacher candidate placements are determined through a collaborative effort of the university and colleagues in cooperating K-8 schools. This is a Multiple Subject Program course and is not applicable to a master’s degree. Credit/no credit grading only. Formerly EDTE 228F.

EDTE 225G

Curriculum Theory and Practice:    3.0 EachTrm
Math and the Arts

This course examines the principles and practices for elementary school instruction in mathematics and in the arts within the context of democratic classroom practice. It includes the selection and implementation of appropriate instructional strategies, resources, and materials, and the use of electronic teaching technologies that are aligned with state and national content standards to meet the educational needs of diverse student populations. This is a Multiple Subject Program course and is not applicable to a master’s degree. ABC/no credit grading only. Formerly EDTE 228A.

EDTE 225H

Curriculum Theory and Practice:    3.0 EachTrm
Science and Social Studies

This course examines the principles and practices for elementary school instruction in science and social studies within the context of democratic classroom practice. It includes the selection and implementation of appropriate instructional strategies, resources, and materials, and the use of electronic teaching technologies that are aligned with state and national content standards to meet the educational needs of diverse student populations. This is a Multiple Subject Program course and is not applicable to a master’s degree. ABC/no credit grading only.

EDTE 225R

Applications for Democratic Education    2.0 EachTrm

Prerequisites: Capstone course to be taken in the final semester of the program.

To meet the needs of students in a democratic society, teachers must be change agents in their schools and communities. This capstone course advances teacher candidates’ knowledge and skills in creating curricular projects that promote authentic democratic practices in the classroom, school, and community. This is a Multiple Subject Program course and is not applicable to a master’s degree. ABC/no credit grading only. Formerly EDTE 228C.

EDTE 225S

Teaching Practicum II    9.0 Fa/Spr

Prerequisites: Successful completion of Practicum I (EDTE 225F).

This second course in teaching practica continues the sequence of carefully planned substantive, supervised field experiences in the K-8 classroom. Teacher candidate placements are determined through a collaborative effort of the university and colleagues in cooperating K-8 schools. This is a Multiple Subject Program course and is not applicable to a master’s degree. Credit/no credit grading only. Formerly EDTE 228S.

EDTE 229A

Creating and Maintaining a    2.0 Fall
Supportive Learning Environment

Prerequisites: Admission to a Professional Education Program.

This course prepares teacher education candidates to develop a conceptual framework for implementing various instructional and classroom management strategies that support the educational, social, and emotional needs of students. ABC/no credit grading only.

EDTE 229B

Curriculum Development and    3.0 Fall
Instructional Strategies

Prerequisites: Admission to a Professional Education Program.

This course provides an introduction to planning and delivering content specific instruction based on the academic content standards for students and curriculum frameworks in the major subject areas of mathematics and science, physical education and health. Candidates learn and begin to understand the appropriate use of computer-based technology for information collection, analysis, and management in the instructional settings. ABC/no credit grading only.

EDTE 229C

Teaching Reading/Language Arts in    4.0 Fall
Self-Contained Classrooms

Prerequisites: Admission to a Professional Education Program.

This course provides substantive, research-based instruction that builds the theoretical and practical knowledge base. This enables candidates to deliver a comprehensive program of systematic instruction in reading, writing, and related language arts that is aligned with the California English Language Arts Academic Contents Standards for Students. Candidates examine issues of English language development and select appropriate strategies and materials for students, including those from diverse cultural and linguistic backgrounds. ABC/no credit grading only.

EDTE 229D

Teaching English Learners:    3.0 Fall
Literacy and Academic Access

Prerequisites: Admission to a Professional Education Program.

Prospective K-12 teachers study pedagogical theories, principles, and practices for English Language acquisition and development. The effects of prior knowledge and culture on reading and writing are explored. Reading and writing strategies to promote students’ access to, and achievement in, the academic content standards are addressed. Candidates utilize assessment information to diagnose students’ language abilities and to design lessons that foster receptive and productive language processes. ABC/no credit grading only. Formerly EDTE 201C.

EDTE 229E

Teaching in Inclusive Settings:     1.0 Spring
Preparing to Teach Special Populations
in the General Education Settings

Prerequisites: Admission to a Professional Education Program and successful completion of EDTE 229A, EDTE 229B, EDTE 229C, EDTE 229D, EDTE 229F.

This course focuses on relevant state and federal laws pertaining to the education of exceptional populations as well as the selection and use of instructional strategies and technologies for those populations. Basic information is provided relative to the IEP process, including identification, referral, assessment, exit procedures, IEP planning and meeting, and implementation and evaluation. ABC/no credit grading only.

EDTE 229F

Field Experience    4.0 Fall

Prerequisites: Admission to a Professional Education Program.

This course is the first in a two course series. It provides a developmental sequence of substantive, carefully planned experiences in a self-contained classroom. Candidates observe and reflect on instructional practices, organizational structures, and curriculum implementation. All candidates have significant experiences delivering comprehensive instruction to English Learners in at least one of the two field-based courses; bilingual candidates have at least one field-based experience in a bilingual classroom setting. The increase of instructional responsibilities is guided and determined by the university supervisor and cooperating teacher. Credit/no credit grading only.

EDTE 229G

Interdisciplinary Instruction and Assessment    6.0 Spring

Prerequisites: Admission to a Professional Education Program and successful completion of EDTE 229A, EDTE 229B, EDTE 229C, EDTE 229D, and EDTE 229F.

This course prepares candidates to plan and deliver content-specific instruction for all students (i.e., English speakers, English learners, and special populations) based on the student academic content standards and curiculum frameworks in history-social science and the visual and performing arts. Candidates examine the relationship between instruction and assessment. Technologies for effective use in relation to the state-adopted academic curriculum are reviewed and evaluated. ABC/no credit grading only.

EDTE 229S

Student Teaching    9.0 Spring

Prerequisites: Admission to a Professional Education Program and successful completion of EDTE 229A, EDTE 229B, EDTE 229C, EDTE 229D, and EDTE 229F.

This second field-based course continues the developmental sequence of substantive, carefully planned experiences in a self-contained classroom. Candidates assume daily teaching responsibility for whole-class instruction and management for at least two weeks. All candidates have significant experiences delivering comprehensive instruction to English Learners in at least one of the two field-based courses. Bilingual candidates have at least one field-based experience in a bilingual classroom setting. Credit/no credit grading only.

EDTE 230A

Fundamentals of Teaching Practice    3.0 EachTrm

Teaching is an intellectual challenge that involves planning, facilitating, and reflecting on the process of student learning. Teacher candidates develop strategies necessary to create safe and structured learning environments and explore relationships among curriculum, instruction, assessment, and classroom climate to meet the needs of a diverse student population within a democratic society. This is a Single Subject Program course and is not applicable to a master’s degree. ABC/no credit grading only.

EDTE 230B

Teaching with Technology    1.0 Fa/Spr

This course addresses the prudent, efficient, and appropriate uses of computer technology, communication tools, and electronic information management as they relate to the teaching and learning process in the K-12 setting. This is a Single Subject Program course and is not applicable to a master’s degree. ABC/no credit grading only.

EDTE 230C

Literacy Development    3.0 EachTrm

This course examines issues of language and literacy development for first and second language learners with an emphasis on the adolescent learner. Theory and research on the effects of prior knowledge, motivation, and culture on reading and writing are addressed. Specific reading, writing, speaking, and listening strategies to support comprehension of academic content by diverse student populations are emphasized. Assessment techniques specific to literacy development are explored. The central theme of the course is helping students (grades 7-12) become strategic readers and critical consumers of information in a democratic society. This is a Single Subject Program course and is not applicable to a master’s degree. ABC/no credit grading only. Formerly EDTE 201B.

EDTE 230D

Subject Area Pedagogy I    3.0 EachTrm

This course assists teacher candidates in applying democratic practices to subject matter content as they develop their skills in planning, facilitating, and assessing student learning in their selected disciplines. Teacher candidates design short-term and long-term curricula to deliver content-specific instruction that is consistent with the state-adopted academic content standards and the basic principles and primary values of the underlying disciplines. They consider various instructional designs, create engaging experiences for all learners, and develop content-appropriate methods of assessing student learning. This is a Single Subject Program course and is not applicable to a master’s degree. ABC/no credit grading only. Formerly EDTE 246G.

EDTE 230E

Teaching Special Populations    2.0 EachTrm

This course focuses on legal mandates and practical instructional strategies for general education instructors working with the exceptional student. Content includes the general education teachers’ obligations under IDEA and ADA, the nature and range of exceptional students, models within schools for supporting special populations and selection of appropriate instructional materials and teaching strategies. The course addresses teachers’ attitudes toward inclusion and emphasizes the development of a positive climate of instruction for all special populations in the general classroom. This is a Single Subject Program course and is not applicable to a master’s degree. ABC/no credit grading only.

EDTE 230F

Teaching Practicum I    3.0 Fa/Spr

Prerequisites: Admission to the Department of Education Single Subject Program and completion of Block Two courses.

This first of two teaching practica provides a developmental sequence of carefully planned substantive, supervised field experiences in the 7-12 grade classroom, including opportunities to observe and apply democratic practices. Teacher candidate placements are determined through a collaborative effort of the university and colleagues in cooperating 7-12 grade schools. This course is a Single Subject Program course and is not applicable to a master’s degree. Credit/no credit grading only. Formerly EDTE 245F.

EDTE 230G

Subject Area Pedagogy II    3.0 Fa/Spr

This course increases the candidates’ awareness and understanding of issues, trends, challenges, and democratic practices of their selected areas of specialization. Teacher candidates advance their knowledge and skills in teaching academic content standards-based curriculum in the subject area guided by multiple measures of assessing student learning. They make and reflect on instructional decisions informed by educational theories and research, state-adopted materials and frameworks, and consultations with other professionals. This course is a Single Subject Program course and is not applicable to a master’s degree. ABC/no credit grading only.

EDTE 230R

Applications for Democratic Education    3.0 Fa/Spr

Prerequisites: Capstone course to be taken in the final semester of the program.

To meet the needs of students in a democratic and diverse society, teachers must be change agents in their school and community. This capstone course advances candidates’ knowledge and skills in developing applications for authentic democratic classroom and school practice. This course is a Single Subject Program course and is not applicable to a master’s degree. ABC/no credit grading only.

EDTE 230S

Teaching Practicum II    9.0 Fa/Spr

Prerequisites: Successful completion of Practicum I (EDTE 230F).

This second course in teaching practica continues the sequence of carefully planned substantive, supervised field experiences in the 7-12 grade classroom. Teacher candidate placements are determined through a collaborative effort of the university and colleagues in cooperating 7-12 grade schools. This is a Single Subject Program course and is not appplicable to a master’s degree. Credit/no credit grading only. Formerly EDTE 245S.

EDTE 246A

Educational Psychology    3.0 Fall

Prerequisites: Conditional admission to a Professional Education Program.

This course is designed to help candidates understand how students’ cognitive, personal-social, and physical development, and cultural and linguistic backgrounds are related to effective teaching and interpersonal relations in secondary schools. Major segments of instruction include the study of how students learn, remember, and make use of the knowledge they have acquired and how students’ educational growth is assessed in schools. Each candidate begins to use this knowledge to organize and manage a learning environment that supports student development, motivation, and learning. This course is not applicable to a master’s degree. ABC/no credit grading only.

EDTE 246B

Curriculum Development and    3.0 Fall
Instructional Strategies for Secondary Settings

Prerequisites: Admission to a Professional Education Program.

This course prepares candidates to develop a conceptual framework for implementing various instructional strategies to support all students (i.e., English speakers, English Learners, and special populations). Candidates are introduced to planning and delivering content standards and curriculum frameworks. Appropriate use of computer-based technology for information collection, analysis, and management of instructional settings are discussed. ABC/no credit grading only.

EDTE 246C

Teaching Content Area    3.0 Fall
Reading/Language Arts in Secondary Settings

Prerequisites: Admission to a Professional Education Program.

This course provides substanative, research-based instruction that builds the theoretical and practical knowledge base to provide instruction in content-based reading and writing skills for all students, including students with varied reading levels and language backgrounds. Candidates are introduced to approaches, methods, and strategies in reading to develop a comprehensive, systematic program that is aligned with the English Language Arts Academic Content Standards for Students. Candidates apply basic principles and practices of reading/language arts. Factors influencing reading development, content area reading, organizational practices, assessment, and materials are discussed. ABC/no credit grading only.

EDTE 246D

Teaching English Learners in Secondary Settings:    3.0 Fall
Literacy and Academic Access

Prerequisites: Admission to a Professional Education Program.

Prospective teachers study pedagogical theories, principles, and practices for English Language acquisition and development. The effects of prior knowledge and culture on reading and writing are explored. Reading and writing strategies to promote students’ access to, and achievement in, the academic content standards are addressed. Candidates utilize assessment information to diagnose students’ language abilities and to design lessons that foster receptive and productive language processes. ABC/no credit grading only.

EDTE 246E

Teaching in Inclusive Settings: Preparing to    1.0 Spring
Teach Special Populations in Secondary Settings

Prerequisites: Admission to a Professional Education Program and successful completion of EDTE 246A, EDTE 246B, EDTE 246C, EDTE 246D, EDTE 246F.

This course focuses on relevant state and federal laws pertaining to the education of exceptional populations as well as the selection and use of instructional strategies and technologies. Basic information is provided relative to the IEP process, including identification, referral, assessment, exit procedures, IEP planning and meeting, and implementation and evaluation. ABC/no credit grading only.

EDTE 246F

Field Experience    4.0 Fa/Spr

Prerequisites: Admission to a Professional Education Program.

This course is the first in a two-course series. It provides a developmental sequence of substantive, carefully planned experiences in a secondary setting. Candidates observe and reflect on instructional practices, organizational structures and curriculum implementation. The increase of instructional responsibilities is guided and determined by the university supervisor and cooperating teacher. Candidates have significant experiences delivering comprehensive instruction to English Learners in at least one of the two field-based courses. Credit/no credit grading only.

EDTE 246G

Subject-Specific Content    6.0 Spring
Instruction and Assessment

Prerequisites: Admission to a Professional Education Program and successful completion of EDTE 246A, EDTE 246B, EDTE 246C, EDTE 246D, EDTE 246F.

This course prepares single subject candidates to plan and deliver content-specific instruction for all students (i.e., English speakers, English learners, and special populations) based on the student academic content standards and curriculum frameworks. Candidates examine the relationship between instruction and assessment. Technologies for effective use in relation to the state-adopted academic curriculum are reviewed and evaluated. ABC/no credit grading only.

EDTE 246S

Student Teaching    9.0 Spring

Prerequisites: Admission to a Professional Education Program and successful completion of EDTE 246A, EDTE 246B, EDTE 246C, EDTE 246D, EDTE 246F.

This second field-based course continues the developmental sequence of substantive, carefully planned experiences in a secondary setting. Candidates assume daily teaching responsibility for whole-class instruction and management for two or more teaching assignments. All candidates have significant experiences delivering comprehensive instruction to English Learners in at least one of the two field-based courses. Credit/no credit grading only.

EDTE 289C

Practicum in Multilingual/Multicultural    3.0 Fa/Spr
Classroom Settings

Prerequisites: Forty-five hours of early classroom experience in culturally and linguistically diverse setting; submission of early Professional Preparation Program application packet; and approval of program faculty.

This course facilitates observation of and engagement in multiple teaching tasks under the apprenticeship of classroom teachers and a peer mentor. Student teachers in the last assignment of their professional preparation program act as peer mentors to course participants. Students in this course begin to develop a framework for basic lessons and unit design. Prospective teachers examine California’s current recommendations for educational reform as they affect culturally and linguistically diverse populations. This course assists students in the transition from their undergraduate program into the professional preparation program. 2.0 hours seminar,
2.0 hours activity.