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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.

This course is for special topics offered for 1.0-3.0 units. 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. (003039)

This course is an independent study of special problems offered for 1.0-3.0 units. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading only. (003040)

This course is for special topics offered for 1.0-3.0 units. 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. (003130)

This course addresses technical aspects of electronic evaluation systems. Candidates learn how teaching performance assessments are evaluated. Scoring tools such as rubrics are explored. Technological topics include formatting and uploading responses, scanning documents for submission, and understanding online evaluation systems. You may take this course more than once for a maximum of 2.0 units. Credit/no credit grading only. (020382)

This course prepares candidates to reflect on their Teaching Practicum I experience and demonstrate their teaching knowledge, skills, and abilities in relation to the California Teaching Performance Expectations (TPEs) on a performance-based assessment. Candidates are provided with an overview of the Teaching Performance Assessment through preparation sessions, materials, and ongoing support from faculty and peers. Topics include task orientation, designing and implementing standards-based instruction, distinguishing between analysis and reflection, videotaping teaching, protecting anonymity, and using technology to present data. You may take this course more than once for a maximum of 4.0 units. Credit/no credit grading only. (020383)

This course prepares candidates to reflect on their Teaching Practicum II experience and demonstrate their teaching knowledge, skills, and abilities in relation to the California Teaching Performance Expectations (TPEs) on a performance-based assessment. Candidates are provided with an overview of the Teaching Performance Assessment through preparation sessions, materials, and ongoing support from faculty and peers. Topics include task orientation, modifying and adapting instruction, analyzing student work, using results to inform instruction, and using technology to present data. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading only. (020384)

Prerequisites: Admission to credential program.

This course provides opportunities for credential candidates to develop and utilize knowledge about technology in designing and delivering content to learners in the public schools. You may take this course more than once for a maximum of 6.0 units. (020477)

An introduction to the concepts, terminology, and issues encountered in tutoring, including exploration of various learning theories. This course also provides students with the practice, training, and support necessary to become effective tutors. (020459)

Prerequisites: EDUC 506 or faculty permission.

An advanced review of the concepts, terminology, and issues encountered in tutoring, including exploration of various learning theories. This course also provides students an opportunity to develop certainty, expertise, and increased confidence in the dynamics required in the role of tutoring by reviewing and highlighting specific skills, characteristics, and referral sources as well as by providing a detailed examination of the tutor cycle and its role in facilitating positive tutorial sessions. Students participate in projects related to Level I: Beginning Tutoring. (020460)

Prerequisites: EDUC 507 or faculty permission.

An advanced review of the concepts, terminology, and issues encountered in tutoring, including exploration of various learning theories. This course also provides students with the practice, training, and support necessary to become effective tutors and to develop professional presentation skills by taking an active role in planning and facilitating components of Level I: Beginning Tutoring and Level II: Advanced Tutoring. (020461)

This course prepares Resident Advisor interns for the Upward Bound six-week summer program. The class is highly interactive; a combination of lecture and group discussion is used to assimilate dorm scenarios and possible solutions. Topics range from motivating teens toward higher education to dealing with teen life issues. (020462)

This course prepares students to supervise a career exploration program. Students are responsible for attending eight evening class meetings during the semester as well as meeting with the academic coordinator on an individual basis. The class is highly interactive; a combination of lecture and group discussion are utilized in preparation for managing youth in various career exploration projects and employment safety scenarios. Topics covered range from helping teens be responsible employees and motivating teens towards higher education to dealing with teen life issues. Interns develop abilities to work in team settings and receive an orientation on Upward Bound, Upward Bound ESL, Upward Bound Math/Science policies, safety training, and child labor laws. (020482)

Prerequisites: Acceptance into teacher preparation program.

This course engages the credential candidate in the demonstration of teaching competence, the key assessments designed to measure performance in relation to Teaching Performance Expectations (TPEs) specified by the California Commission on Teacher Credentialing (CCTC) and dispositions specified by the National Council on the Accreditation of Teacher Education (NCATE). Candidates engage in specific teaching activities, and their teaching proficiency is judged using a performance rubric. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading only. (020464)

Prerequisites: EDUC 509.

This course provides hands-on residential experience for Resident Advisor interns through the Upward Bound project's six-week summer program. (020463)

Prerequisites: EDUC 510.

This course provides ongoing empirical experience in a career exploration program. Student interns are responsible for supervising and instructing a team of high school students. Scenarios and topics from the Managing Career Exploration course (EDUC 510) are utilized and evaluated. (020481)

Education Administration Course Offerings

This course prepares leaders to focus on diversity in our public schools by (1) developing an historical, cultural, and legal understanding and perspective on issues of diversity, (2) recognizing the many demographic and sociological characteristics of diversity and understanding their implications for teaching and learning, and (3) identifying leadership responsibilities for the development of successful instructional programs for all students, including those with identified special needs and those who experience uneven success in school. (020333)

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. (002744)

The philosophy, role, and techniques of supervision and staff development in the instructional program of elementary and secondary schools. (002745)

Role expectations of the principal from several reference groups are explored. Included are program development, staff and curriculum development and supervision, community relationships and responsibilities, legal aspects, budget and finance, vocational and adult education. Opportunities for students to test their administrative decision making in simulated situations are provided. (002753)

Practical aspects of school support and revenue; California school apportionment system; financial problems of schools and capital outlay. (002751)

An examination of the effect of school law upon public school personnel. Special emphasis will be given to the areas of liability, contracts, tenure, and pupil-parent-teacher rights. (002756)

This field-based course provides candidates in school leadership a practical and conceptual understanding of educational accountability in regional schools. Candidates engage with current work in school and district efforts to become more accountable to democratic principles, local community priorities, and state and federal student achievement mandates. In addition to analyzing and understanding efforts to increase accountability, candidates propose improvements to an existing field-based accountability system. Problems of high stakes, ethics, equity, adequacy, intended and unintended consequences are related to school improvement and successful school leadership for democracy. Credit/no credit grading only. Formerly EDAD 615A. (002746)

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. (002755)

Prerequisites: California Preliminary Administrative Services Credential.

This course will assist educational administrators in identifying and strengthening effective instructional leadership abilities. (002757)

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. (002758)

Prerequisites: California Preliminary Administrative Services Credential.

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. (002759)

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. (002748)

Prerequisites: Successful completion of EDAD 625A; faculty permission.

Summative assessment and evaluation of field experience including progress review of the candidate's professional growth plan and portfolio in consultation with the candidate's University advisor and local educational mentor. Credit/no credit grading only. (002749)

Education-Bilingual/Multicultural Education Course Offerings

See BLMC 370. You may take this course more than once for a maximum of 15.0 units. (001396)

Prerequisites: SPAN 301 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. (001410)

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 270 - BLMC 370: 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. You may take this course more than once for a maximum of 15.0 units. (015975)

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. (001409)

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. (001411)

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. (001412)

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. (001413)

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. You may take this course more than once for a maximum of 15.0 units. Credit/no credit grading only. (001414)

Education-Curriculum and Instruction Course Offerings

Prerequisites: Faculty permission.

Selected experience related to educational and social interaction with youth. Offered for 1.0, 1.5, or 2.0 units. Thirty to 60 hours of interaction with designated youth. Field Experience with Youth may be taken for a maximum of 6.0 units. Sign up at the CAVE office. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading only. (002762)

This course is a field experience offered for 1.0-3.0 units. 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. You may take this course more than once for a maximum of 15.0 units. Credit/no credit grading only. (002766)

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. (002781)

Prerequisites: Admission to the Beginning Teacher Support 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. You may take this course more than once for a maximum of 15.0 units. Credit/no credit grading only. (002782)

Prerequisites: BIOL 342 or GEOS 130 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 also offered as RECR 448. (002778)

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. (002796)

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. (002795)

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. (002813)

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 opportunities for the student to make educational comparisons and discoveries on an academic and personal level. (002785)

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. (002784)

Prerequisites: Faculty permission.

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. (002783)

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. (002797)

Teaching and learning of mathematics. 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. (002787)

This 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. (002799)

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. (002804)

History, purpose, infrastructure, successes, and problems of the community college and adult education in the United States. Relationships to the larger context of higher education and profiles of diverse students are explored. (002789)

Teaching is an intellectual challenge that involves planning, facilitating, assessing, and reflecting on the process of student learning. Prospective educators learn research-based instructional methods for community college and work place settings, related to their areas of expertise. (002790)

EDCI 640

MA in Education Research Writing Development

1.0 Special Session Only

This academic course is five face-to-face sessions with some additional online work, created to equip the participant with the organization and revision skills necessary to produce good quality graduate-level writing for the MA in Education. Content will cover academic writing focus, expected research and knowledge skills, and experiences necessary for graduate thesis, graduate project, and the academic or professional journal. Expectations include communicating complex and difficult material clearly to a wide variety of expert and non-expert readers, including the readers in the educational academic community. The course may be repeated or recommended. (020943)

Note: The highlighted is different from what appears in the printed catalog. What is displayed is current and correct.

Philosophy and objectives of school media center programs; planning, organizing, administering, and coordinating the program with the curriculum of the school; standards for evaluation of programs; development of automated library systems. (002806)

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. (002807)

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. (002808)

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. (002809)

Prerequisites: EDCI 650 and EDCI 651 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. (002814)

This course investigates the issues and problems that are confronted by educators who work in rural and small schools, specifically in California. Learners review current theories and models for rural and small school organization and operation. Topics include small school and community relationships, curriculum design and implementation, options for operation and governance, community focus, partnerships and opportunities, implications of Federal policy, technology plans, diversity, and contemporary resources. (020332)

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. (002810)

Examination of theoretical foundations and practical applications of instructional media, including computers, in schools. Also addresses computer use in school district and teachers' managerial duties. Instructional media is developed and evaluated, including print media, digital photography, audio and video capture, DVD production, and online application sources for instructional work and review. (002811)

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. You may take this course more than once for a maximum of 15.0 units. Credit/no credit grading only. (002815)

Education-Foreign/Second Language Course Offerings

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. (002887)

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. (002891)

This course provides language professionals with an opportunity to examine the cultural dimensions of language teaching and learning. Students investigate context and culture in language teaching, explore ways of addressing culture-related standards, and engage in an in-depth review of research in this area. They also apply their knowledge and skills to enhance interaction and instruction in language classrooms for all learners. (020007)

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. (002888)

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. (002889)

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. (002890)

Preparation for comprehensive examination in Teaching International Languages. Credit/no credit grading only. (015874)

Education-Master's Degree Course Offerings

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, and other related topics, with particular emphasis on how these areas interface with bilingual/multicultural issues. (002869)

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. (002870)

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. (002871)

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. (002873)

Prerequisites: Experience using computers, faculty permission.

This course develops the knowledge and skills educators need as consumers and producers of educational research. Introduction to skills for accessing, comprehending, planning, and conducting educational research and basic statistics. This course should be taken early in the MA degree program. (002875)

Prerequisites: EDMA 610, 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. (002876)

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. (002872)

This course is a graduate-level independent study offered for 1.0-3.0 units. You may take this course more than once for a maximum of 6.0 units. (002878)

This course is for special topics offered for 1.0-3.0 units. 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. You may take this course more than once for a maximum of 9.0 units. (002877)

This course is offered for 1.0-6.0 units. 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. You may take this course more than once for a maximum of 6.0 units. (002881)

This course is offered for 1.0-6.0 units. You must register directly with a supervising faculty member. You may take this course more than once for a maximum of 6.0 units. (002879)

Education-Reading/Language Arts Course Offerings

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. (003016)

Multiple Subject Credential candidates review reading education and prepare for the California Reading Instruction Competence Assessment (RICA) exam. Course curriculum focuses on the California Reading Standards and RICA domains. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading only. (015813)

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. (003115)

A critical examination of traditional and modern literature appropriate for secondary schools; development of curriculum in literature; approaches to teaching selected literary works. (003116)

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. Formerly RDGL 457. (008755)

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. (003068)

Prerequisites: RDGL 554 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. (003172)

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. (003121)

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 activity. (003123)

Prerequisites: Completion of teacher education program.

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 activity. (003122)

Prerequisites: RDGL 658 or RDGL 659 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 activity, 2.0 hours seminar. (003125)

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. (003182)

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. (003190)

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. (003191)

Prerequisites: RDGL 658 or RDGL 659.

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 activity. (003126)

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. (003183)

Prerequisites: Faculty permission.

This course is offered for 1.0-3.0 units. 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. (003184)

Prerequisites: Faculty permission.

This course is offered for 1.0-3.0 units. 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. (003187)

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. (003205)

Education-Special Education Course Offerings

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. (003010)

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. You may take this course more than once for a maximum of 15.0 units. (009293)

Prerequisites: Admission to Education Specialist Credential Program.

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. You may take this course more than once for a maximum of 2.0 units. Credit/no credit grading only. (020480)

Prerequisites: Admission to Education Specialist Credential Program.

Enrollees participate in, and assume full responsibility for, instruction of students with mild/moderate disabilities. Credit/no credit grading only. (020478)

Prerequisites: Admission to Education Specialist Credential Program.

Enrollees participate in, and assume full responsibility for, instruction of students with moderate/severe disabilities. Credit/no credit grading only. (020479)

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. (003067)

Prerequisites: Admission to Special Education Level II program.

An introduction to the knowledge, skills, and dispositions necessary to teach in a diverse classroom setting, including a conceptual framework for the learning and teaching of English learners. (020445)

Prerequisites: SPED 517

This course addresses the pedagogical theories, principles and practices for English language acquisition and development. Reading and writing strategies to promote English learners' access to and achievement in the academic content standards are addressed. Students utilize assessment information to diagnose English learners' language abilities and to design lessons that foster receptive and productive language processes. This course embeds current educational research with practical application to school settings. (020444)

Prerequisites: Admission to or completion of Level II program, or faculty permission.

In-depth coverage of issues of eligibility, assessment, and instructional services to students with emotional and behavioral disorders. Focus is on alternative service delivery models, teaching emotional regulation skills, and coordination of services with multiple agency providers to enhance student success. Credit/no credit grading only. (020458)

Prerequisites: SPED 343 or equivalent.

Study techniques used in assessing skills and needs of general and exceptional learners. Topics include examination of standardized tests in general and special education; use and interpretation of standardized test results; development and use of teacher-made techniques for assessment; principles of curriculum-based assessment; and consideration of cultural and linguistic diversity factors in assessment. Activities focus on construction of teacher-made instruments and on administration and scoring of selected standardized tests. This course is part of the Level I preparation program for education specialists in mild/moderate/severe disabilities. Enrollment is normally limited to Special Education Credential candidates. Other students may enroll with faculty permission. This course is also offered as PSYC 516. (007958)

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. (009302)

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. (009305)

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. (003037)

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. (009308)

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 activity. You may take this course more than once for a maximum of 15.0 units. (003128)

Prerequisites: Faculty permission.

Guidance, support, and assistance for special education interns and Level II candidates. University advisor facilitates the local support network and functions as a resource and communication link among candidates, support providers, and University faculty. You may take this course more than once for a maximum of 15.0 units. (020005)

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. (009306)

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. (009294)

Prerequisites: SPED 343. 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. (009295)

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. (009296)

Prerequisites: SPED 343, SPED 569. 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 internship credit is recommended. (009297)

Prerequisites: SPED 343, SPED 569. 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. (009298)

Prerequisites: SPED 564 and admission to Special Education professional preparation program.

This course focuses on establishing and maintaining an educational environment 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. (009299)

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. (009303)

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. (003036)

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. (009307)

Prerequisites: Concurrent enrollment in or prior completion of SPED 343.

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. You may take this course more than once for a maximum of 15.0 units. (015978)

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. (009301)

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. Formerly SPED 536. (003161)

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. Formerly SPED 537. (003101)

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. Formerly SPED 538. (003163)

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. Formerly SPED 539. (009316)

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. Formerly SPED 540. (009317)

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. Formerly SPED 541. (003166)

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. Formerly SPED 542. (009321)

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. Formerly SPED 543. (003090)

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. Formerly SPED 551. (009315)

Prerequisites: SPED 651.

Study and application of best practices in child assessment, birth through pre-kindergarten, curriculum and intervention. Formerly SPED 552. (009320)

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. Formerly SPED 570. (009313)

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. Formerly SPED 571. (009314)

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. Formerly SPED 572. (003100)

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. Formerly SPED 573. (003108)

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. Formerly SPED 591. (009312)

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. Formerly SPED 592. (003094)

Education-Teacher Education Course Offerings

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. It is offered through the High School Scholars program. 6.0 hours activity. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading only. (002896)

This is an early field experience course for University students exploring teaching as a career. It prepares students to assist classroom teachers as tutors. Students are placed as volunteer tutors in area schools; emphasis is on literacy and reading education. Guidance is 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. You may take this course more than once for a maximum of 4.0 units. Credit/no credit grading only. (002897)

This course is part of the Integrated Teacher CORE and prepares teacher candidates to teach writing. The course enables students to develop a comprehensive program of writing instruction that is aligned with the California English Language Arts Standards and the California Reading/Language Arts Framework. ABC/no credit grading only. (020514)

This is an early field experience course for University students exploring teaching as a career. Students are placed in area schools; emphasis is on math education. Guidance is 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 activity. You may take this course more than once for a maximum of 4.0 units. Credit/no credit grading only. (002900)

Prospective teachers acquire planned, structured observations and experiences in K-12 classrooms. Placements are made in selected schools and classrooms that demonstrate exemplary practice as described in the California Standards for the Teaching Profession and represent California's diverse student population. Dialog/discussion sessions assist prospective teachers in making connections between subject matter courses, personal, social and emotional growth, and life in the K-12 schools. Prospective teachers are encouraged to begin introductory school experiences as early as possible in the subject matter program. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading only. (015812)

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. (002975)

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. (002977)

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. You may take this course more than once for a maximum of 15.0 units. (002958)

Prerequisites: Admission to credential program.

This course provides instruction about the fundamentals of service learning and one way to incorporate it into teaching and curriculum design. The course is specifically for pre-service teachers who are studying to become teachers in K-12 settings. Credit/no credit grading only. (020476)

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. (002904)

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. (002917)

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 adopted 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. (002918)

This course examines the principles and practices for elementary school instruction in mathematics within the context of democratic classroom practice. It includes application of national and state standards to planning curriculum and assessment, as well as selection and implementation of appropriate instructional strategies, resources, materials, and electronic teaching technologies to meet the educational needs of diverse student populations. This course is a Multiple Subject Program course and is not applicable to a master's degree program. You may take this course more than once for a maximum of 4.0 units. ABC/no credit grading only. Formerly EDTE 523. (002921)

This course examines the principles and practices of elementary school instruction in science within in the context of democratic classroom practice. It includes application of national and state standards to planning curriculum and assessment, as well as selection and implementation of appropriate instructional strategies, resources, materials, and electronic teaching technologies to meet the educational needs of diverse student populations. This course is a Multiple Subject Program course and is not applicable to a master's degree program. You may take this course more than once for a maximum of 4.0 units. ABC/no credit grading only. (020714)

This course examines the principles and practices for elementary school instruction in social studies within the context of democratic classroom practice. It includes application of national and state standards to planning curriculum and assessment, as well as selection and implementation of appropriate instructional strategies, resources, materials, and electronic teaching technologies to meet the educational needs of diverse student populations. This course is a Multiple Subject Program course and is not applicable to a master's degree program. You may take this course more than once for a maximum of 4.0 units. ABC/no credit grading only. Formerly EDTE 524. (002922)

This course examines the principles and practices of elementary school instruction in the arts (dance, music, visual art, and theatre) within the context of democratic classroom practice. It includes application of national and state standards to planning curriculum and assessment, as well as selection and implementation of appropriate instructional strategies, resources, materials, and electronic teaching technologies to meet the educational needs of diverse student populations. This course is a Multiple Subject Program course and is not applicable to a master's degree program. You may take this course more than once for a maximum of 4.0 units. ABC/no credit grading only. (020715)

Prerequisites: Admission to the Department of Education Multiple Subject Program and completion of Block One 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. (020010)

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. (002916)

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. (002919)

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. You may take this course more than once for a maximum of 6.0 units. ABC/no credit grading only. (002923)

Prerequisites: Successful completion of Practicum I (EDTE 525).

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. (002924)

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. (002935)

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. (002936)

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. (002902)

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. (002937)

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. (002938)

Prerequisites: Admission to the Department of Education Single Subject Program and completion of Block One 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. (002939)

EDTE 535A

Teaching Practicum I for Blended Mathematics Candidates

3.0 Fa/Spr

This is the first of two teaching practica designed for mathematics teachers. It provides a developmental sequence of carefully planned substantive, supervised field experiences in the 7-12 classroom, including opportunities to observe and apply mathematics-specific pedagogy and democratic practices. This course is a Single Subject Program course and is not applicable to a master's degree program. (020985)

Note: The highlighted is different from what appears in the printed catalog. What is displayed is current and correct.

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. (002940)

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. You may take this course more than once for a maximum of 6.0 units. ABC/no credit grading only. (002941)

Prerequisites: Successful completion of Practicum I (EDTE 535).

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 applicable to a master's degree. Credit/no credit grading only. (002942)

Prerequisites: Acceptance into Tri-Placement Program Single Subject pathway.

This course prepares single subject candidates to plan and deliver content-specific instruction for all students based on the student academic content standards and curriculum frameworks. Candidates examine the relationship between instruction and assessment. Effective use of technologies is reviewed and evaluated. (020483)

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. (020893) Note: The highlighted is different from what appears in the printed catalog. What is displayed is current and correct.

Prerequisites: Admission to a Professional Education Program and successful completion of EDTE 570, EDTE 671, EDTE 672, EDTE 673, EDTE 575.

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. (002931)

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. (002932)

Prerequisites: Admission to a Professional Education Program and successful completion of EDTE 570, EDTE 671, EDTE 672, EDTE 673, and EDTE 575.

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. (002934)

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. (015899)

Prerequisites: Admission to a Professional Education Program and successful completion of EDTE 580, EDTE 681, EDTE 682, EDTE 683, EDTE 585.

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. (002953)

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. (002954)

Prerequisites: Admission to a Professional Education Program and successful completion of EDTE 580, EDTE 681, EDTE 682, EDTE 683, EDTE 585.

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. (002957)

EDTE 650A

Multiple Subject as a Second Credential

6.0 Summer

This course is designed to provide a credentialed secondary teacher with the knowledge, skills, and experiences necessary to successfully teach in an elementary school classroom (Multiple Subject). Coursework includes early literacy/language arts, a variety of methods and democratic practices targeted for elementary learners, and child development psychology. Supervised fieldwork includes placement in an elementary classroom setting. With subject matter competency, this course package meets the requirements for a Single Subject credentialed teacher to add a Multiple Subject Credential. (020989)

Note: The highlighted is different from what appears in the printed catalog. What is displayed is current and correct.

EDTE 650B

Single Subject as a Second Credential

6.0 Summer

This course is designed to provide a credentialed elementary school teacher with the knowledge, skills, and experiences necessary to successfully teach in a secondary school classroom (Single Subject). Coursework includes subject-specific methods and democratic practices for the targeted content area and adolescent development psychology. Supervised fieldwork includes placement in a secondary classroom setting. With subject matter competency, this course package meets the requirements for Multiple Subject credentialed teacher to add a Single Subject Credential. (020983)

Note: The highlighted is different from what appears in the printed catalog. What is displayed is current and correct.

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. Formerly EDTE 571. (020894) Note: The highlighted is different from what appears in the printed catalog. What is displayed is current and correct.

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. Formerly EDTE 572. (020895) Note: The highlighted is different from what appears in the printed catalog. What is displayed is current and correct.

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. Formerly EDTE 573. (020896) Note: The highlighted is different from what appears in the printed catalog. What is displayed is current and correct.

Prerequisites: Admission to a Professional Education Program and successful completion of EDTE 570, EDTE 671, EDTE 672, EDTE 673, and EDTE 575.

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 curriculum 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. Formerly EDTE 576. (015712)

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. Formerly EDTE 581. (020336)

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. Formerly EDTE 582. (020037)

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. Formerly EDTE 583. (020337)

Prerequisites: Admission to a Professional Education Program and successful completion of EDTE 580, EDTE 681, EDTE 682, EDTE 683, EDTE 585.

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. Formerly EDTE 586. (002955)