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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.

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.

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.

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.

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.

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

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.

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

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.

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.

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.

Prerequisites: California Preliminary Administrative Services Credential.

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

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.

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.

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.

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.

Education-Bilingual/Multicultural Education Course Offerings

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

This course investigates the issues and problems that are confronted by educators who work in rural and samll 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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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, amd other related topics, with particular emphasis on how these areas interface with bilingual/multicultural issues.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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 seminar, 2.0 hours activity.

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.

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.

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.

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.

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.

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.

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.

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

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.

Prerequisites: Teaching, counseling, or administrative credential.

Addresses requirements of legislature related to the gifted and talented, giving attention to the "differentiated competencies" of te