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- Program Info
- The Minor in Education
- The Certificate in Community College Faculty and Adult Education
- The Minor in Special Education
- Basic Teaching Credentials
- Other School Personnel Credentials
- The Master of Arts in Education
- The Master of Arts in Teaching International Languages
- The Graduate Certificate in Teaching English to Speakers of Other Languages (TESOL)
- Department Info
- Faculty
- 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.
Education Course Offerings
| SUBJ NUM | Title | Sustainable | Units | Semester Offered | Course Flags |
|---|---|---|---|---|---|
| BLMC 270 | Experiences with Migrant Children | 3.0 | FA | ||
|
See BLMC 370. 3 hours lecture. You may take this course more than once for a maximum of 15.0 units.
(001396)
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| BLMC 301 | Span Lang Immrsn Trng Tchrs: I | 1.0 | INQ | ||
|
1 hour seminar.
(001397)
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| BLMC 302 | Span Lang Immrsn Trng: II | 1.0 | INQ | ||
|
1 hour seminar.
(001398)
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| BLMC 303 | Span Lang Immersn Trng: III | 1.0 | INQ | ||
|
1 hour seminar.
(001399)
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| BLMC 304 | Span Lang Immersn Trng: IV | 1.0 | INQ | ||
|
1 hour seminar.
(001400)
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| BLMC 305 | Span Lang Immrsn Trng Tchrs: V | 1.0 | INQ | ||
|
1 hour seminar.
(001401)
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| BLMC 306 | Span Lang Immrsn Trng: VI | 1.0 | INQ | ||
|
1 hour seminar.
(001402)
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| BLMC 319 | Bilingual Teaching Competence: Language | 3.0 | FS | ||
|
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. 3 hours seminar. You may take this course more than once for a maximum of 6.0 units.
(001410)
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| BLMC 370 | Experiences with Migrant Children | 3.0 | SP | ||
|
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. 3 hours lecture. You may take this course more than once for a maximum of 15.0 units.
(015975)
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| BLMC 399 | Independent Study | 1.0 -3.0 | FS | ||
|
Prerequisites: Faculty permission.
This course is an independent study of special problems offered for 1.0-3.0 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. Credit/no credit grading.
(020917)
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| BLMC 518 | The Language and Communication Skills of English Learners | 3.0 | FA | ||
|
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. 3 hours seminar.
(001409)
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| BLMC 536 | Introduction to Multicultural Education | 3.0 | FS | ||
|
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. 3 hours seminar.
(001411)
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| BLMC 672 | Methods and Strategies for Second Language Acquisition and Academic Development | 3.0 | SP | ||
|
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. 3 hours seminar.
(001412)
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| BLMC 689 | CLAD Practicum | 1.0 -9.0 | FS | ||
|
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. 9 hours supervision. You may take this course more than once for a maximum of 15.0 units. Credit/no credit grading.
(001414)
| |||||
| SUBJ NUM | Title | Sustainable | Units | Semester Offered | Course Flags |
|---|---|---|---|---|---|
| EDAD 609 | Leadership for Educational Equity and Access | 3.0 | FS | ||
|
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. 3 hours lecture.
(020333)
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| EDAD 610 | Communication Skills for School Administrators | 3.0 | FS | ||
|
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. 3 hours seminar.
(002744)
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| EDAD 611 | Supervision and Staff Development for School Improvement | 3.0 | FS | ||
|
The philosophy, role, and techniques of supervision and staff development in the instructional program of elementary and secondary schools. 3 hours seminar.
(002745)
| |||||
| EDAD 612 | School Leadership | 3.0 | FS | ||
|
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. 3 hours seminar.
(002753)
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| EDAD 613 | Management of Funds and Facilities | 3.0 | FS | ||
|
Practical aspects of school support and revenue; California school apportionment system; financial problems of schools and capital outlay. 3 hours seminar.
(002751)
| |||||
| EDAD 614 | The Law and Education | 3.0 | FS | ||
|
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. 3 hours seminar.
(002756)
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| EDAD 615 | Field-Based Accountability: Managing for Learning | 3.0 | FS | ||
|
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. 3 hours seminar. Credit/no credit grading.
(002746)
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| EDAD 625A | Administrative Field Experience: Induction (Professional Credential) | 3.0 | INQ | ||
|
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. 9 hours supervision. Credit/no credit grading.
(002748)
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| EDAD 625B | Administrative Field Experience: Assessment (Professional Credential) | 3.0 | INQ | ||
|
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. 9 hours supervision. Credit/no credit grading.
(002749)
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| SUBJ NUM | Title | Sustainable | Units | Semester Offered | Course Flags |
|---|---|---|---|---|---|
| EDCI 110 | Field Experience with Youth | 1.0 -2.0 | FS | ||
|
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.
(002762)
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| EDCI 210 | Education Field Experience | 1.0 -3.0 | INQ | ||
|
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. 3 hours supervision. You may take this course more than once for a maximum of 15.0 units. Credit/no credit grading.
(002766)
| |||||
| EDCI 299 | Special Problems | 1.0 -3.0 | FS | ||
|
Prerequisites: Faculty permission.
This course is an independent study of special problems offered for 1.0-3.0 units. You must register directly with a supervising faculty member. 9 hours supervision. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
(020334)
| |||||
| EDCI 398 | Special Topics | 1.0 -3.0 | INQ | ||
|
Prerequisites: Department permission.
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. 3 hours lecture.
(020356)
| |||||
| EDCI 411 | Professional Strategies for Early Career Teachers | 3.0 | FS | ||
|
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. 3 hours seminar. Credit/no credit grading.
(002781)
| |||||
| EDCI 415 | Beginning Teacher Support and Assessment Practicum | 3.0 | FS | ||
|
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. 3 hours seminar. You may take this course more than once for a maximum of 15.0 units. Credit/no credit grading.
(002782)
| |||||
| EDCI 448 | Methods and Materials for Environmental Education |
|
3.0 | FS | |
|
Prerequisites: BIOL 342 or GEOS 130 or equivalent. This course is also offered as RECR 448.
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 hours lecture, 2 hours activity.
(002778)
| |||||
| EDCI 601 | Curriculum Development and Instructional Design | 3.0 | FS | ||
|
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. 3 hours seminar.
(002796)
| |||||
| EDCI 602 | Assessment and Evaluation of Learning | 3.0 | FS | ||
|
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. 3 hours seminar.
(002795)
| |||||
| EDCI 611 | Analysis of Instruction | 3.0 | FS | ||
|
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. 3 hours seminar.
(002813)
| |||||
| EDCI 620 | Creativity Trends in Education | 3.0 | FA | ||
|
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. 3 hours seminar.
(002785)
| |||||
| EDCI 621 | Art for the Classroom Teacher | 3.0 | INQ | ||
|
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. 3 hours seminar.
(002784)
| |||||
| EDCI 622 | Integrating the Arts in K-12 | 3.0 | INQ | ||
|
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. 3 hours seminar.
(002783)
| |||||
| EDCI 623 | Curriculum Development and Instruction: Secondary English | 3.0 | INQ | ||
|
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. 3 hours seminar.
(002797)
| |||||
| EDCI 624 | Curriculum Development and Instruction: Mathematics Education | 3.0 | INQ | ||
|
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. 3 hours seminar.
(002787)
| |||||
| EDCI 625 | Curriculum Development and Instruction: Science | 3.0 | INQ | ||
|
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. 3 hours seminar.
(002799)
| |||||
| EDCI 628 | Advanced Classroom Organization and Management | 3.0 | INQ | ||
|
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. 3 hours seminar.
(002804)
| |||||
| EDCI 630 | Community College and Adult Ed | 3.0 | INQ | ||
|
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. 3 hours seminar.
(002789)
| |||||
| EDCI 631 | Facilitating Adult Learning | 3.0 | INQ | ||
|
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. 3 hours seminar.
(002790)
| |||||
| EDCI 640 | MA in Education Research Writing Development | 1.0 | INQ | ||
|
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. 1 hour lecture. Credit/no credit grading.
(020943)
| |||||
| EDCI 650 | Administration of School Media Centers | 3.0 | INQ | ||
|
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. 3 hours seminar.
(002806)
| |||||
| EDCI 651 | Organization of Materials | 3.0 | INQ | ||
|
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. 3 hours seminar.
(002807)
| |||||
| EDCI 652 | Information Access | 3.0 | INQ | ||
|
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. 3 hours seminar.
(002808)
| |||||
| EDCI 653 | Collection Development: Selection and Acquisition of Resources | 3.0 | INQ | ||
|
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. 3 hours seminar.
(002809)
| |||||
| EDCI 655 | Supervised Experience in School Library Media Centers | 3.0 | INQ | ||
|
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. 9 hours supervision. Credit/no credit grading.
(002814)
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| EDCI 656 | Rural and Small School Education | 3.0 | INQ | ||
|
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. 3 hours seminar.
(020332)
| |||||
| EDCI 674 | Computer Graphics and Presentation in the K-12 Curriculum | 3.0 | INQ | ||
|
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. 3 hours seminar.
(002810)
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| EDCI 675 | Digital Media & Online Learning | 3.0 | INQ | ||
|
This course examines theoretical foundations and practical applications of digital instructional media for educators teaching face-to-face and/or online. Pedagogical considerations and best practices for using web technologies, digital photography, podcasting, video capture, DVD production, and online resources are addressed. 3 hours discussion.
(002811)
| |||||
| EDCI 689 | Professional Field Experience | 3.0 | FS | ||
|
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. 9 hours supervision. You may take this course more than once for a maximum of 15.0 units. Credit/no credit grading.
(002815)
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| SUBJ NUM | Title | Sustainable | Units | Semester Offered | Course Flags |
|---|---|---|---|---|---|
| EDMA 603 | Foundations of Education for English Learners | 3.0 | SP | ||
|
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. 3 hours seminar.
(002869)
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| EDMA 604 | Foundations of Democratic Education | 3.0 | FS | ||
|
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. 3 hours seminar.
(002870)
| |||||
| EDMA 605 | Seminar in Anthropology in Education | 3.0 | INQ | ||
|
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. 3 hours seminar.
(002871)
| |||||
| EDMA 610 | Introduction to Inquiry in Education | 3.0 | FS | ||
|
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. 3 hours seminar.
(002875)
| |||||
| EDMA 611 | Research Seminar in Education | 3.0 | FS | ||
|
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. 3 hours seminar.
(002876)
| |||||
| EDMA 696 | Synthesizing Experience in Education | 3.0 | FS | ||
|
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. 3 hours seminar. Credit/no credit grading.
(002872)
| |||||
| EDMA 697 | Independent Study | 1.0 -3.0 | FS | ||
|
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)
| |||||
| EDMA 698 | Special Topics in Education | 1.0 -6.0 | FS | ||
|
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. 1 hour discussion. You may take this course more than once for a maximum of 9.0 units.
(002877)
| |||||
| EDMA 699P | Master's Project | 1.0 -6.0 | FS | ||
|
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. Credit/no credit grading.
(002881)
| |||||
| EDMA 699T | Master's Thesis | 1.0 -6.0 | FS | ||
|
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. Credit/no credit grading.
(002879)
| |||||
| SUBJ NUM | Title | Sustainable | Units | Semester Offered | Course Flags |
|---|---|---|---|---|---|
| EDSL 610 | Foreign/Second Language Teaching: Methods | 3.0 | FA | ||
|
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. 3 hours seminar.
(002891)
| |||||
| EDSL 633 | Foreign/Second Language Teaching: The Cultural Dimension | 3.0 | FA | ||
|
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. 3 hours lecture.
(020007)
| |||||
| EDSL 635 | Current Research and Developments in Foreign/Second Language Education | 3.0 | SP | ||
|
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. 3 hours seminar.
(002888)
| |||||
| EDSL 636 | Foreign/Second Language Education: Testing and Assessment Practices | 3.0 | SP | ||
|
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. 3 hours seminar.
(002889)
| |||||
| EDSL 637 | Curriculum Development: Foreign Languages/ESL | 3.0 | FA | ||
|
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. 3 hours seminar.
(002890)
| |||||
| EDSL 696 | Tch Int'l Lang Comp Exam | 3.0 | FS | ||
|
Preparation for comprehensive examination in Teaching International Languages. 9 hours supervision. Credit/no credit grading.
(015874)
| |||||
| SUBJ NUM | Title | Sustainable | Units | Semester Offered | Course Flags |
|---|---|---|---|---|---|
| EDTE 145 | Prospective Teachers | 3.0 | FS | ||
|
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 hours activity. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
(002896)
| |||||
| EDTE 150 | Integrated Teacher CORE: K-12 Literacy Experience | 2.0 | FS | ||
|
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. 2 hours lecture. You may take this course more than once for a maximum of 4.0 units. Credit/no credit grading.
(002897)
| |||||
| EDTE 200 | Teaching Writing Composition in the Elementary Classroom | 3.0 | SP | ||
|
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 Califorania English Language Arts Standards and the California Reading/Language Arts Framework. 3 hours lecture. ABC/no credit grading.
(020514)
| |||||
| EDTE 255 | Introduction to Democratic Perspectives in K-12 Teaching | 3.0 | FS | ||
|
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. 3 hours lecture. You may take this course more than once for a maximum of 6.0 units.
(015812)
| |||||
| EDTE 301 | Democracy and Public Schooling in America | 2.0 | SMF | ||
|
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. 2 hours lecture. ABC/no credit grading.
(002975)
| |||||
| EDTE 302 | Access and Equity in Education | 3.0 | FS | ||
|
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. 3 hours lecture.
(002977)
| |||||
| EDTE 440 | Practicum in Multilingual/Multicultural Classroom Settings | 3.0 | FS | ||
|
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. 3 hours seminar. You may take this course more than once for a maximum of 15.0 units.
(002958)
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| EDTE 498 | Special Topics | 1.0 -6.0 | FS | ||
|
This course is for special topics offered for 1.0-6.0 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. 6 hours seminar.
(020971)
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| EDTE 501 | Application of Service Learning | 1.0 | FS | ||
|
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. 1 hour lecture. Credit/no credit grading.
(020476)
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| EDTE 520 | Fundamentals of Teaching Practice | 3.0 | SMF | ||
|
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. 3 hours seminar. ABC/no credit grading.
(002904)
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| EDTE 521 | Early Reading and Literacy Development in a Multi-Lingual/Cross-Cultural Setting | 3.0 | SMF | ||
|
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. 3 hours seminar. ABC/no credit grading.
(002917)
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| EDTE 522 | Reading Comprehension and Content Area Literacy in the Multi-Lingual/Cross-Cultural Setting | 3.0 | FS | ||
|
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. 3 hours seminar. ABC/no credit grading.
(002918)
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| EDTE 523A | Curriculum Theory and Practice: Math | 2.0 | SMF | ||
|
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. 2 hours seminar. You may take this course more than once for a maximum of 4.0 units. ABC/no credit grading.
(002921)
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| EDTE 523B | Curriculum Theory and Practice: Science | 2.0 | SMF | ||
|
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. 2 hours lecture. You may take this course more than once for a maximum of 4.0 units. ABC/no credit grading.
(020714)
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| EDTE 524A | Curriculum Theory and Practice: Social Studies | 2.0 | SMF | ||
|
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 poulations. This course is a Multiple Subject Program course and is not applicable to a master's degree program. 2 hours seminar. You may take this course more than once for a maximum of 4.0 units. ABC/no credit grading.
(002922)
| |||||
| EDTE 524B | Curriculum Theory and Practice: Arts | 2.0 | SMF | ||
|
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. 2 hours lecture. You may take this course more than once for a maximum of 4.0 units. ABC/no credit grading.
(020715)
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| EDTE 525 | Teaching Practicum I | 6.0 | FS | ||
|
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. 18 hours supervision. Credit/no credit grading.
(020010)
| |||||
| EDTE 526 | Teaching with Technology | 1.0 | FS | ||
|
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. 1 hour seminar. ABC/no credit grading.
(002916)
| |||||
| EDTE 527 | Teaching Special Populations | 2.0 | SMF | ||
|
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. 2 hours lecture. ABC/no credit grading.
(002919)
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| EDTE 528 | Applications for Democratic Education | 3.0 | FS | ||
|
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. 3 hours lecture. You may take this course more than once for a maximum of 6.0 units. ABC/no credit grading.
(002923)
| |||||
| EDTE 529 | Teaching Practicum II | 9.0 | FS | ||
|
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. 27 hours supervision. Credit/no credit grading.
(002924)
| |||||
| EDTE 530 | Fundamentals of Teaching Practice | 3.0 | SMF | ||
|
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. 3 hours seminar. ABC/no credit grading.
(002935)
| |||||
| EDTE 531 | Teaching with Technology | 1.0 | FS | ||
|
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. 1 hour seminar. ABC/no credit grading.
(002936)
| |||||
| EDTE 532 | Literacy Development | 3.0 | SMF | ||
|
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. 3 hours seminar. ABC/no credit grading.
(002902)
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| EDTE 533 | Subject Area Pedagogy I | 3.0 | SMF | ||
|
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. 3 hours seminar. ABC/no credit grading.
(002937)
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| EDTE 534 | Teaching Special Populations | 2.0 | SMF | ||
|
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. 2 hours lecture. ABC/no credit grading.
(002938)
| |||||
| EDTE 535 | Teaching Practicum I | 6.0 | FS | ||
|
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. 18 hours supervision. Credit/no credit grading.
(002939)
| |||||
| EDTE 535A | Teaching Practicum I for Blended Mathematics Candidates | 3.0 | FS | ||
|
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. 9 hours supervision. Credit/no credit grading.
(020985)
| |||||
| EDTE 536 | Subject Area Pedagogy II | 3.0 | FS | ||
|
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. 3 hours lecture. ABC/no credit grading.
(002940)
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| EDTE 537 | Applications for Democratic Education | 3.0 | FS | ||
|
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. 3 hours lecture. You may take this course more than once for a maximum of 6.0 units. ABC/no credit grading.
(002941)
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| EDTE 538 | Teaching Practicum II | 9.0 | FS | ||
|
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 appplicable to a master's degree. 27 hours supervision. Credit/no credit grading.
(002942)
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| EDTE 562 | Content Area Methods and Assessment - Single Subject | 3.0 | FS | ||
|
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. 3 hours seminar.
(020483)
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| EDTE 570 | Establishing a Supportive Learning Environment in Bilingual and/or General Education Classrooms | 2.0 | FS | ||
|
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 from diverse linguistic and cultural backgrounds. Bilingual candidates explore factors that affect instructional and classroom management strategies in classrooms where two languages are used for instruction. In the Bilingual/Cross-cultural Program, all or portions of this course may be conducted in Spanish. This course is not applicable to a master's degree.. 2 hours lecture.
(020893)
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| EDTE 574 | Teaching in Inclusive Settings: Preparing to Teach Special Populations in the General Education Sett | 1.0 | SP | ||
|
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. 1 hour lecture.
(002931)
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| EDTE 575 | Field Experience in Bilingual and/or General Education Classrooms | 6.0 | FA | ||
|
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. This course is not applicable to a master's degree. 18 hours supervision. Credit/no credit grading.
(002932)
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| EDTE 577 | Student Teaching in Bilingual and/or General Education Classrooms | 9.0 | SP | ||
|
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 bilingual and/or general education 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. This course is not applicable to a masters degree. 27 hours supervision. Credit/no credit grading.
(002934)
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| EDTE 580 | Educational Psychology | 3.0 | FS | ||
|
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. 3 hours seminar. ABC/no credit grading.
(015899)
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| EDTE 584 | Teaching in Inclusive Settings: Preparing to Teach Special Populations in Secondary Settings | 1.0 | SP | ||
|
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. 1 hour lecture.
(002953)
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| EDTE 585 | Field Experience in Subject-Specific and English Language Development Secondary Settings | 6.0 | FS | ||
|
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 content specific and English Language Development classrooms. This course is not applicable to a master's degree. 18 hours supervision. Credit/no credit grading.
(002954)
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| EDTE 587 | Student Teaching in Subject-Specific and English Language Development Secondary Settings | 9.0 | SP | ||
|
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. Candidates have significant experiences delivering comprehensive instruction to English Learners in content specific and English Language Development classrooms. This course is not applicable to a master's degree. 27 hours supervision. Credit/no credit grading.
(002957)
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| EDTE 597 | Independent Study | 1.0 -6.0 | FS | ||
|
9 hours supervision. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
(020472)
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| EDTE 650A | Multiple Subject as a Second Credential | 6.0 | SM | ||
|
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. 6 hours lecture.
(020984)
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| EDTE 650B | Single Subject as a Second Credential | 6.0 | SM | ||
|
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. 6 hours lecture.
(020983)
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| EDTE 660 | Teaching English Learners and Special Populations | 3.0 | SM | ||
|
This course is also offered as
SPED 660.
This course has a dual focus and targets the specialized pedagogy and differentiated curriculum for two distinct populations: English learners and students with exceptional needs. Candidates investigate the history and research related to both population, and apply pedagogical theories to assessments, practices and evidence-based strategies for teaching English learners and students with exceptional needs. 3 hours lecture.
(020990)
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| EDTE 660A | Teaching English Learners I | 1.0 | SM | ||
|
Prerequisite: Conditional admission to Professional Preparation Program. This course is also offered as SPED 660A.
This course prepares candidates to develop the knowledge, skills, and dispositions to teach in a diverse classroom setting. The candidates develop a conceptual framework for the learning and teaching of English Learners. 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. This course embeds the latest education research with practical application in a school setting. 1 hour lecture.
(021099)
| |||||
| EDTE 660B | Teaching English Learners II | 1.0 | FA | ||
|
Prerequisite: EDTE 660A or SPED 660A. This course is also offered as SPED 660B.
This course prepares candidates to develop the nowledge, skills, and dispositions to teach in a diverse classroom setting. The candidates develop a conceptual framework for the learning and teaching of English Learners. 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 will utilize assessment information to diagnose students¿ language abilities and to design lessons that foster receptive and productive language processes. This course embeds the latest education research with practical application in a school setting. This course builds on concepts learned in EDTE 660A. 1 hour lecture.
(021098)
| |||||
| EDTE 661 | Collaborative Practices in Public School | 3.0 | FA | ||
|
Prerequisite: Admission to RTR program. This course is also offered as SPED 661.
This course prepares candidates to develop the knowledge, skills, and dispositions to teach in a rural community setting serving diverse populations. The candidates develop a conceptual framework for implementing various instructional and classroom management strategies to support the educational, social, and emotional needs of English speakers, English Learners and Special Populations. Candidates learn techniques and strategies to motivate students, foster self-esteem, and develop positive attitudes that promote learning and achievement, responsibility, and equity. Candidates learn to establish procedures for managing instructional time, routines, and tasks to maximize learning opportunities for all students. In addition, candidates learn techniques and strategies related to collaborative practices including co-teaching, coaching, tiered interventions, and professional learning communities to support the academic achievement of all students. 3 hours lecture.
(021005)
| |||||
| EDTE 661A | Collaborative Practices in Public Schools | 2.0 | SM | ||
|
Prerequisites: Conditional admission to Professional Preparation Program. This course is also offered as SPED 661A.
This
course prepares candidates to develop the knowledge, skills, and dispositions to teach in a rural community setting serving diverse populations. The candidates develop a conceptual framework for implementing various instructional and classroom management strategies to support the educational, social, and emotional needs of English speakers, English Learners, and Special Populations. Candidates learn techniques and strategies to motivate students, foster self-esteem, and develop positive attitudes that promote learning and achievement, responsibility, and equity. Candidates learn to establish procedures for managing instructional time, routines, and tasks to maximize learning opportunities for all students. 2 hours lecture.
(021102)
| |||||
| EDTE 661B | Collaborative Practices in Public Schools | 1.0 | SM | ||
|
Prerequisites: EDTE 661A, EDTE 662. Corequisite: EDTE 665. This course is also offered as SPED 661B.
This course prepares candidates to develop the knowledge, skills, and dispositions to teach in a rural community setting serving students with special needs. The course emphasizes roles and relationships of families and professionals involved in the special education service delivery process, as well as support process including pre-referral services an interactions, student study/student success teams, IEP/ITP teams and co-teaching models. This course is also 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. Candidates apply knowledge of child and adolescent development, learning, and behavior theories with students in carefully selected and monitored residency placements. 1 hour lecture.
(021103)
| |||||
| EDTE 662 | Teaching Residency I | 6.0 | FA | ||
|
Prerequisite: Admission to RTR program. This course is also offered as SPED 662.
This first of two teaching residency semesters combines intensive co-teaching and collaboration with a developmental sequence of carefully planned, substantive, supervised field experiences in K-8 inclusive general education classrooms or special education settings. The residency provides opportunities to observe and apply democratic practices and to develop the skills and dispositions necessary to teach a diverse student population. Teacher candidate placements are determined through a collaborative effort of the university and colleagues in cooperating K-8 schools. 18 hours supervision. Credit/no credit grading.
(021006)
| |||||
| EDTE 663 | Literacy Development and Assessment | 4.0 | FA | ||
|
Prerequisite: Admission to RTR program. This course is also offered as SPED 663.
This course provides substantive, research-based instruction that builds the theoretical and practical knowledge base. This course 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 Content Standards, the California Reading/Language Arts Framework, and the English Language Development Standards. Candidates learn to explicitly teach basic decoding, vocabulary, comprehension, and fluency skills and strategies to all students, including those with varied reading and language levels and background experiences and knowledge. Candidates work closely with classroom teachers, supervisors, and instructors to study and apply basic principles and practices of reading language arts instruction in carefully selected field experience sites. Candidates develop knowledge about factors influencing reading development, instructional strategies, beginning reading skills, content area reading, organizational practices, in-depth assessment practices, and materials. Candidates learn about teaching the language arts in rural educational settings, with an emphasis on incorporating strategies, approaches, and materials to support ¿at-risk¿ learners, English Learners, and special populations. Technology is used throughout the course as a tool of instruction and in candidate assignments. 4 hours lecture.
(021007)
| |||||
| EDTE 664 | Pedagogy and Assessment | 3.0 | FA | ||
|
Prerequisite: Admission to RTR program.
This course provides an introduction to planning and delivering instruction based on state and national content standards in mathematics, science, social science, arts, physical education and health. It includes the application of research and theories of learning and development in selecting and implementing instructional strategies, curricular materials, technologies and assessments to meet the educational needs of diverse student populations. 3 hours lecture.
(021008)
| |||||
| EDTE 664A | Pedagogy and Assessment I | 1.0 | SM | ||
|
Prerequisites: Conditional admission to Professional Preparation Program.
This course provides an introduction to planning and delivering instruction based on state and national content standards in mathematics, science, social science, arts, physical education and health. It includes the application of research and theories of learning and development in selecting and implementing instructional strategies, curricular materials, technologies and assessments to meet the educational needs of diverse student populations. 1 hour lecture. ABC/no credit grading.
(021101)
| |||||
| EDTE 664B | Pedagogy and Assessment II | 1.0 | FA | ||
|
Prerequisite: EDTE 664A.
This course provides an introduction to planning and delivering instruction based on state and national content standards in mathematics, science, social science, arts, physical education and health. It includes the application of research and theories of learning and development in selecting and implementing instructional strategies, curricular materials, technologies and assessments to meet the educational needs of diverse student populations. 1 hour lecture.
(021110)
| |||||
| EDTE 664C | Pedagogy and Assessment III | 1.0 | SP | ||
|
Prerequisites: EDTE 664A, EDTE 664B.
This course provides an introduction to planning and delivering instruction based on state and national content standards in mathematics, science, social science, arts, physical education, and health. It includes the application of research and theories of learning and development in selecting and implementing instructional strategies, curricular materials, technologies, and assessments to meet the educational needs of diverse student populations. 1 hour lecture.
(021112)
| |||||
| EDTE 665 | Teaching Residency II | 6.0 | SP | ||
|
Prerequisite: EDTE/SPED 662 and permission of program. This course is also offered as SPED 665.
This second of two teaching residency semesters combines intensive co-teaching and collaboration with a developmental sequence of carefully planned, substantive, supervised field experiences in K-8 inclusive general education classrooms or special education settings. The residency provides opportunities to observe and apply democratic practices and to develop the skills and dispositions necessary to teach a diverse student population. Teacher candidates engage in site-based inquiry and action research. 18 hours supervision.
(021058)
| |||||
| EDTE 671 | Curriculum Development and Instructional Strategies for Bilingual and/or General Education Classroom | 3.0 | FA | ||
|
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. Candidates learn and begin to understand the appropriate use of computer-based technology for information collection, analysis, and management in the instructional settings. Candidates are prepared to select, use and adapt state-adopted and supplemental materials to meet the needs of English Learners. Bilingual candidates address the effects of instruction in two languages in planning standards-based instruction. In the Bilingual/Crosscultural Program, all or portions of this course may be conducted in Spanish. This course may be applicable to a master's degree. 3 hours lecture.
(020894)
| |||||
| EDTE 672 | Teaching Reading in Bilingual and/or General Education Classrooms | 4.0 | FA | ||
|
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 in English and, when applicable, in two languages that is aligned with the California English Language Arts Academic Contents Standards for Students. Reading and writing strategies, appropriate to students' language proficiency levels that ensure students' access to, and achievement in the academic content standards are modeled. Candidates examine issues of English language development, literacy level in the primary language and transfer of skills between L1 and L2; and select and/or adapt appropriate strategies and materials for students, including those from diverse cultural and linguistic backgrounds. Bilingual candidates review appropriate materials and resources available in the students' primary language. In the Bilingual/Cross-cultural Program, all or portions of this course may be conducted in Spanish. This course may be applicable to a master's degree. 4 hours lecture.
(020895)
| |||||
| EDTE 673 | Teaching English Learners: Literacy and Academic Access | 3.0 | FA | ||
|
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, literacy in the primary language, culture and the transferability of language skills on reading and writing are explored. Candidates utilize assessment information to diagnose students' language abilities and to design lessons that foster receptive and productive language processes. Bilingual instructional models are compared to examine the extent to which models best support instruction that is linguistically and culturally responsive and provide opportunities for parental involvement. In the Bilingual/Crosscultural program, all or portions of this course may be conducted in Spanish. This course may be applicable to a master's degree. 3 hours lecture.
(020896)
| |||||
| EDTE 676A | Interdisciplinary Instruction in Bilingual and/or General Education Self-Contained Classrooms | 4.0 | FS | ||
|
Prerequisites: Admission to a Professional Education Program, EDTE 570, EDTE 575, EDTE 671, EDTE 672, EDTE 673.
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. Bilingual candidates address the effects of instruction in two languages in planning standards-based instruction. Technologies for effective use in relation to the state-adopted academic curriculum are reviewed and evaluated. The role of parents in the teaching/learning process is examined and strategies for promoting authentic parental participation are discussed. Candidates are prepared to select, use and adapt state-adopted and supplemental materials. In the Bilingual/Crosscultural program, all or portions of the course may be conducted in Spanish. This course may be applicable to a master's degree. 4 hours lecture.
(021055)
| |||||
| EDTE 676B | Assessment in Bilingual and/or General Education K-12 Classrooms | 2.0 | FS | ||
|
Prerequisites: Admission to a Professional Education Program, EDTE 570, EDTE 575, EDTE 671, EDTE 672, EDTE 673.
Candidates examine the relationship between instruction and assessment. They utilize assessment information to diagnose English learners' language abilities in Spanish and English and to design lessons in both languages. Topics include examination, use and interpretation of standardized test results, principles of curriculum-based assessment and considerations of cultural and linguistic diversity in assessment. Candidates are asked to analyze school and classroom assessment data; design and implement an intervention; examine outcomes; reflect on the teaching/learning process; and make recommendations for future instruction. In the Bilingual/Crosscultural program, all or portions of the course may be conducted in Spanish. This course may be applicable to a master's degree. 2 hours lecture.
(021056)
| |||||
| EDTE 681 | Curriculum Development and instructional Strategies for English Learners in Secondary Settings | 3.0 | FA | ||
|
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 to foster English language development. Candidates are prepared to select, use and adapt state-adopted and supplemental materials to meet the needs of English Learners. Appropriate use of computer-based technology for information collection, analysis, and management of instructional settings are discussed. In the Bilingual/Cross-cultural Program, all or portions of this course may be conducted in Spanish. This course may be applicable to a master's degree. 3 hours lecture.
(020336)
| |||||
| EDTE 682 | Teaching Reading and Language Arts in the Secondary Setting | 3.0 | FA | ||
|
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. 3 hours lecture.
(020037)
| |||||
| EDTE 683 | Teaching English Learners in Secondary Settings: Literacy and Academic Access | 3.0 | FS | ||
|
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. 3 hours lecture.
(020337)
| |||||
| EDTE 686A | Subject-Specific Content Instruction for English Learners and/or General Education Students in Secon | 4.0 | FS | ||
|
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. The role of parents in the teaching/learning process is examined and strategies for promoting authentic parental participation are discussed. Candidates are prepared to select, use and adapt state-adopted and supplemental materials. In the Bilingual/Crosscultural program, all or portions of this course may be conducted in Spanish. This course may be applicable to a master's degree. 4 hours lecture.
(021057)
| |||||
| SUBJ NUM | Title | Sustainable | Units | Semester Offered | Course Flags |
|---|---|---|---|---|---|
| EDUC 189 | Education Field Experience | 1.0 -3.0 | FS | ||
|
9 hours supervision. You may take this course more than once for a maximum of 15.0 units.
(002973)
| |||||
| EDUC 198 | Special Topics | 1.0 -3.0 | FS | ||
|
Prerequisites: Department permission.
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. 3 hours lecture.
(002974)
| |||||
| EDUC 398 | Special Topics | 1.0 -3.0 | FS | ||
|
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. 3 hours lecture.
(003039)
| |||||
| EDUC 399 | Special Problems | 1.0 -3.0 | FS | ||
|
This course is an independent study of special problems offered for 1.0-3.0 units. 9 hours supervision. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
(003040)
| |||||
| EDUC 498 | Special Topics | 1.0 -6.0 | FS | ||
|
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. 3 hours lecture.
(003130)
| |||||
| EDUC 499 | Special Problems | 1.0 -3.0 | FS | ||
|
Prerequisites: Faculty permission.
This course is an independent study of special problems offered for 1.0-3.0 units. You must register directly with a supervising faculty member. 1 hour lecture. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
(003137)
| |||||
| EDUC 501 | Assessment of Teaching Performance: Technical Aspects | 1.0 | FS | ||
|
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 evaluations systems. 1 hour lecture. You may take this course more than once for a maximum of 2.0 units. Credit/no credit grading.
(020382)
| |||||
| EDUC 502 | Assessment of Teaching Performance: Introduction | 2.0 | FS | ||
|
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. 2 hours lecture. You may take this course more than once for a maximum of 4.0 units. Credit/no credit grading.
(020383)
| |||||
| EDUC 503 | Assessment of Teaching Performance: Application | 3.0 | FS | ||
|
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. Topcis include task orientation, modifying and adapting instruction, analyzing student work, using results to inform instruction, and using technology to present data. 3 hours lecture. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
(020384)
| |||||
| EDUC 504 | Integrating Technology into Classroom Practice | 3.0 | FS | ||
|
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. 3 hours seminar. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
(020477)
| |||||
| EDUC 506 | Level I: Introduction to Tutoring | 1.0 | FS | ||
|
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. 1 hour seminar.
(020459)
| |||||
| EDUC 507 | Level II: Advanced Tutoring | 1.0 | FS | ||
|
Prerequisites: EDUC 506 or faculty permission.
An advanced review of the concepts, terminology, and issues encountered in tutoring, including exploration of varius 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. 1 hour seminar.
(020460)
| |||||
| EDUC 508 | Level III: Master Tutoring | 1.0 | FS | ||
|
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. 1 hour seminar.
(020461)
| |||||
| EDUC 509 | Managing Residential Program | 2.0 | FS | ||
|
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. 2 hours seminar. You may take this course more than once for a maximum of 6.0 units.
(020462)
| |||||
| EDUC 510 | Managing Career Exploration | 1.0 -3.0 | FS | ||
|
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. 2 hours seminar. You may take this course more than once for a maximum of 6.0 units.
(020482)
| |||||
| EDUC 516 | Teaching Performance Assessment for Credential Candidates | 3.0 | FS | ||
|
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. 3 hours seminar. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
(020464)
| |||||
| EDUC 589A | Residential Program Practicum | 4.0 | FS | ||
|
Prerequisites: EDUC 509.
This course provides hands-on residential experience for Resident Advisor interns through the Upward Bound project's six-week summer program. 4 hours seminar. You may take this course more than once for a maximum of 12.0 units.
(020463)
| |||||
| EDUC 589B | Career Exploration Practicum | 4.0 | FS | ||
|
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. 4 hours supervision. You may take this course more than once for a maximum of 12.0 units.
(020481)
| |||||
| EDUC 598 | Special Topics | 1.0 -3.0 | INQ | ||
|
Prerequisites: Department permission.
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. 3 hours seminar.
(020904)
| |||||
| EDUC 697 | Independent Study | 1.0 -4.0 | FS | ||
|
9 hours supervision. You may take this course more than once for a maximum of 6.0 units.
(003210)
| |||||
| SUBJ NUM | Title | Sustainable | Units | Semester Offered | Course Flags |
|---|---|---|---|---|---|
| RDGL 540 | Reading Competence Practicum | 3.0 | FS | ||
|
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. 3 hours lecture. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
(015813)
| |||||
| RDGL 554 | Literature for Children | 3.0 | FS | ||
|
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. 3 hours seminar.
(003115)
| |||||
| RDGL 557 | Literature for a Multicultural World | 3.0 | FA | ||
|
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. 3 hours seminar.
(008755)
| |||||
| RDGL 654 | Seminar in Literature for Children | 3.0 | INQ | ||
|
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. 3 hours seminar.
(003172)
| |||||
| RDGL 657 | Books for Young Adults | 3.0 | INQ | ||
|
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. 3 hours discussion.
(003121)
| |||||
| RDGL 660 | Introduction to Major Issues in the Teaching of Reading | 3.0 | FA | ||
|
Prerequisites: 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 hours seminar, 2 hours activity.
(003125)
| |||||
| RDGL 661 | Seminar in Individual Diagnosis in Reading | 3.0 | FA | ||
|
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. 3 hours seminar.
(003182)
| |||||
| RDGL 662 | Advanced Seminar: Curriculum and Research in Reading | 3.0 | SP | ||
|
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. 3 hours seminar.
(003190)
| |||||
| RDGL 664 | Seminar in Classroom Reading Diagnosis and Remediation | 3.0 | FS | ||
|
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 hours seminar, 2 hours activity.
(003126)
| |||||
| RDGL 665 | Techniques and Materials for Individual Instruction in Reading | 3.0 | SP | ||
|
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. 3 hours seminar.
(003183)
| |||||
| RDGL 666 | Clin Pract Reading: Diagnosis | 1.0 -3.0 | SMF | ||
|
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. 3 hours supervision. You may take this course more than once for a maximum of 6.0 units.
(003184)
| |||||
| RDGL 667 | Clin Prac Reading: Instruct | 1.0 -3.0 | SMF | ||
|
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. 3 hours supervision.
(003187)
| |||||
| RDGL 689 | Internship in Teaching of Reading | 3.0 | FS | ||
|
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. 9 hours supervision.
(003205)
| |||||
| RDGL 697 | Independent Study | 1.0 -4.0 | FS | ||
|
9 hours supervision. You may take this course more than once for a maximum of 6.0 units.
(020819)
| |||||
| SUBJ NUM | Title | Sustainable | Units | Semester Offered | Course Flags |
|---|---|---|---|---|---|
| SPED 243 | Overview of Diverse Learners and Special Education | 3.0 | FS | ||
|
This is a survey course recommended for students interested in all types of diverse learners. 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. 3 hours lecture. You may take this course more than once for a maximum of 6.0 units.
(021127)
| |||||
| SPED 343 | Overview of Special Education | 3.0 | FS | ||
|
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. 3 hours lecture.
(003010)
| |||||
| SPED 499 | Special Problems | 1.0 -3.0 | FS | ||
|
Prerequisites: Faculty permission.
This course is an independent study of special problems offered for 1.0-3.0 units. You must register directly with a supervising faculty member. 9 hours discussion. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
(020922)
| |||||
| SPED 501 | Seminar for Field Experience | 1.0 | FS | ||
|
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 maangement techniques, and participating in collaborative activities. 1 hour seminar. You may take this course more than once for a maximum of 2.0 units. Credit/no credit grading.
(020480)
| |||||
| SPED 514 | Supervised/Student Teaching - Mild/Moderate Disabilities | 3.0 | FS | ||
|
Prerequisites: Admission to Education Specialist Credential Program.
Enrollees participate in, and assume full responsibility for, instruction of students with mild/moderate disabilities. 9 hours supervision. Credit/no credit grading.
(020478)
| |||||
| SPED 515 | Supervised/Student Teaching - Moderate/Severe Disabilities | 3.0 | FS | ||
|
Prerequisites: Admission to Education Specialist Credential Program.
Enrollees participate in, and assume full responsibility for, instruction of students with moderate/severe disabilities. 9 hours supervision. Credit/no credit grading.
(020479)
| |||||
| SPED 517 | Introduction to Teaching EnglishLearners for Level I Education Specialists | 3.0 | SM | ||
|
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. This course also provides students with an understanding of how to collaborate with families of English learners. California English Language Development Standards are introduced and applied to the classroom through the development of a case study. 3 hours seminar.
(020445)
| |||||
| SPED 518 | Literacy and Academic Access for English learners: Level I Education Specialists | 3.0 | FA | ||
|
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. 3 hours seminar.
(020444)
| |||||
| SPED 519 | Advanced Methods for Teaching Pupils with Emotional/Behavior Disorders | 3.0 | FS | ||
|
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. 3 hours seminar. Credit/no credit grading.
(020458)
| |||||
| SPED 520 | Assessment and Evaluation in General and Special Education | 3.0 | SP | ||
|
Prerequisites: SPED 343 or equivalent. This course is also offered as PSYC 516.
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. 3 hours seminar.
(007958)
| |||||
| SPED 530 | Practicum - Special Education | 3.0 | FS | ||
|
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. 9 hours supervision. Credit/no credit grading.
(009302)
| |||||
| SPED 531 | Student Teaching - Mild/Moderate Disabilities | 5.0 | FS | ||
|
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. 15 hours supervision. Credit/no credit grading.
(009305)
| |||||
| SPED 532 | Supervised/Student Teaching - Moderate/Severe Disabilities | 8.0 | FS | ||
|
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. 24 hours supervision. Credit/no credit grading.
(003037)
| |||||
| SPED 533 | Student Teaching - Moderate/Severe Disabilities | 5.0 | FS | ||
|
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. 15 hours supervision. Credit/no credit grading.
(009308)
| |||||
| SPED 534 | Field Experience - General and Special Education | 1.0 | FS | ||
|
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 hours activity. You may take this course more than once for a maximum of 15.0 units. Credit/no credit grading.
(003128)
| |||||
| SPED 535 | Intern Exp Exceptional Student | 3.0 | FS | ||
|
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. 9 hours supervision. You may take this course more than once for a maximum of 15.0 units. Credit/no credit grading.
(020005)
| |||||
| SPED 550 | Field Experience - Early Childhood Special Education | 6.0 | FS | ||
|
Prerequisites: Faculty permission.
Candidates work with pupils with disabilities within a variety of early childhood settings, from birth through pre-kindergarten. 18 hours supervision. Credit/no credit grading.
(009306)
| |||||
| SPED 560 | General and Special Education Methods for Teaching Mathematics | 2.0 | FA | ||
|
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. 2 hours seminar.
(009294)
| |||||
| SPED 561 | Curriculum and Instruction: Emphases for Inclusive Settings | 3.0 | FS | ||
|
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. 3 hours lecture.
(009295)
| |||||
| SPED 562 | Methods for Teaching Science/Social Science/Arts: General and Special Education | 3.0 | FA | ||
|
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. 3 hours lecture.
(009296)
| |||||
| SPED 563 | Collaboration in Education and the Helping Professions | 2.0 | FS | ||
|
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. 2 hours seminar.
(009297)
| |||||
| SPED 564 | Management of Learning Environments | 2.0 | SP | ||
|
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. 2 hours seminar.
(009298)
| |||||
| SPED 565 | Behavior Management | 2.0 | FA | ||
|
Prerequisites: SPED 564 and admission to Special Education professional preparation program.
This course focuses on establishing and maintaining an educational enrironment where interventions are positive, proactive, and respectful of students. It includes the knowledge and skills in designing and implementing positive behavior support plans and intervention based on functional analysis assessments. 2 hours seminar.
(009299)
| |||||
| SPED 566 | Student Teaching - Multiple Subject | 8.0 | FS | ||
|
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. 24 hours supervision. Credit/no credit grading.
(009303)
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| SPED 567 | Supervised/Student Teaching - Mild/Moderate Disabilities | 8.0 | FS | ||
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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. 24 hours supervision. Credit/no credit grading.
(003036)
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| SPED 568 | Fieldwork - General Education | 3.0 | FS | ||
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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. 9 hours supervision. Credit/no credit grading.
(009307)
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| SPED 569 | Field Experience - General and Special Education | 3.0 | FS | ||
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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. 3 hours discussion. You may take this course more than once for a maximum of 15.0 units.
(015978)
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| SPED 580 | Introduction to Autism Spectrum Disorders | 3.0 | FA | ||
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This is a survey course recommended for students interested in autism spectrum disorders. Content includes: characteristics and educational needs of students within autism spectrum, including social, familial, biological, cultural and legal contexts; characteristics of effective programs including evidence-based practices and effective communication with support services. Includes a service-learning experience. 3 hours seminar.
(021050)
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| SPED 590 | Intern Preservice and Orientation | 2.0 | FS | ||
|
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. 2 hours seminar. Credit/no credit grading.
(009301)
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| SPED 598 | Special Topics | 1.0 -3.0 | INQ | ||
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Prerequisites: Department permission.
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. 3 hours seminar.
(009310)
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| SPED 599 | Independent Study | 1.0 -3.0 | FS | ||
|
Prerequisites: Faculty permission.
This course is an independent study of special problems offered for 1.0-3.0 units. You must register directly with a supervising faculty member. 3 hours supervision. You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
(009311)
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| SPED 636 | Advanced Curriulum Content -- Mild/Moderate | 3.0 | INQ | ||
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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. 3 hours discussion.
(003161)
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| SPED 637 | Curriculum and Instruction -- Moderate/Severe Disabilities | 3.0 | FA | ||
|
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. 3 hours discussion.
(003101)
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| SPED 638 | Instructional Strategies for the Behaviorally and Emotionally Disturbed | 3.0 | FA | ||
|
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. 3 hours seminar.
(003163)
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| SPED 639 | Advanced Curriculum Content: Moderate/Severe Disabilities | 3.0 | FS | ||
|
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. 3 hours seminar.
(009316)
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| SPED 640 | Transition, Vocational, and Career Education | 2.0 | INQ | ||
|
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. 2 hours seminar.
(009317)
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| SPED 641 | Seminar for M.A., Special Education Option | 3.0 | INQ | ||
|
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. 3 hours seminar.
(003166)
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| SPED 642 | Consultation and Staff Development | 3.0 | FS | ||
|
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. 3 hours seminar.
(009321)
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| SPED 643 | Mainstreaming | 3.0 | FS | ||
|
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. 3 hours seminar.
(003090)
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| SPED 651 | Curriculum, Instruction, and Programming in Early Childhood Special Education | 3.0 | INQ | ||
|
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. 3 hours seminar.
(009315)
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| SPED 652 | Issues in Development and Assessment in Early Childhood Special Education | 3.0 | INQ | ||
|
Prerequisites: SPED 651.
Study and application of best practices in child assessment, birth through pre-kindergarten, curriculum and intervention. 3 hours seminar.
(009320)
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| SPED 660 | Teaching English Learners and Special Populations | 3.0 | SM | ||
|
This course is also offered as
EDTE 660.
This course has a dual focus and targets the specialized pedagogy and differentiated curriculum for two distinct populations: English learners and students with exceptional needs. Candidates investigate the history and research related to both population, and apply pedagogical theories to assessments, practices and evidence-based strategies for teaching English learners and students with exceptional needs. 3 hours lecture.
(020990)
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| SPED 660A | Teaching English Learners I | 1.0 | SM | ||
|
Prerequisite: Conditional admission to Professional Preparation Program. This course is also offered as EDTE 660A.
This course prepares candidates to develop the knowledge, skills, and dispositions to teach in a diverse classroom setting. The candidates develop a conceptual framework for the learning and teaching of English Learners. 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. This course embeds the latest education research with practical application in a school setting. 1 hour lecture.
(021099)
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| SPED 660B | Teaching English Learners II | 1.0 | FA | ||
|
Prerequisite: EDTE 660A or SPED 660A. This course is also offered as EDTE 660B.
This course prepares candidates to develop the nowledge, skills, and dispositions to teach in a diverse classroom setting. The candidates develop a conceptual framework for the learning and teaching of English Learners. 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 will utilize assessment information to diagnose students¿ language abilities and to design lessons that foster receptive and productive language processes. This course embeds the latest education research with practical application in a school setting. This course builds on concepts learned in EDTE 660A. 1 hour lecture.
(021098)
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| SPED 661 | Collaborative Practices in Public School | 3.0 | FA | ||
|
Prerequisite: Admission to RTR program. This course is also offered as EDTE 661.
This course prepares candidates to develop the knowledge, skills, and dispositions to teach in a rural community setting serving diverse populations. The candidates develop a conceptual framework for implementing various instructional and classroom management strategies to support the educational, social, and emotional needs of English speakers, English Learners and Special Populations. Candidates learn techniques and strategies to motivate students, foster self-esteem, and develop positive attitudes that promote learning and achievement, responsibility, and equity. Candidates learn to establish procedures for managing instructional time, routines, and tasks to maximize learning opportunities for all students. In addition, candidates learn techniques and strategies related to collaborative practices including co-teaching, coaching, tiered interventions, and professional learning communities to support the academic achievement of all students. 3 hours lecture.
(021005)
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| SPED 661A | Collaborative Practices in Public Schools | 2.0 | SM | ||
|
Prerequisites: Conditional admission to Professional Preparation Program. This course is also offered as EDTE 661A.
This
course prepares candidates to develop the knowledge, skills, and dispositions to teach in a rural community setting serving diverse populations. The candidates develop a conceptual framework for implementing various instructional and classroom management strategies to support the educational, social, and emotional needs of English speakers, English Learners, and Special Populations. Candidates learn techniques and strategies to motivate students, foster self-esteem, and develop positive attitudes that promote learning and achievement, responsibility, and equity. Candidates learn to establish procedures for managing instructional time, routines, and tasks to maximize learning opportunities for all students. 2 hours lecture.
(021102)
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| SPED 661B | Collaborative Practices in Public Schools | 1.0 | SM | ||
|
Prerequisites: EDTE 661A, EDTE 662. Corequisite: EDTE 665. This course is also offered as EDTE 661B.
This course prepares candidates to develop the knowledge, skills, and dispositions to teach in a rural community setting serving students with special needs. The course emphasizes roles and relationships of families and professionals involved in the special education service delivery process, as well as support process including pre-referral services an interactions, student study/student success teams, IEP/ITP teams and co-teaching models. This course is also 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. Candidates apply knowledge of child and adolescent development, learning, and behavior theories with students in carefully selected and monitored residency placements. 1 hour lecture.
(021103)
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| SPED 662 | Teaching Residency I | 6.0 | FA | ||
|
Prerequisite: Admission to RTR program. This course is also offered as EDTE 662.
This first of two teaching residency semesters combines intensive co-teaching and collaboration with a developmental sequence of carefully planned, substantive, supervised field experiences in K-8 inclusive general education classrooms or special education settings. The residency provides opportunities to observe and apply democratic practices and to develop the skills and dispositions necessary to teach a diverse student population. Teacher candidate placements are determined through a collaborative effort of the university and colleagues in cooperating K-8 schools. 18 hours supervision. Credit/no credit grading.
(021006)
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| SPED 663 | Literacy Development and Assessment | 4.0 | FA | ||
|
Prerequisite: Admission to RTR program. This course is also offered as EDTE 663.
This course provides substantive, research-based instruction that builds the theoretical and practical knowledge base. This course 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 Content Standards, the California Reading/Language Arts Framework, and the English Language Development Standards. Candidates learn to explicitly teach basic decoding, vocabulary, comprehension, and fluency skills and strategies to all students, including those with varied reading and language levels and background experiences and knowledge. Candidates work closely with classroom teachers, supervisors, and instructors to study and apply basic principles and practices of reading language arts instruction in carefully selected field experience sites. Candidates develop knowledge about factors influencing reading development, instructional strategies, beginning reading skills, content area reading, organizational practices, in-depth assessment practices, and materials. Candidates learn about teaching the language arts in rural educational settings, with an emphasis on incorporating strategies, approaches, and materials to support ¿at-risk¿ learners, English Learners, and special populations. Technology is used throughout the course as a tool of instruction and in candidate assignments. 4 hours lecture.
(021007)
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| SPED 664 | Academic Literacy and Communication for Students with Disabilities | 3.0 | SP | ||
|
This course addresses organization and management of differentiated reading and social communication instruction and interventions to meet the needs of the full range of learners. In this course, students demonstrate competence in administering, interpreting and utilizing the results of formal and informal assessments of the literacy and communication skills of students with disabilities for the purposes of developing and implementing academic literacy. Students conduct assessments, provide instruction, and special education services to individuals with academic language and/or communication needs in the areas of language and literacy development, including specific literacy's required to meet state-adopted content standards and student IEP goals. Students learn how to apply these literacy assessments and interventions in the context of Response-to-Intervention and other pre-referral intervention models. Students learn how to use assistive technology for purposes of enhancing literacy and communication and increase access to the general education curriculum. 3 hours seminar.
(021048)
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| SPED 665 | Teaching Residency II | 6.0 | SP | ||
|
Prerequisite: EDTE/SPED 662 and permission of program. This course is also offered as EDTE 665.
This second of two teaching residency semesters combines intensive co-teaching and collaboration with a developmental sequence of carefully planned, substantive, supervised field experiences in K-8 inclusive general education classrooms or special education settings. The residency provides opportunities to observe and apply democratic practices and to develop the skills and dispositions necessary to teach a diverse student population. Teacher candidates engage in site-based inquiry and action research. 18 hours supervision.
(021058)
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| SPED 670 | Home/School/Community Relations in General and Special Education | 2.0 | SP | ||
|
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. 2 hours seminar.
(009313)
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| SPED 671 | Technology in Specialized Instruction | 2.0 | SP | ||
|
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. 2 hours seminar.
(009314)
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| SPED 672 | Curriculum and Instruction -- Mild/Moderate Disabilities | 3.0 | FS | ||
|
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. 3 hours discussion.
(003100)
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| SPED 673 | Laws and Regulations in Special Education | 1.0 | SP | ||
|
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. 1 hour discussion. You may take this course more than once for a maximum of 3.0 units.
(003108)
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| SPED 680 | Advanced Methods and Curriculum for Students with Autism Spectrum Disorders | 3.0 | SP | ||
|
Prerequisites: Admission to Education Specialist Credential Program, SPED 580.
The purpose of this course is to provide education specialist candidates and interns with in depth knowledge of educational services for students who have an Autism Spectrum Disorder (ASD). Students evaluate and apply evidence based practices in language curricula, core curricula and behavioral programs and strategies designed specifically for K-12 students with ASD. Students in this course learn and apply appropriate accommodations, modifications and other academic supports for students with ASD in general education environments. 3 hours seminar.
(021049)
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| SPED 691 | Collaboration in Education | 3.0 | SP | ||
|
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. Includes understanding and application of laws and regulations which relate to Federal, state and Local Master Plan compliance requirements in Special Education. Development of sensitivity to multicultural, community-based, and socio-economic factors involved in serving the individual and family. 3 hours lecture.
(009312)
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| SPED 692 | Classroom Management for Individuals with Exceptional Needs | 3.0 | FS | ||
|
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. 3 hours seminar. You may take this course more than once for a maximum of 6.0 units.
(003094)
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