|
EDTE 150
|
Introduction to the K-12 School Experience
|
|
2.0
|
FS
|
|
|
This is an early field experience course for University students exploring a career in public schools. It affords students the opportunity to view the school community with hands-on, field-based learning. Through this kind of learning, students explore characteristics of diversity and also consider some important questions that pertain to their specific personal and professional goals. Guidance is provided to help students make important connections between academic studies, personal, social and emotional growth, and life in the K-12 school 2 hours lecture. Credit/no credit grading.
|
|
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.
|
|
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.
|
|
EDTE 450
|
Health Education for Elementary School Teachers
|
|
3.0
|
FS
|
|
|
Addresses major health issues affecting the child, including, but not limited to, health promotion and disease prevention, nutrition, substance use and abuse, and sexuality. Overview of health instruction framework for California public schools. Fulfills the state health education requirement for a preliminary teaching credential. Formerly HCSV 450. 3 hours discussion. Formerly HCSV 450.
|
|
EDTE 451
|
Health Education for Secondary School Teachers
|
|
3.0
|
FS
|
|
|
Addresses major health issues affecting the adolescent, including, but not limited to, health promotion and disease prevention, nutrition, substance use and abuse, and sexuality. Fulfills the state health education requirement for a preliminary teaching credential. 3 hours discussion. Formerly HCSV 451.
|
|
EDTE 498
|
Special Topics
|
|
1.0
-6.0
|
INQ
|
|
|
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.
|
|
EDTE 520
|
Fundamentals of Teaching Practice for Elementary Teachers
|
|
3.0
|
FS
|
|
|
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.
|
|
EDTE 521
|
Early Reading and Literacy Development in a Multi-Lingual/Cross-Cultural Setting
|
|
3.0
|
FS
|
|
|
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. 3 hours seminar. ABC/no credit grading.
|
|
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. 3 hours seminar. ABC/no credit grading.
|
|
EDTE 523A
|
Curriculum Theory and Practice: Math
|
|
3.0
|
FS
|
|
|
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. 3 hours seminar. You may take this course more than once for a maximum of 6.0 units. ABC/no credit grading.
|
|
EDTE 523B
|
Curriculum Theory and Practice: Science
|
|
2.0
|
FS
|
|
|
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. 2 hours lecture. You may take this course more than once for a maximum of 4.0 units. ABC/no credit grading.
|
|
EDTE 524A
|
Curriculum Theory and Practice: Social Studies
|
|
2.0
|
FS
|
|
|
This course examines the principles and practices for elementary school instruction in social studies within the context of democratic classroom practice. It includes application of national and state standards to planning curriculum and assessment, as well as selection and implementation of appropriate instructional strategies, resources, materials, and electronic teaching technologies to meet the educational needs of diverse student populations. 2 hours seminar. You may take this course more than once for a maximum of 4.0 units. ABC/no credit grading.
|
|
EDTE 524B
|
Curriculum Theory and Practice: Arts
|
|
2.0
|
FS
|
|
|
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. 2 hours lecture. You may take this course more than once for a maximum of 4.0 units. ABC/no credit grading.
|
|
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.
|
|
EDTE 527
|
Teaching Special Populations
|
|
2.0
|
FS
|
|
|
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.
|
|
EDTE 528
|
Synthesis of Teaching Theory and Practice
|
|
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 deepens candidates' knowledge and application of theories and practices necessary to execute the Plan-Teach-Assess-Reflect cycle of teaching in diverse classrooms. Candidates analyze research-based teaching practices as applied in classroom contexts, examine student learning outcomes, document their growth as teachers and set goals for their development as professional educators. 3 hours lecture. You may take this course more than once for a maximum of 6.0 units. ABC/no credit grading.
|
|
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.
|
|
EDTE 530
|
Fundamentals of Teaching Practice for Secondary Teachers
|
|
3.0
|
FS
|
|
|
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.
|
|
EDTE 532
|
Literacy Development
|
|
3.0
|
FS
|
|
|
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. 3 hours seminar.
|
|
EDTE 533
|
Subject Area Pedagogy I
|
|
3.0
|
FS
|
|
|
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. 3 hours seminar.
|
|
EDTE 534
|
Teaching Special Populations
|
|
2.0
|
FS
|
|
|
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.
|
|
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.
|
|
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.
|
|
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. 3 hours lecture. You may take this course more than once for a maximum of 12.0 units.
|
|
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. 3 hours lecture. You may take this course more than once for a maximum of 6.0 units.
|
|
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.
|
|
EDTE 570
|
Establishing a Supportive Learning Environment in Bilingual and/or General Education Classrooms
|
|
4.0
|
SP
|
|
Prerequisites: Admission to a Professional Education Program.
This course facilitates observation of and engagement in multiple teaching tasks under the apprenticeship of a classroom teacher. A framework for lesson and unit design is developed. The relationship between curriculum, instruction, and assessment is explored. Candidates ascertain factors that affect instructional and classroom management strategies when two languages are used for instruction. California's current recommendations for educational reform and their affect on culturally and linguistically diverse populations are examines. In the Bilingual/Crosscultural Program, all or portions of this course may be conducted in Spanish. Candidates are assigned to a classroom for 20 hours of early field experience. This course is not applicable to a master's degree. 4 hours lecture. ABC/no credit grading.
|
|
EDTE 575
|
Field Experience in Bilingual and/or General Education Classrooms
|
|
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 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.
|
|
EDTE 577
|
Student Teaching in Bilingual and/or General Education Classrooms
|
|
9.0
|
FS
|
|
Prerequisites: Admission to a Professional Education Program and successful completion of EDTE 570, 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.
|
|
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. 3 hours seminar.
|
|
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.
|
|
EDTE 587
|
Student Teaching in Subject-Specific and English Language Development Secondary Settings
|
|
9.0
|
FS
|
|
Prerequisites: Admission to a Professional Education Program and successful completion of EDTE 580, 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.
|
|
EDTE 597
|
Independent Study
|
|
1.0
-6.0
|
INQ
|
|
|
You may take this course more than once for a maximum of 6.0 units. Credit/no credit grading.
|
|
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.
|
|
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.
|
|
EDTE 660A
|
Teaching English Learners I
|
|
1.0
|
FS
|
|
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.
|
|
EDTE 660B
|
Teaching English Learners II
|
|
1.0
|
FS
|
|
Prerequisite: EDTE 660A or SPED 660A.
This course is also offered as
SPED 660B.
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 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.
|
|
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.
|
|
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 TK-12 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 TK-12 schools. 18 hours supervision. Credit/no credit grading.
|
|
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.
|
|
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.
|
|
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.
|
|
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.
|
|
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 TK-12 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 TK-12 schools. 18 hours supervision.
|
|
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 of K - 12 literacy development. This enables candidates to deliver an effective and comprehensive program of instruction in reading/language arts in English and the students primary language which is aligned with the California English Language Arts and English Language Development Framework. Candidates examine the relationship among language development, literacy level in the primary (L1) and target language (L2), as well as the transfer of skills between L1 and L2. Selection and/or adaptation of appropriate strategies and materials for Emergent Bilinguals are modeled to facilitate candidates' ability to apply them in their classrooms. Bilingual candidates review appropriate materials and resources available in English and 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.
|
|
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.
|
|
EDTE 676A
|
Interdisciplinary Instruction in Bilingual and/or General Education Self-Contained Classrooms
|
|
2.0
|
SP
|
|
Prerequisites: Admission to a Professional Education Program, EDTE 575.
This course prepares candidates to plan and deliver content-specific instruction for all students based on the student academic content standards and curriculum frameworks in history-social science. Bilingual candidates address the effects of instruction in two languages while planning standards-based instruction. The role of parents in the teaching/learning process is examined and strategies for promoting authentic parental participation are discussed. All or portions of this course may be conducted in Spanish. This course may be applicable to a master's degree. 2 hours lecture.
|
|
EDTE 676B
|
Assessment in Bilingual and/or General Education K-12 Classrooms
|
|
3.0
|
SP
|
|
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. 3 hours lecture.
|
Loading...