Education Course Descriptions
Below is a description of courses offered in the Department of Education.
218a Classroom Ecology: Applied Behavior Analysis
Principles and procedures of applied behavior analysis with applications to the special, correctional, and regular classroom. Strategies for managing behavior problems in the classroom as well as in other educational settings. Assessment, documentation, and interventions for disruptive, aggressive, antisocial, academic, and self-injurious behaviors. Primary emphasis on managing students with mild to moderate learning and behavior problems. Required at the beginning of the internship programs. (3 units)
218b Classroom Ecology: Learning Behavior & Literacy
Fundamental course in learning, learning theory, behavior, behavioral theory, effective teaching and the principles and procedures of first and second language acquisition, language arts, literacy development, and a balanced approach to instruction in the language arts for all students, including students with disabilities and English learners. Primary emphasis on effective, efficient, and socially valid instruction of students with mild to moderate learning and behavior disabilities. (3 units)
218c Classroom Ecology: English Language Development
First and second language acquisition and the implications for schooling, language and content learning. Philosophy and goals of English Language Development. Legal requirements for assessment, placement and instruction in English Language Development. Programs for ELD. Structure and Integration of ELD and standards in Reading Language Arts and content areas. Assessment of English Language Development. Lesson matching strategies to assessed levels of English language proficiency. Choosing and using materials and methods for rapid acquisition of listening, speaking, reading and writing. Prerequisite: 218b. (3 units)
221 Curriculum for the Inclusive Classroom
Development and effective use of behavioral and instructional objectives derived from relevant frameworks and state standards in the areas of science, social studies, visual and performing arts, health and physical education. Mastery of adaptive instructional practices and the ability to plan and utilize a variety of instructional delivery systems that meet the needs of children and youth with learning and behavior problems will be explored and expected. (3 units)
234 Medical/Health Aspects of Early Intervention
Materials relating to medical and health problems evolving from prenatal and perinatal developmental risk factors. Introduction to interpretation of medical histories and reports; health, safety, and nutritional needs specific to young children with disabilities; adaptive equipment and prosthetic devices; handling young children with physical disabilities; family reactions and coping strategies; community resources. (3 units)
235 Typical/Atypical Child Development
Introduction to the rich variety of typical and atypical growth and development in infants and children (birth to five years). Concepts are presented from physiological systems and developmental domain perspectives to provide a greater breadth of understanding and conceptualization of growth and development. Participants compare and contrast developmental scales, assess a child using the physiological and domain perspectives, and integrate these two perspectives to gain a more holistic view of the growing and developing child. (3 units)
236 Family Systems and Resources
Provides students with the skills required to work effectively with the parents/caregivers of children with disabilities and with the network of service providers with whom these families interact. Focuses on understanding cultural differences, family coping processes, development of communication and problem solving skills, parent interview techniques, and "best practices" for developing IFSP/IEPs. Emphasis is strongly placed on understanding family systems and life stages, respect for cultural diversity, transition planning, collaborative parent-professional relationships, parent advocacy, and development of collaborative intervention programs. Lecture, discussion, and field experience. (3 units)
237 Assessment of Young Children with Special Needs
Develops the skills necessary to assess and determine appropriate intervention for young children with special developmental needs from birth to five years of age. Provides participants with a knowledge of assessment and program evaluation measures appropriate for early childhood special education settings. Requires participants to demonstrate their knowledge of assessment techniques and their ability to assess young children by appropriately using and interpreting relevant assessment measures. Participants will become involved in a transdisciplinary team process that includes parents. A thorough program evaluation will be required of each student. Prerequisite: 235. (3 units)
238 Intervention for Young Children with Special Needs
Develops the skills necessary to provide quality intervention for young children with special developmental needs from birth to five years of age. Includes a review of philosophies of early intervention, curricula resources, and intervention models and strategies. Assignments promote opportunities to simulate a variety of intervention techniques and to think critically about how relationships, environments, and materials affect a child's experience of intervention. Class discussions and assignments will expand on information provided in assigned readings and acquired through field experience. Prerequisites: 235 and 237. (3 units)
239 Working Within Language Diverse Communities
For students and other professionals working with families of young children with special needs within the Latino community. Seminars provide opportunities to discuss learning-style theories, child-rearing practices, special concerns of immigrant and migrant families, and to develop an awareness of Latino culture in the United States. Discussions with community-based guest speakers, reading assignments, and cross-cultural activities to develop concepts. (3 units)
240 Introduction to Mild/Moderate Disabilities
Overview and investigation of the field of mild/moderate disabilities in terms of function and dysfunction of the information-processing systems for learning. Designed to introduce the biological, psychological, social, and legal theories and vocabulary that is the foundation for the field of special education. A focus will be on best practices and theories that have influenced the field. Lectures and observation/participation. (3 units)
241 Assessment and Planning for Mild/Moderate Disabilities
Administration and interpretation of educational assessment instruments and how to synthesize results with existing clinical information to build a clear behavioral picture of learning function and dysfunction in children and youth with mild/moderate disabilities. Focuses on assessment as part of the learning process. (3 units) Prerequisite: 240; enrollment in 305M required.
242 Interventions and Planning for Mild/Moderate Disabilities
Designed for education specialists to learn effective (research-based) instructional methods for students with mild/ moderate disabilities. Focuses on understanding general educational reform in the context of mathematics and compensatory teaching plans. Course requirements include participation in group discussion and application exercises, student presentations, lesson development and teaching. (3 units)
247 Professional, Legal, and Ethical Aspects of Special Education
Exploration of policy and procedure pertinent to the special education system in terms of standardized assessment, management, finance, laws, regulations, professional ethics, and other compliance requirements as they relate to children and youth with mild/moderate disabilities. Lectures and group discussions. (3 units)
248 Development of Language and Literacy (also listed as 350A)
Terminology, historical background, acquisition, etiology, and problems related to language development in children from birth to five years of age. Focuses on emergent literacy and how adults can interact with young children to facilitate literacy events. Assists participants in understanding cultural differences in children's early language and literacy experiences. Lecture, discussion, and field experiences. (3 units)
250 Social, Cultural, and Political Foundations in Education
This course focuses on the role of school in the broader context of U. S. society. Course content draws from fields such as history, philosophy, sociology, and law, and examines how politics, culture, and language interact with the policies and practices of curriculum and instruction in a democratic and diverse society. Required of all multiple and single subject teaching credential candidates. (3 units)
251 Psychological Foundations of Education
Drawing on the disciplines of developmental and educational psychology, this course examines theories and patterns of learning, development, instruction, and individual differences as they relate to teacher practices and educational programs. Required of all multiple and single subject teaching credential candidates. (3 units)
252 Introduction to Teaching in the Secondary School
This course is designed to connect students' academic content knowledge to the practical demands of secondary teaching. Instructional design techniques and strategies for developing effective programs of study for secondary school students are a major course component. An emphasis is placed on lesson planning, standards-based curriculum design and alignment, and ELD and E/LA standards. Required of all single subject teaching credential candidates. (3 units)
253 First and Second Language Acquisition
Provides knowledge of the structural, semantic, and cultural aspects of the process of language acquisition and offers practical information about the cognitive development of bilingual learners. Teacher candidates develop an understanding of theory, principles, methods, and practice of teaching linguistically diverse learners and use professional inquiry to enhance their awareness of personal attitudes toward different cultural, linguistic, and socioeconomic groups of public school students. Required of all multiple and single subject teaching credential candidates. (3 units)
254 Action Research and Teacher Development
Survey of action research strategies. Examines practitioner research strategies that encourage active classroom teaching and curriculum construction while systematically inquiring, making generalizations, and testing the generalizations to better understand teaching practice. By examining and practicing action research, practicing teachers learn research strategies that encourage them not only to examine the theoretical assumptions that guide their practice but also to formulate diverse theoretical assumptions and became a teacher/researcher in the process. (3 units)
255 Special Topics Seminar
Designed with a different focus each academic year. This course highlights contemporary issues in education. A special topic seminar is reserved for an MA level content taught by a teacher researcher of their research in progress or in generating new pedagogy for the Master's level courses. It is primarily offered as an elective course in the Interdisciplinary Master's programs. (3 units)
256/256L Content Specific Methods/Content Specific Methods Lab
This course emphasizes specific methods for teaching in each individual content area and allows candidates to demonstrate proficiency in the academic content standards in their chosen discipline. Required of all single subject teaching credential candidates. Concurrent enrollment in appropriate content-specific lab section required. (4 units)
260 Language Arts: Reading, Writing, Listening, Speaking, Viewing, Representing Visually
A study of language arts teaching strategies and techniques for the integration of language arts across the curriculum. Special attention is given to children's and young adult literature. Required of all multiple subject teaching credential candidates. (3 units)
261 Mathematics Foundations and Methods
Prepares K-8 educators to be effective beginning teachers of mathematics. Students examine specific issues concerning curriculum content and design, assessing and building on diverse students' mathematical thinking, establishing a mathematics classroom environment conducive to enhancing all students' mathematical learning, and lesson planning and reflection to meet the needs of students with a variety of backgrounds, interests, and prior experiences with mathematics. Required of all multiple subject teaching credential candidates. (3 units)
262 Science Foundations and Methods
Prepares K-8 educators to teach an engaging science program. Introduces the design, implementation, and evaluation of science lessons using a constructivist (inquiry-based) teaching approach. Allows teacher candidates to conduct scientific inquiries on their own, reflect upon these inquiries, and then create similar inquiry learning opportunities for their students. Identifies the four categories of California Science Content Standards (physical sciences, life sciences, earth sciences, investigation and experimentation) and explores how to incorporate and assess them in the science classroom. Required of all multiple subject teaching credential candidates. (3 units)
263 Social Studies Foundations and Methods
This course engages teacher candidates in active consideration of the role of history, geography, economics, and civics in the education of young learners. The California History-Social Science framework and content standards are examined closely to maximize the powerful possibilities of integrating social studies content into lessons in all content areas and daily classroom life. Required of all multiple subject teaching credential candidates. (3 units)
271 Instructional Technology for Teachers
This course develops the theory-based knowledge and practical skills that prepare teachers to meaningfully integrate technology across the curriculum. Required of all multiple and single subject teaching credential candidates. (2 units)
275 Managing the Classroom Environment
Designed to familiarize teacher candidates with many effective techniques, procedures, and models for establishing and maintaining a productive learning environment. Includes consideration of strategies both for preventing and for responding to inappropriate student behavior. Required of all multiple and single subject teaching credential candidates. (3 units)
276 Teaching Nonconventional Youth
Concepts, characteristics, and interventions for adolescent delinquency; gang identification and involvement; substance abuse; family violence and abuse; school-age parenthood; and dropout, antisocial, and non-conventional behaviors and lifestyles. Presents strategies to reduce avoidance, increase engagement and production, increase positive skills and habits, and increase content knowledge in students who are not currently successful in school. Required of all single subject teaching credential candidates. (3 units)
283 Literacy Development in the Secondary School
An exploration of the theories, trends, and principles in the fields of reading and writing that render effective instruction for specific purposes. Attention will be given to what, why, when, and how specific components of reading and writing are taught to promote communicative reading and writing competence in linguistically diverse classrooms. Includes a reading tutorial with a middle, high school, or junior college student. Required of all single subject teaching credential candidates and all M.A. Interdisciplinary Education - Reading Emphasis candidates. (3 units)
284 Introduction to the Teaching of Reading
Course enables teacher candidates to develop awareness and understanding of current theories and best practices of comprehensive, balanced reading instruction. Teacher candidates will learn how to adapt instruction to meet the needs of individuals based on cultural, linguistic, and experiential differences; the nature of reading difficulties; and principles of diagnosis and assessment. Required of all multiple subject teaching credential candidates. (4 units)
285 Literature Across the Curriculum
Teacher candidates will be immersed in children's and young adult literature that reflects cultural, linguistic, and ethnic diversity. Teacher candidates will explore reader response and transactional theories through projects created for specific purposes across content areas and grade levels; learn how to use literature to support children's and young adults' development as readers, writers, and learners and to support personal and social growth. Required of all multiple subject teaching credential candidates. (3 units)
287 Reading in the Content Areas
Exploration and understanding of language, reading, writing, and literature in the context of children's and adolescents' learning, learning to read, and learning through language and reading. A survey of the approaches, methods, and materials used by teachers for reading instruction in the content areas and language facilitation throughout the curriculum. Required of all single subject teaching credential candidates. (3 units
290 Issues in Assessment
Designed to help teacher candidates understand, integrate, and skillfully apply standards governing educational assessment. Emphasis is placed on building quality into assessment and on successfully matching important learning outcomes with the items and tasks used to measure them. Required of all single subject teaching credential candidates. (3 units)
305A Field Laboratory: General
Supervised field work under direction of outside educational specialists. Focus on training and experience related to professional goals. Prerequisite: Permission of faculty member prior to registration. (1-3 units; $85 per unit)
305F Infant/Toddler Field Experience
Early Childhood Special Education program. Supervised participation in Early Start programs serving infants/toddlers with special needs. These experiences must include participation in both home-based and center-based programs. Any student who cannot document substantial experience in general infant/toddler programs will also need to participate in at least one program that is considered to be a natural environment for infants and toddlers. (3 units)
305G Preschool Field Experience
Early Childhood Special Education program. Supervised student teaching in a public school preschool program that includes children with disabilities. (1-3 units)
305H Fieldwork: Induction Plan
Early Childhood Special Education program. Development and coordination of induction plan, which includes approved non-University activities involving advanced applications of Level I content, special interest topics, management and leadership activities, and parent/staff development. (1 unit)
305M Assessment Laboratory for Mild/Moderate Disabilities
Specially designed to provide supervised practicum experiences in administering and interpreting assessment instruments. Must have taken 241. (2 units)
305Q Fieldwork: Induction Plan
Preparation of Level II Induction Plan for the Education Specialist: Mild/Moderate Disabilities. This plan will guide a series of workshops, activities, and experiences to increase competencies needed in special education. (1 unit )
306A Immersion Experience: Human Service in Diverse Settings
This course focuses on credential candidates' professional development and on the integration of the academic and practical aspects of education as a human services profession. Required of all multiple and single subject teaching credential candidates. (2 units)
309 Field Experience for Interns: Special Education
Supervised field experience in teaching for special education with increased teaching responsibility in community and classroom settings. Required proficiencies must be met in each stage. Candidate must participate in all program activities, including scheduled daylong seminars. Experience teaching special education students in general education, special education, and community settings including referral, assessment, IEP/ITP/BIP processes, instruction, intervention, program and instructional modification, consultation and collaboration, co-teaching, teacher inservice, behavioral planning and intervention. Observations of various special education service delivery models. (1-3 units, total of 6 units required)
310 Independent Study
Supervised course of study initiated by the student. A written proposal and course syllabus must be submitted to the Graduate Services Office by the end of the first week of the term in which the course will be conducted. The proposal must be approved with signatures from the faculty member of record, the program coordinator and Graduate Services. Full-time faculty members are preferred course supervisors. (3 units)
320, 321, 322 Directed Teaching Practicum Sequence, Preservice Pathway
This practicum supports preservice teacher candidates during their three-quarter field placement experience. Provides guidance in the gradual assumption of teaching responsibility in public school classroom settings, and features regularly scheduled seminars and speakers. Teacher candidates must meet established benchmarks for the development of academic and professional competence each quarter in order to continue in the Directed Teaching practicum sequence, which includes observation-participation (320), half-day (321), then full-day (322) student teaching. A passing grade equivalent to a B is required. Required of all multiple and single subject credential candidates completing the Preservice pathway. (3, 6, 9 units)
323 Inclusive Educational Practices
Designed to give elementary and secondary teacher candidates training in the theory and practice of teaching students with special educational needs in the general education classroom. This course focuses on effective inclusive practices. Required of all multiple and single subject credential candidates. (3 units)
324 Directed Teaching Practicum Sequence, Teacher Intern Pathway
Designed to support teacher candidates in the Teacher Intern pathway during the first year of their internship period. This course includes supervised teaching and regularly scheduled seminars. Required of all multiple and single subject credential candidates completing the Teacher Intern pathway. (3 quarter sequence; 6 units each quarter)
325 ESL Methods and Assessment: Teaching Linguistically Diverse Students
Preparation for prospective teachers in elementary and secondary schools on the theory and practice of teaching linguistically diverse students. The focus of this course is on English as a Second Language. This advanced professional development course requires teachers to become aware of school and district level assessment procedures and how these impact their classroom practices. As a central requirement of the process for teaching English language learners' participants will examine, in depth, the purposes of California English Language Development Test. This will be done in the course content as well as part of the field experience component of the course. The field component is to better understand the articulation of efforts used by a given district to place, diagnose and interpret results that connect with teachers' efforts to improve literacy skills for English language learners.. In lieu of constantly changing standards for assessment at the State level, the objectives of this course are to encourage the view of the process of constant articulation between assessment, diagnosis, placement and teaching and learning. (4 units)
326 Teacher Performance Assessment Preparation, Tasks 1, 2, 3, 4
This course is designed to support private school credential candidates seeking to complete and pass the Commission on Teacher Credentialing Teacher Performance Assessment (TPA) requirement. The course will meet the first Saturday of each month for two hours in a lab format. Students will be provided with individual support to successfully complete the TPA on which they are currently working. This optional course is the only mechanism available to private school candidates who need individualized attention in order to pass Tasks 1-4 of the TPAs. (1 unit)
328 Language Development and Literacy
Designed for students who have completed their preliminary credential and are pursuing the MA. Students will explore different research issues in language development and literacy. Major part of this course focuses on social dimensions of literacy, principles of knowledge transformation, and the development of cultural and linguistic identity in a democracy. This course is a field based course and requires students to connect academic readings and discussion with observation and participation in a community based center. (3 units)
350A Language Development, Reading, and Language Arts
Terminology, historical background, acquisition, etiology, and problems related to language development. Special attention to language assessment and intervention for children with mild/moderate disabilities. Assists participants in understanding cultural differences in children’s early language and literacy experiences. Prerequisite: 235 or 240. (3 units)
350B Language Development, Reading, and Language Arts
The many aspects of the teaching of reading, including an examination and critique of the more notable reading approaches, methods, and materials. Emphasis on diagnostic-prescriptive teaching of reading. Prerequisite: 350A or permission from advisor. (3 units)
355 Introduction to Gifted and Talented Education
From a review of the history to research on best practices, this course provides students with the basics of gifted education. The class will examine the identification process and the characteristics of the gifted. They will focus on students’ social and emotional needs and the conflicts experienced from the nature of giftedness and the environment in which they function. The special needs of underachievement, motivation, and twice exceptional students will also be addressed with a focus on intervention strategies. The elements of legislation that support gifted education and the standards that guide its planning and implementation within a school district or school site will be reviewed. Issues surrounding funding and assessment will be discussed. Finally, the teacher participants will develop a physical plan and activities that support the academic, social, and emotional needs of gifted students based on program standards for gifted. (3 units)
356 Differentiated Instruction
Provides the fundamental elements of differentiating the curricular content, learning process and products created to express learning based on student learning profile, readiness level and interests. Class will focus on how to develop standards based lessons for gifted students that also provide the necessary scaffolding strategies for struggling/ underachieving learners. Assessments of student learning and management strategies for differentiated classrooms will also be discussed. Specific strategies address students learning profile, develop higher-level thinking skills, and incorporate the following: tiered assignments, curriculum compacting and extension activities. (3 units)
357 Gifted Education in a Mixed Ability Classroom: Focus on Multicultural Awareness and Creativity
Designing and implementing curriculum for special programs aimed at gifted students within a mixed ability classroom will be addressed. An overview and discussion of the fundamentals of differentiation in a heterogeneous classroom along several dimensions through curricular content, learning process and products created to express learning based on student learning profile, readiness level and interests will be the focus. Development of standards based lessons for gifted students in specific academic content areas will be developed. Multicultural gifted education and giftedness in poverty will be an area of emphasis. An in-depth look at creativity, divergent thinking and the gifted learner will be studied. Assessments of student learning and management strategies for differentiated classrooms will also be targeted. (3 units)
360 Foundations of Leadership in Education
The distinctive role of leaders and managers and the theories and philosophies of leadership; focus on the fundamental values, beliefs and attitudes in a changing society. Skills to become an effective leader including team building, school climate change, decision making, professional ethics, values and attitudes that characterize effective leadership. The durable coalitions of people organized around common goals of diversity and change. An understanding of the art of leadership linked with the concept of change and an appreciation of change—how it evolves and how it can be accomplished. (3 units)
361 Foundations of Curriculum and Instructional Strategies
This course assists students identify curriculum, instruction, and assessment practices, strategies, and programs, which improve teaching and learning in a diverse learning communities. Participants will research and analyze current programs and practices of effective schools including vision, climate, and school culture. They will collaborate in the analysis of the relative strengths and weaknesses of current practices including professional learning communities, integration of technology, school plans, and shared leadership.(3 units)
362 Foundations of School Organization and Management
The improvement of educational institutions and other organizations as a result of improving management practices; avoiding old mistakes and facing problems and challenges associated with a changing, culturally diverse school population with confidence. Goal setting and the role of the individual and institutions. Government intervention in education, legislation, regulation and policymaking. The organization as a target of legislative reform. Solving problems before they become unsolvable; strategies for improving management. (3 units)
363 Ethics, Law and Governance
Examination of the issues of education, law and morality and ways in which the law, by its very nature, cannot be separated from ethics and morality. An examination of the theories of law, the relationship of education and other laws to social and ethical values. The ability of leaders to have a better understanding of the law and the politics associated with governance and the ability to assist people to work through moral dilemmas associated with the law. Cross-cultural communications, desegregation and discrimination. Credentialing laws, assignment authorization, schools as a political system. (3 units)
364 Interpersonal Communication
Theories, processes of interpersonal communication and collaboration; effective listening, sending and confrontation; problem solving and conflict resolution. Theories related to communication such as cybernetics and information theory. Resources to include linguistics, nonverbal communication, written communication, gender and cross-cultural differences. Exercise of authority, power and influence through interpersonal communication. (3 units)
365 Human Resources and Fiscal Services
Various organizational, educational and personnel decisions that have a direct impact on the quality of instruction in the schools. From employment to teacher evaluation to due process; implications for the quality of instruction. Issues involving salaries, demographic characteristics, negotiations and collective bargaining. The essentials of educational financing and budgeting at every level. Significant codes, regulations and decisions affecting school finance and legislation, and the financial implications of personnel contracts and obligations. (3 units)
366 Community and Public Relations
Role of the school, business and community in partnership in providing best educational programs and practices. Working with the community power structure to effect change. Techniques for improving relationships with the community and for improving public relations. Serving the community as a shared culture with shared norms and values. Identifying symbols of group identity and the social cohesion associated with a well-functioning community partnership. Communication, power structure, school site councils, school boards and other governing units. (3 units)
367 Field Work in School Administration
Application of coursework to fieldwork in collaboration with a school district and the University. Participation in significant experiences designed to facilitate the practical application of learning and knowledge; interaction with administrators, teachers, business people and others to experience situations or conditions including ethical and legal issues, supervision, counseling, instruction, management and needs of the individual. Supervised experiences and seminars in the application of the school administration including effective program design and implementation. (3 units)
368 Principles of Program Assessment
Gathering of comparative information and results through program evaluation. Placement of results within the context for judgment, size and worth. Ways in which
evaluation results can be made more credible through careful choice of the design including research and theories associated with a program. Creating a systematic evaluation of a program and developing pragmatic steps to establish improvements. Ability to read and interpret test scores. (3 units)
369 Action Research for School Administrators
Spectrum of activities that focus on research, planning, theorizing, learning and development in the resolution of a problem or problems. An understanding of the qualitative research principles, the dynamics associated with diversity and change and the need to study problems that are relevant in real settings while systematically inquiring, making hypotheses and testing these hypotheses; use as a vehicle for empowering teachers and learners. Approaches to scholarly inquiry. (3 units)
370 Cultural Diversity and Equality
Examination and critical analysis of the educational system to determine the conditions that create and maintain social stratification and disproportionality. Understanding how inequality is constructed in society and how it functions in social institutions. Student diversity and equal outcomes in education. Evolving quest for equal educational opportunities, language and levels of English language instruction, and attitudes and understandings in a culturally diverse society. Strengths and sensitivity in teaching and learning as a culturally based process. (3 units)
371 School Intervention Programs
Develop the skills necessary to assess and determine appropriate intervention for students with special needs. An understanding of assessment and program evaluation measures and to be able to demonstrate this knowledge. Interpret relevant assessment measures. Working within language diverse communities in order to provide opportunities for learning style theories, child rearing practices and special concerns of immigrant and migrant families. Role of administration in serving disabled, non-conventional, at-risk, delinquent, truant, addicted and troubled students. (3 units)
372 Politics and Marketing Strategies in School Administration
Power and influence in schools and/or districts; marketing the schools and/or districts; educational governance and management; relationship of education to other segments of the economy; influences affecting public and private education; trends and politics of marketing. (3 units)
374 Current Issues in Administration
Current trends and issues in administration; strategic planning; politics and economics of education; effective administration/effective leadership; restructuring; emerging concepts and actions; influences affecting administration; analysis of power vs. powerlessness; influences on presentations. (3 units)
376 Technology to Enhance Leadership
Course enables the educational leader to develop the ability to make informed decisions about appropriate technologies for school use, understand the importance and role of multi-media technologies for instructional support, administrative decision-making, and management of data in schools. It further helps the administrator to use computers and other technologies in the performance of their responsibilities, and to define, develop, and demonstrate standards of ethics for technology and the use of technology in the schools. (3 units)
380 Higher Education Administration and Leadership
Managerial leadership theories, processes, and activities; organizational theory and decision making; institutional visions and missions; the art of administration linked to communicating, motivating, and practical aspects of program initiation and planning; emerging problems and issues; trends in higher education administration; future trends in higher education. (3 units)
381 Governance in Higher Education
Analysis of the exercise of authority, power, and influence in post-secondary and higher education; governance and management; relationship of education to other segments of the economy; board of governors; board of regents; organizational structures and patterns; influences affecting higher education and post-secondary education; public/ private sector relationships; policies and procedures. (3 units)
382 Student Development in Higher Education
An understanding of the organization and the mission of student development and student services in post¬secondary education campuses; an understanding of student development theory and how the curriculum and campus experiences promote learning. The role of research and evaluation in student development and student services. (3 units)
383 Law in Higher Education
Concepts of laws affecting higher education; authority, power, and influences; postsecondary and higher education governance; affirmative action and issues of diversity; influences of professional organizations, student organizations, and the law. Case studies and differing points of view as it relates to the law. (3 units)
384 Business and Finance in Higher Education
Analysis of income and revenue in higher education; financial aid and scholarships; salaries and benefits; risk management; development; sponsored projects; contracts and contract bidding; office of the controller; tuition and timelines for budget development and implementation; responsibility for budget development; input. (3 units)
385 Human Resources in Higher Education
This course explores various aspects of Human Resources for professionals. It stresses expectations in the technical and leadership aspects of human resources, and how they apply to administrative success. Topics covered include: recruitment and selection of personnel, performance, evaluation, discrimination, collective bargaining, and dismissal. This class demonstrates why, how, and where leadership, ethics, and law relate to human resources. (3 units)
386 History and Philosophy of Higher Education
A review of the historical and philosophical foundations of higher education from its European foundations to the current day, including the development of institutional types and contemporary changes in higher education systems. (3 units)
387 Organization and Administration of Student Services
An understanding of the organization and administration of student services in postsecondary education, including the roles and functions of programs and leaders, management issues, and the skills and competencies necessary to be an effective administrator in student services. (3 units)
388 Contemporary Issues and Internships Administration / Student Services
Current issues and new directions for administration or student affairs in postsecondary institutions. Topics and internships will be based on the specific needs of administrative or student affairs professionals at the college or university level; arranged fieldwork in current employment or new higher education setting are coupled with feedback seminar discussions. (3 units)
388L Contemporary Issues and Internships Administration/Student Affairs Lab (in the Higher Education Administration MA program)
Review of internship field journals; development of interviewing skills; exploration of possible career paths and job search strategies; introduction to professional organizations in higher education administration; initial immersion in the higher education administration research literature. (1 unit each quarter for 3 quarters)
389 Education and Ministry for Disability and Diversity
Disability, difference, and diversity in current Catholic schools, parishes, and other pastoral settings. Tools for effective ministry for and with persons with disabilities, as well as diverse culture and language in Catholic schools and pastoral ministry settings. Processes for creating a liberating interdependence among communities in school and parish settings. Accommodation, modification, and differentiation in religious education and pastoral activities. Creating welcoming communities. Relevant law and ethical issues. (3 units)
390 The Catholic School
Foundations of Catholic education; what makes a school Catholic? The context, identity and diversity of the contemporary Catholic school. Historical, philosophical, theological, sociological, and political study of Catholic schools in the United States. Analysis of school, mission, structure, organization, curriculum and finances. Relationship of school to parish, diocese and sponsoring religious congregation. Role of religious education, campus ministry and service learning in the school. Spiritual and professional development of the Catholic school teacher. (3 units)
391 Educational Ethics
In what ways are professionals in education moral stewards and political agents? Educational ethics invites educators to think about what role they play in achieving and maintaining a more democratic and ethical society through education. Investigations into controversial ethical issues and dilemmas prepare educators to critically think through potential situations that may arise with students, parents, administrators, and peers. (3 units)
392 The Study of Teaching
An in depth examination of the art, craft, and science of teaching, this course actively engages students with theory and research on the nature of the teaching profession and provides opportunity for structured examination of teachers’ practices. (3 units)
393 Curriculum/Program Development
This course provides students with the opportunity to develop an understanding of the theoretical foundations of curriculum/program development, to explore the complex factors influencing curriculum decision making in K-12 school contexts, and to apply this new knowledge to the consideration of current challenges in curriculum policy and practice. (3 units)
395 The American Community College
The American Community College is a survey course that explores the roots and traditions of the community college from its junior college status of the early 1900s, to the explosion of training in the post-WWII period, and the establishment of the contemporary community college. The multiple missions of the community college (transfer, career/vocational, remedial education, community education/service, and adult basic education) will be explored as well as current issues with accreditation, articulation, and student demographics. The differences among community colleges in various states will be explored in contrast to California. (3 units)
396 Educational Policy and the Legislature
This focus of this seminar course is on public policy making and the legislature for both schools and school districts in public education as well as universities to community colleges in public higher education; the legislative process and the relationship of the legislature to various boards of education are explored. Visit to the legislature and discussions with education committee chairs offers in-depth understanding of state political environments and relationships to major educational issues. Recommended prerequisites are in higher education EDUC 380 and 381; in educational administration EDUC 360 and 362. (3 units)
397 Academic Ethics in Higher Education
Basic ethical theories and principles are used to develop a method for making ethical decisions within the context of administration, faculty, and student life moral problems. Students use the Chronicle of Higher Education to develop a national context for understanding higher education ethical problems and relate them to the development of their own institutional cases. Recommended prerequisites are EDUC 380 and 381. (3 units)
400A Induction Planning and Monitoring
An individual plan developed by the candidate, a mentor supervisor of the candidate, and the University program director, for beginning administrators. The plan includes professional development, interests, job responsibilities, and career goals. The plan is monitored on an ongoing basis by the program director. (4 units-1 unit class taken for 3 quarters)
400B Assessment and Portfolio
An evaluation of the completion of the PCIP and the development of a portfolio of activities that includes goals and objectives and professional development plans. (4 units-1 each quarter)
407 Field Activities and Contributions
On-site related, field experiences designed to support the candidate’s growth as a professional administrator. Candidates select these experiences following a self-evaluation. Both on-site and university mentors are provided to help the candidate succeed. (8 units; 4 projects over 4 quarters)
408 Professional Development
A series of activities approved by the university related to professional growth and development. Such activities must have the approval of the program director. The emphasis is that the program meets the qualification of being sequential and developmental for each student. (6 units)
409 Master’s Project in Higher Education Administration
Individualized thesis project in support of a master’s degree in higher education. Professional paper and/or fieldwork activities in support of systemic change; inquiry and research; organizational theory; learning theories and learning goals; program incentives administration; management and leadership; public policy. (1-6 units)
440 Seminar: Advanced Studies and Special Topics
Focuses on emerging theories, practices, and relevant topics within the field of Early Childhood Special Education. Participants research an area of special interest. Concurrent enrollment in 305H required. (3 units)
441 Seminar: Management and Leadership
Assists students in developing program philosophies and plans that reflect a family-centered approach to services, developmentally appropriate practices, transdisciplinary team building and community collaboration. Focuses on supervision of paraprofessionals, funding resources, federal and state laws and regulations for implementing programs, program monitoring, and evaluation. (3 units)
442 Seminar: Parent and Staff Development/Education
Promotes understanding of the fundamentals of adult learning, effective development and utilization of needs assessment activities, and how to create a climate conducive to staff and parent development. (3 units)
443 Seminar: Behavior Analysis and Positive Behavioral Support
Advanced seminar in special education: theoretical approaches to severe emotional disturbance and behavior disorders, applied behavior analysis, positive behavioral support, medical interventions, collaboration with mental health professionals, behavior crisis planning. Behavior measurement, data-based decision making, and instructional modification. (3 units)
444 Seminar: Complex Assessment and Intervention
Advanced seminar in special education assessment using appropriate formal and informal processes, given complex language, cultural, and personal factors. Instructional processes and modifications. Consideration of complex case studies from the classroom with development of assessment plans, assessment reports, and various intervention plans and curricula. (3 units)
445 Seminar: Functional Curriculum and Transitional Planning
Advanced seminar in special education: domains of curriculum; functional curriculum; life-centered career education; transitional planning; and academic modification. Detailed exploration of personal-social skills, emotional management, study skills, daily living skills, and occupational guidance and preparation. (3 units)
446 Seminar: Education Specialist Roles and Responsibilities
Advanced seminar in special education considering the roles and responsibilities of the education specialist in communication, collaboration, consultation, and coordination with disabled students, as well as teachers, parents, and medical and mental health professionals. Concurrent enrollment in 305Q required. (3 units)
450 Integrating Technology to Enhance Teaching and Learning
Review research and literature on experiences in the U.S. and selected other countries on technology planning, integration, and evaluation. Learn about Constructivist theory and how it translates into student-centered classroom practices including Project-Based Learning and other pedagogical strategies. Explore subject-matter specific software applications and Web-based resources. Develop classroom management strategies according to the types and number of technologies available to generate and sustain student motivation, engagement, and high academic achievement. (3 units)
451 Teaching with Technology
Analysis of teaching philosophies and practices and how they relate to the presence and availability of a variety of technology resources in learning environments. Review of literature and research on the evolution of teaching practices, supports for student learning, teachers’ professional development and available hardware, software, and online resources. (3 units)
465 Advanced Theory and Practice of Science Teaching and Learning
This course will examine past and current theoretical frameworks used to understand how students learn science. These theoretical frameworks will then be discussed in terms of how they can best be utilized to inform the practice of science teaching. It will also focus on research that supports the various theories and practices of science teaching and learning. Students will utilize a particular theoretical framework to conduct a small study that investigates the connection between teaching and students’ learning in a classroom setting. (3 units)
466 Advanced Theory and Practice of Mathematics Teaching and Learning
This course will examine past and current theoretical frameworks that have been used to understand how students learn mathematics. These theoretical frameworks will then be discussed in terms of how they have been and can be utilized to inform the practice of mathematics teaching. A particular focus will be on how research supports or refutes the so-called “math wars,” as well as the emphasis on standardized testing to demonstrate mathematical competence. (3 units)
467 Advanced Teaching of Science and Math for English Language Learners
This course focuses on strategies and challenges for supporting English Language Learners (ELL) in science and math classrooms. Teachers will examine their adopted instructional programs for effective teaching and support for these students, and learn about additional methods and strategies for integrating English language development into science and math instruction. Attention will be given to all the academic modalities of reading, writing, speaking, and listening. (3 units)
470 Advanced Theory and Practice of Environmental Education
This course examines the basic tenets of environmental education in connection to science and math education and other related school curriculum areas. It emphasizes transformative thinking related to environmental literacy and is designed to develop practicing teachers’ habits of mind to empower individuals to relate to their environments in a positive fashion, and to take day-to-day and long-term actions to maintain or restore sustainable relationships with other people and the environment. Participating teachers will be expected to become environmental educators and to be aware of the processes by which students gain knowledge of their environment. This course sets the basis for generating personal and professional ethics related to environmental education. (3 units)
471 Guided Field Internship in an Environmental Center or Agency
Individual leadership experience in an environmental education program, exploring the connection between outdoor education activities and classroom-based environmental curriculum and state standards. This course is intended to build support networks of teachers and environmental center staff concerned with environmental issues in the local community and Bay Area. Prerequisites: EDUC 470, 254, and 391 and approval by advisor. (4 units)
472 Environmental Curriculum Development and Technology
Project-based instruction in math and science and technology with an environmental education focus. In this course, students will examine project-based instruction, and engage in critical analysis of project-based curricula for math/science/technology instruction in elementary and middle school. Students will develop a 3-4 week project-based unit, focused on an environmental science domain (biology, environmental science, physics, etc.) but that also includes a technological component, and either a mathematics or social science component. (3 units)
473 Connecting Science and Math to the Real World
Students in this course will explore a range of educational theories that support the need to situate the teaching of science and mathematics concepts within authentic contexts. They will also explore what the research literature has to say about the impact of educational programs that have been designed to connect science and math learning to the real world. Students will be then be asked to apply what they have learned from their explorations and design a learning experience that uses a real world problem as a vehicle for the teaching of science, technology, environmental, and/or mathematical concepts. As an example, one relevant real world problem that could be used in the design of learning experiences relates to the challenges involved in creating sustainable societies that can foster thriving human populations as well as natural ecological systems. (3 units)
480 Advanced Instruction in Reading
Theories, processes, and models of reading; emergent literacy; phonemic awareness; direct, explicit, systematic phonics instruction; phonological/morphological structure of the English language (including direct, explicit, systematic instruction in vocabulary and spelling); metacognition, fluency and comprehension; formal and informal assessment; multiple, integrated, relevant, problem-solving instructional strategies adapted to the specific needs and interests of individuals, including English language learners, students with developing reading skills, and proficient readers. Included within the course is a tutorial experience with an elementary pupil. (3 units)
481 Design and Implementation of Reading Programs
This course will enable students to articulate their roles and responsibilities as reading language arts specialists. Those responsibilities include: supervision and support of services associated with literacy programs (e.g., evaluation of curriculum, instruction and assessment; needs assessments; grant and proposal writing); school or district-wide service as a mentor and resource teacher; curriculum and program development including the planning and implementation of literacy professional development programs; and leadership-offering theory, design, guidelines, examples, and materials needed to bring about school and district-wide growth. (3 units)
482 Theoretical Models and Processes of Reading
Learning to read involves integrating a complex network of interactive, multidisciplinary processes. Theoretical models and processes of reading have been influenced by perspectives from the areas of education, linguistics, psychology, sociology, critical and political theory, and medical research. This course provides historical and contemporary perspectives of the foundations of literacy theory and corresponding models, and helps students learn to access, read, critique, and challenge research as they explore the implications for teaching and learning. Primary emphasis will be placed on the interplay of historic and emerging theoretical models and the California standards. Students will learn to set specific literacy assessment and instructional benchmarks for the purpose of implementing the English Language Arts Content Standards for the California Public Schools, K-12. (3 units)
483 Clinical Diagnosis of Reading Difficulties
Students will engage in ongoing evaluation of tests, texts, and materials; of their own instructional decisions; and of the interests, attitudes, strengths and literacy needs of a child. Students will explore reader, text, and contextual factors of literacy development, including multiple means of both formal and informal assessment and diagnosis. Assessment will be linked to instruction through the tutorial component (EDUC 484). Students will study the influences of motivation and prior knowledge on children’s reading progress, and will learn and adapt reading and writing strategies: phonological awareness, phonics, word recognition, vocabulary, comprehension, fluency, metacognition, writing, spelling, and reading and writing to learn. This course is intended to weave seamlessly into the tutorial component of EDUC484. Concurrent enrollment in EDUC484 is required. (3 units)
484 Clinical Instruction of Reading
During this 20-hour tutorial, students will interview a child at the K-2 level to establish rapport and gain knowledge of his/her literacy interests. Students will test the child using an Informal Reading Inventory and/or an array of emergent literacy, phonological awareness, and phonics tests. Students will interpret the results of all assessments and create, implement, monitor, evaluate, and modify individualized instructional plans based on children’s specific strengths, needs, and progress in the area of reading. Students will learn and adapt reading and writing strategies based on children’s strengths and needs: phonological awareness, phonics, word recognition, vocabulary, comprehension, fluency, metacognition, writing, spelling, and reading and writing to learn. Students will write a detailed case study and will model a lesson for parents/guardians in order to facilitate continued support and progress. This course is intended to be a transition from assessment to instruction in concurrent registration with EDUC483. Concurrent enrollment in EDUC483 is required. (3 units)
485 Seminar: Advanced Study and Research in Reading
Students study the work of researchers who have made significant contributions to the field of literacy; develop a basic understanding of the role of research in supporting literacy growth and development for all children; read from professional journals and other publications and learn how to participate in conferences and other professional activities; reflect on their own practices to improve literacy instruction for all students; and will write on a specific topic in preparation for thesis research and/or possible publication in literacy journals. (3 units)
486 Current Trends in Reading
This course offers opportunities to advance students’ understanding and application of current theory, practice, and emerging research in reading. Variable topics reflecting current issues and in-depth knowledge of specialized areas of study in reading and language arts may be pursued in a seminar format or independently under the supervision of the course instructor. (3 units)
487 Psycholinguistics
The major focus of this course is to investigate and understand the relationships among phonology, morphology, semantics, syntax, and pragmatics, and the resulting practical teaching and learning implications for teaching reading and writing. Learning to provide well-designed, explicit, and systematic instruction followed by guided student practice in skilled writing and fluent reading will be both taught and modeled. Topics will include phonemic awareness, phonics, decoding strategies, vocabulary, spelling, grammar skills, and comprehension in emergent and developing readers and writers, including English language learners; the relationship among semantics, pragmatics, and comprehension development in emergent and developing readers and writers; and the development and use of assessments that involve multiple indicators of learner progress. (3 units)
488 Teaching Reading in Preschool and Early Elementary
Strategies for developing and enhancing emergent literacy in young children including: facilitating print awareness in motivating, meaningful, functional ways; supporting and respecting children’s efforts; socialization through oral and written language; directionality, the meaning and function of written words and space between words; letter recognition; pseudo reading and invented spelling; providing developmentally appropriate materials; shared book experiences; language experience approaches; assisted reading; creating literacy play centers. (3 units)
490 Research Methods
Introduction to educational research designs. Survey of quantitative and qualitative research methods with an emphasis on the relationship between the definition of a research problem and strategies for the study of that problem. Students critique research on teacher education, special education, educational administration, Catholic education, and instructional technology topics using general design principles. Development of writing skills for an academic audiences is a key course focus. (3 units)
491 Culminating Experience
For the Master of Arts in Interdisciplinary Education the culminating experience may be a curriculum project or thesis. Students will be guided to read and understand theory and methodology (e.g., survey, ethnographic, case study) pertinent to the individual student’s culminating project, thesis or comprehensive examinations. Permission of instructor required for enrollment. (3 units)
499 Independent Research
Supervised research initiated by the student. Negotiation with a faculty advisor is necessary prior to registration. The proposal must be in writing and have the signature of the approving faculty advisor. The advisor provides support, assistance, and feedback to the student as she or he completes the culminating project or comprehensive exam for the Master of Arts in Interdisciplinary Education or other independent research project. (1-6 units)
553 Advanced Studies of Methods and Assessment for English Language Learners
This course will explore and assess the diverse methodologies used to teach English language learners. The purpose is to aid teachers in applying theories, principles and standards that guide and direct English language development. Students will use assessment information to diagnose students’ language abilities and to develop lessons that maximize students’ success with the state adopted content standards. The course will also examine federal, state, and local assessments and guidelines related to identification and placement of ELL students. (4 units)
