School of Education Courses
This course will cover an historical, philosophical, sociological, and political study of American Catholic education in the context of the original common school and today's public school.
Analysis of principal legal and constitutional issues in federal and state law affecting educators, including liability, contract law, and major church-state rulings.
Study of the cognitive developmental theory of moral development, comparing and contrasting it with other major theories. Review of the materials, research, and methods related to moral education. Practicum relating research and educational practice required.
Analysis and discussion of effective ways to organize, evaluate, and improve religious education in church-related schools. Specific questions of staff development are addressed.
This course presents curriculum and instruction from a leadership perspective within the contemporary context of the Catholic schools. It integrates models, research, and practical applications of design and evaluation of curriculum and instruction. Development of a curriculum model for a particular school will be required as a final project.
Study of the social teachings of the Scriptures and the Catholic Church with applications to curriculum design. Educational theory and sociological perspectives are integrated.
A study of the current context of Religious Education: qualities and competencies of religious educators, review of the Basic Teachings of the Church and Church History, the incorporation of these into a graduated catechesis based on child development, liturgy, ethnic influences, along with prayer, community building, and service.
An introduction to theory and skills to be an effective counselor. It will include (a) understanding the range of normal to abnormal development problems, (b) applying principles of counseling to the classroom, and (c) designing behavioral modification strategies for children.
A study of spirituality of leadership for the administrator and/or teacher in Catholic schools will be drawn from the history of both spirituality and Catholic education. The main themes of the course will be drawn from the Four Constitutions of the Second Vatican Council.
The examination of (a) methods of research and theories of child development, (b) aspects of child development such as physical, emotional and affective, cognitive and intellectual, religious, (c) influences on development (family, school, culture), (d) implications for teaching and learning strategies, (c) abnormal development, and (f) pastoral perspectives.
Examination of significant theories and research in the management of educational organizations, leadership, planning, change, administrative styles, decision-making, and informal organization, particularly within the Catholic school community.
Study of business management, school plant management, budgeting, accounting, fiscal planning, and fund-raising tasks facing Catholic school administrators.
This course examines historical and current practice of Catholic school business and finances. The course allows the student to develop policies and procedures that could be used in Catholic schools. The course covers topics relating to accounting procedures, budget development, financial record keeping and reporting, fund raising, purchasing and expense planning and monitoring procedures.
This course will address current issues facing Catholic school administrators in the areas of leadership theory. The course will further cover in-depth topics of communication styles, problem-solving, hiring and dismissal, supervision, teacher evaluation, retention, mentoring, stress, conflict resolution, teacher induction, in-service, and staff development.
Practice in a variety of communication and group dynamics skills as applied to problems of private educational administration.
Scholarly practitioners review and develop issues pertinent to the Catholic school community.
The course allows the student to have an in-depth understanding of Catholic school law and related legal issues. The course is designed to assist the student in further understanding Catholic school legal issues, for example, the development of handbooks, contracts, various policies and procedures of child protection and individual rights that are applicable in Catholic Education.
This course will focus on the science and art of grant writing along with special emphasis on identifying foundations that offer funding for Catholic Schools. The course is designed for elementary and secondary school personnel.
A reflective overview of the themes, issues, and methods which pertain to Catholic education. This seminar will focus on the National Conference of Catholic Bishops' vision for Catholic schools (comprised of Word, Community, Service and Worship). Orientation will address the M.A. with an Emphasis in Religious Education program goals: pedagogical training, doctrinal instruction, spiritual formation, and professional networking. Participants will explore the nature of their vocation as Catholic high school teachers, as well as the qualities and competencies of effective religious educators.
Study of scope and sequence, pedagogical approaches, methods, materials, and media appropriate for teaching Religious Education within the high school curriculum. Course will survey the qualities and competencies of effective high school religion teachers. Participants will explore various methods for developing learning outcomes, assessment tools, instructional design and delivery, integration of educational technology, and strategies for classroom management. Program director and school site mentors will collaborate in the observation and coaching of participants' teaching.
Readings and discussions related to the history, philosophy, and theology of church-related education with special emphasis on the American experience.
A project to stimulate the integration of knowledge and skills gained from the M.A. program, which is submitted as a formal report in partial fulfillment of the master's degree.
Independent, in-depth study of a specific educational topic.
Exploration of one or more selected topics in Catholic Educational Leadership.
This mentorship engages the student and faculty member in research of a topic of interest to the student, and stimulates student exploration of topic selection for doctoral research. It is required of all CEL doctoral students, and should be taken early in doctoral studies.
The essentials of developing a model proposal for the research project leading to a dissertation. Specific components of a good proposal, analysis of research proposals, and student research projects. Prerequisites: GEDU 706 with a minimum grade of B- and GEDU 708 with a minimum grade of B-
Further work on the specific components of a proposal, analysis of research Prerequisites: GEDU 706 with a minimum grade of B- and GEDU 708 with a minimum grade of B-
This course will cover an historical, philosophical, sociological, and political study of American Catholic education in the context of the original common school and today's public school.
Analysis of principal legal and constitutional issues in federal and state law affecting educators, including liability, contract law, and major church-state rulings.
Study of the cognitive developmental theory of moral development, comparing and contrasting it with other major theories. Review of the materials, research, and methods related to moral education. Practicum relating research and educational practice required.
Analysis and discussion of effective ways to organize, evaluate, and improve religious education in church-related schools. Specific questions of staff development are addressed.
This course presents curriculum and instruction from a leadership perspective within the contemporary context of the Catholic schools. It integrates models, research, and practical applications of design and evaluation of curriculum and instruction. Development of a curriculum model for a particular school will be required as a final project.
Study of the social teachings of the Scriptures and the Catholic Church with applications to curriculum design. Educational theory and sociological perspectives are integrated.
A study of the current context of Religious Education: qualities and competencies of religious educators, review of the Basic Teachings of the Church and Church History, the incorporation of these into a graduated catechesis based on child development, liturgy, ethnic influences, along with prayer, community building, and service.
An introduction to theory and skills to be an effective counselor. It will include (a) understanding the range of normal to abnormal development problems, (b) applying principles of counseling to the classroom, and (c) designing behavioral modification strategies for children.
A study of spirituality of leadership for the administrator and/or teacher in Catholic schools will be drawn from the history of both spirituality and Catholic education. The main themes of the course will be drawn from the Four Constitutions of the Second Vatican Council.
The examination of (a) methods of research and theories of child development, (b) aspects of child development such as physical, emotional and affective, cognitive and intellectual, religious, (c) influences on development (family, school, culture), (d) implications for teaching and learning strategies, (e) abnormal development, and (f) pastoral perspectives.
Examination of significant theories and research in the management of educational organizations, leadership, planning, change, administrative styles, decision-making, and informal organization, particularly within the Catholic school community.
Study of business management, school plant management, budgeting, accounting, fiscal planning, and fund-raising tasks facing Catholic school administrators.
This course examines historical and current practice of Catholic school business and finances. The course allows the student to develop policies and procedures that could be used in Catholic schools. The course covers topics relating to accounting procedures, budget development, financial record keeping and reporting, fund raising, purchasing and expense planning and monitoring procedures.
This course will address current issues facing Catholic school administrators in the areas of leadership theory. The course will further cover in-depth topics of communication styles, problem-solving, hiring and dismissal, supervision, teacher evaluation, retention, mentoring, stress, conflict resolution, teacher induction, in-service, and staff development.
Practice in a variety of communication and group dynamics skills as applied to problems of private educational administration.
Scholarly practitioners review and develop issues pertinent to the Catholic school community.
This course allows the student to have an in-depth understanding of Catholic school law and related legal issues. The course is designed to assist the student in further understanding Catholic school legal issues, for example, the development of handbooks, contracts, various policies and procedures of child protection and individual rights that are applicable in Catholic Education.
The study of major research findings in effective Catholic school research and the implications for the school. This course introduces the use of research methodology for the practitioner.
This course will focus on the science and art of grant writing along with special emphasis on identifying foundations that offer funding for Catholic Schools. The course is designed for elementary and secondary school personnel.
Readings and discussions related to the history, philosophy, and theology of Church-related education with special emphasis on the American experience.
Study and discussion of selected topics in religious education.
Study and discussion of selected topics in moral education. Prerequisites: CEL 642 or CEL 742
Analysis of major fiscal management issues relating to Catholic schools.
Advanced seminar in special issues related to curriculum and instruction leadership in Catholic education. Prerequisites: CEL 644 or CEL 744
Advanced seminar in special issues related to management and administration in Catholic education. Prerequisites: CEL 650 or CEL 750
Advanced seminar in staff development and personnel topics. Prerequisites: CEL 653 or CEL 753
Processes are developed to implement curriculum theory, writing a school curriculum, and evaluating textbooks and curriculum. Prerequisites: CEL 644 or CEL 744
Directed proposal development in consultation with dissertation committee.
The design, preparation, and writing of the dissertation research study in consultation with the dissertation committee. Advancement to candidacy required.
Independent, in-depth study of a specific educational topic.
Exploration of one or more selected topics in Catholic Educational Leadership.
Corequisite: Paid School Counseling position (part-time or full-time) in a K-12 public school. 150 hours in applying skills from the program's courses of instruction within a school as a paid counselor. Working with students individually, in a group or in a family context. Providing academic advising, logistical duties, consulting, counseling projects, and personal counseling of students. Includes counseling students of a culture different from the credential candidate's. Supervision from an approved Mentor Counselor and from a university faculty member.
Corequisite: Paid School Counseling position (part-time or full-time) in a K-12 public school. 150 hours in applying skills from the program's courses of instruction within a school as a paid counselor. Working with students individually, in a group or in a family context. Providing academic advising, logistical duties, consulting, counseling projects, and personal counseling of students. Includes counseling students of a culture different from the credential candidate's. Supervision from an approved Mentor Counselor and from a university faculty member.
Corequisite: Paid School Counseling position (part-time or full-time) in a K-12 public school. 150 hours in applying skills from the program's courses of instruction within a school as a paid counselor. Working with students individually, in a group or in a family context. Providing academic advising, logistical duties, consulting, counseling projects, and personal counseling of students. Includes counseling students of a culture different from the credential candidate's. Supervision from an approved Mentor Counselor and from a university faculty member.
Corequisite: Paid School Counseling position (part-time or full-time) in a K-12 public school. 150 hours in applying skills from the program's courses of instruction within a school as a paid counselor. Working with students individually, in a group or in a family context. Providing academic advising, logistical duties, consulting, counseling projects, and personal counseling of students. Includes counseling students of a culture different from the credential candidate's. Supervision from an approved Mentor Counselor and from a university faculty member.
This course features an understanding of multicultural issues in counseling with diverse ethnic groups, cultures, and social classes in American society. Emphasis is on developing cultural sensitivity to one's own cultural value system and the values and attitudes of diverse groups in cross-cultural counseling settings; increasing awareness of the effects that culture, race, ethnicity, class, gender, and sexual orientation have on human development and the counseling process; and on learning effective counseling strategies and generic counseling methods that accommodate a diversity of cultures.
An overview of the theories of counseling including the stages and elements of effective counseling as they pertain to the three domains of school counseling, academic/career, personal, and social development; practical skills in counseling students with personal and interpersonal problems; evaluation of counseling outcomes as they relate to self-esteem, learning and achievement; effective referral practices and interventions in response to personal, school, or community crises; and self-awareness, sensitivity to others and skillfulness in relating to individuals will be demonstrated and practiced with emphasis on an understanding of principles associated with the building of self-esteem and personal and social responsibility.
The course is designed to provide students with knowledge of comprehensive prevention and early intervention models for addressing student and school issues that pose barriers to learning. Emphasis is on the following: 1) the development of collaboration and coordination skills to establish partnerships among school, family, and community service organizations for the purpose of creating comprehensive counseling and support service programs, 2) the development and implementation of educational strategies and other preventive approaches for reducing school violence and other social problems students face in schools; and 3) the enhancement of interpersonal and social skills in students that can foster self-esteem, positive attitudes toward learning and motivation for achievement.
Application of theories and principles of learning, motivation, cognition, memory, attention, social behavior, human development, individual and linguistic differences, learning disabilities, and gender and cultural differences to the analysis of instructional strategies in school settings. Emphasis is placed on how feelings and emotional states influence the learning process and impacts on students' self-concept and academic achievement.
An overview of various models of consultation appropriate for working with teachers and parents, as well as instruction in the skills and techniques necessary for assisting teachers and parents with identifying and meeting children's and adolescents' instructional and developmental needs. Collaborative methods are taught for engaging teachers and parents in consultative processes that are mutually beneficial, provide respect for the natural hierarchy with the school, and integrate the role of the parent in the consultation process.
This course is designed to teach the foundations of brief, problem oriented counseling techniques, with particular emphasis on the problem solving model, cognitive behavioral counseling approaches, and methods of assessment and case formulation with individuals (children and adolescents), couples, and families. Students will have the opportunity to practice these skills in laboratory format, as well as become familiarized with some current literature in problem solving techniques.
An introduction to developmental theory and its practical application for school counselors. An overview of the psychological, biological, ethnic, cultural, socioeconomic, and environmental factors that influence the growth and development of children, adolescents, and young adults. Counseling strategies and interventions based on developmental theory to meet the personal, social, and academic needs of students.
Theory of human communication and application of group counseling skills with children and adolescents. Experiencing group process, including giving and receiving feedback, group roles, interpersonal communication, and problem solving. Planning, conducting and evaluating a group counseling session. Learning effective group leadership skills, stages of a group, and types of groups for schools. Teaching interpersonal skills to students and creating early intervention strategies for addressing problem behaviors.
An overview of career choice theories and other career development theories; academic counseling; school-based career development programs; computer-based career and academic assessments; career information systems; employability; problem-solving skills; vocational resources; and labor market information.
Principles of measurement and test construction. Identification and selection of testing instruments, including behavioral assessment, achievement, personality, aptitude and ability assessment. Cultural biases, ethical issues, politicization of assessment and other limitations of assessment. Administration, scoring, interpretation, and presentation of assessment results.
A practical introduction to quantitative and qualitative research in education and psychology: including basic research designs, procedures for gathering outcome data on student learning and achievement, evaluating counseling programs related to schools and families, critical analysis of published research, interpreting research findings to inform interventions and programs in schools, and the use of computer technology for accessing information, and presenting and disseminating research.
This course is designed to provide an overview of the complex role a school counselor plays within a school system, the importance of understanding the organizational structure, and the culture of a school (and its climate) as an educational system. The focus of this class will be on developing, implementing, and evaluating a comprehensive counseling and guidance program according to the needs of the school; on effective leadership as an agent of change within the school; and on coordination strategies that build collaborative partnerships among school staff, parents, and community resources to enhance student support services.
This course will provide students with knowledge of ethical standards and practices of the school counseling profession and current legal mandates affecting students and the delivery of counseling services. Students will learn the range of ethical and legal issues involved in providing pupil services such as safeguarding confidentiality, reporting abuse and neglect, handling threats to self or others, attendance and truancy, pupil records, and special education laws. There will be opportunities to apply ethical standards and address legal issues to specific counseling situations through case simulations.
100 hour initial practicum orienting the pupil personnel services candidate to the work of the school counselor in K-12 public schools or community colleges. Candidates learn legal and practical differences between the role of a school counselor and a therapist; compare and contrast counseling roles at the elementary, middle, secondary, and post secondary levels; learn the role and responsibilities of all school personnel on site and at the district level, and participate in school-based meetings under the supervision of an approved Mentor Counselor and from a university faculty member.
150 hours in applying skills from the program's courses of instruction within a K-12 school or community agency. Working with students individually, in a group or in a family context. Providing academic advising, logistical duties, consulting, counseling projects, and personal counseling of students. Includes counseling students of a culture different from the credential candidate's. Supervision from an approved Mentor Counselor and from a university faculty member. Prerequisite: CPSY 619
150 hours in applying skills from the program's courses of instruction within a K-12 school or community agency. Working with students individually, in a group or in a family context. Providing academic advising, logistical duties, consulting, counseling projects, and personal counseling of students. Includes counseling students of a culture different from the credential candidate's. Supervision from an approved Mentor Counselor and from a university faculty member. Prerequisite: CPSY 620 with a minimum grade of B-
150 hours in applying skills from the program's courses of instruction within a K-12 school or community agency. Working with students individually, in a group or in a family context. Providing academic advising, logistical duties, consulting, counseling projects, and personal counseling of students. Includes counseling students of a culture different from the credential candidate's. Supervision from an approved Mentor Counselor and from a university faculty member. Prerequisite: CPSY 621
150 hours in applying skills from the program's courses of instruction within a K-12 school or community agency. Working with students individually, in a group or in a family context. Providing academic advising, logistical duties, consulting, counseling projects, and personal counseling of students. Includes counseling students of a culture different from the credential candidate's. Supervision from an approved Mentor Counselor and from a university faculty member. Prerequisite: CPSY 622 with a minimum grade of B-
This course is an introduction to quantitative and qualitative research methods in education and psychology including basic research designs, methods of data recruitment and collection, consent, and ethical issues. Students also learn how to critically analyze published research and how to use computer technology for accessing existing data and information according to the standards of the American School Counselor Association.
This course is an introduction to quantitative and qualitative data analysis and interpretation in education and psychology. Students analyze data they have collected from the previous semester to investigate the efficacy of their counseling interventions. Students present their findings to their peers and a group of faculty and researchers.
Counseling children and parents through client assessments, case conceptualization and goal setting, data collection, and behavioral and interactional strategies. Emphasis on systems methods and social-cognitive learning theory, eliminating dysfunctional behavior, and developing adaptive behavioral repertoires. Consultation with parents, teachers, and other professionals.
Study of the interactional patterns, dynamics, etiology, types, legal and medical aspects, and the treatment of alcoholism and other kinds of chemical substance dependency.
Course includes exposure to a variety of assessment procedures including structured interviews, standardized and non-standardized tests, and behavioral assessment. Special emphasis will be on assessment of couples, family, and parent-child interactions using empirically-validated models.
Course features the roles and responsibilities of Marriage and Family Therapists according to the laws and ethical principles governing practice. Particular emphasis will be given to the ethics codes of major professional associations, family law and statutes covering mental health practice for MFTs in California, and legal mandates pertaining to children in schools.
A Level 1 supervised experience in marriage and family therapy in an institutional setting under professional supervision.
A Level II supervised experience in marriage and family therapy in an institutional setting under professional supervision. Prerequisite: CPSY 637
Course includes an understanding of individuals and family psychopathology through examination of a variety of models. Basic knowledge of the diagnostic process and criteria associated with diagnostic categories in the DSM-IV are explored, including use of the Global Assessment of Relational Functioning (GARF-AXIS IV or DSM-IV).
Career counseling theory and applications. Focus on career planning, interest assessment, employment counseling, vocational information resources, use of technology, current trends and implications for individuals and family development.
This course covers spousal or partner abuse assessment, detection, and intervention, including knowledge of community resources, cultural factors, and same gender abuse dynamics. Course includes analyses of patterns of emotional, physical, sexual and economic abuse and strategies for changing the cycle of violence.
Course features counseling models on multimodal levels, such as cognitive, behavioral, and interactional. Primary emphasis in individual counseling within a broader systemic context, with secondary emphasis on couples therapy. Course integrates two or more time-limited, problem-solving therapies. Practice includes the integration and demonstration of skills and techniques from the models explored.
An overview of the theories and practice of group counseling and consultation, with emphasis on cognitive-behavioral, problem solving, and psychoeducational approaches. Students will conduct and critique group counseling sessions and design a workshop or therapeutic group for individuals or families. Course includes the application of group consultation and leadership skills within organizational settings, including schools and the workplace.
Overview of theory and research on the psychological, biological, and social aspects of human growth and development across the life span, with attention to family development and dynamics. Relationship of developmental concepts to counseling strategies in school and family counseling.
Application of adult development and life transitions theories to the practice of counseling adults and their families. Strategies and techniques for assessing and assisting adults and their families in initiating, understanding, coping with, and resolving major life transitions (e.g., loss, illness, career change, and relationship change, etc.).
An examination of the psychological, social, economic, and cultural dimensions of later life and the impact of cultural attitudes on individuals and their families. Includes counseling strategies for use with later life clients and their families.
Course features an understanding of multicultural issues in counseling with diverse ethnic groups, cultures, and social classes in American society. Emphasis is on developing cultural sensitivity to one's own cultural value system and the values and attitudes of diverse groups in cross-cultural counseling settings; increasing awareness of the effects that culture, race, ethnicity, class, gender, and sexual orientation have on human development and the counseling process; and on learning effective counseling strategies and generic counseling methods that accommodate a diversity of cultures.
Course features an overview of major theories and approaches to psychological and counseling treatments. Course covers basic skills for interviewing, establishing a therapeutic relationship, and case conceptualization.
This course explores basic principles and applications of psychopharmacology in the mental health field. Students will survey principles of drug action and neurotransmitter systems in the nervous system and various classes of psychiatric drugs. Students will also investigate ethical and clinical issues facing Marriage and Family Therapists when psychopharmacological interventions are part of treatment.
Course features the application of a range of brief systems therapy models, such as brief strategic, time-limited, behavioral, solution-focused, and narrative. Primary emphasis on couples counseling with secondary emphasis in individual counseling within a broader systemic context. Practice includes the integration and demonstration of skills and techniques from the models explored.
Course features the application of pragmatic family therapies, such as strategic, structural, behavioral, and communication models to families. Practice includes the integration and demonstration of skills and techniques from the models explored.
An introduction to the process, methods, and research literature pertaining to counseling individuals and families. Application of basic research concepts (e.g. hypotheses, research questions, research design, sampling, instrumentation, data collection, and analysis) to individuals and family systems.
A Level III supervised experience in marriage and family counseling in an institutional setting under professional supervision. Prerequisite: CPSY 638 with a minimum grade of B-
Independent, in-depth study of a specific educational topic.
Exploration of one or more selected topics in Counseling Psychology.
Designing, preparing, and writing research study in consultation with the dissertation committee. Prerequisite: CPSY 790
Introduction to the vocabulary, concepts, media tools and pedagogy for the effective and appropriate integration of technology into learning environments as a tool for developing literacy and 21st century knowledge processing. The course addresses the issues of institutional readiness, faculty needs and maximal student learning at a variety of levels.
Corequisite: Ability to use any personal computer for word processing or other tasks. Examination of the uses of information in the management of educational institutions and issues administrators face in the management of information, including collection, storage, and dissemination. Focuses on integration and communications of information for decision-making. Includes an introduction to validity and reliability in tests and measurements; use of specific tools, such as school schedulers and student records; and human, technological, and legal issues in sharing information. Students will work in teams to develop "hands-on" projects.
This course focuses on combining state-of-the-art technology with the traditional principles of curriculum design and learning theory. Working in teams, students construct a technology-based learning project conductive to the skills appropriate to the age of the intended learners.
The use of computer technology for diverse learners in the United States is the focus of this course. Students explore issues surrounding the use of computers and related digital media to enhance learning for all students. Through critical reading, the use of software, and hands-on activities, students study the relationship between technology, equity, and the way access to digital tools changes culture, gender equity, inclusion, and educational computing as a social practice. The class is both theoretical and practical.
Students create learning activities that employ digital media as a teaching and learning tool and then lead a group of learners through those activities. The course features cooperative planning, peer critiques, curriculum theory, and integration of technology into the curriculum. All course products by both the learners and the USF students are accumulated and published on the course web site.
Corequisite: DML - 635. This course builds upon and extends the learning of DML Practicum I. Prerequisite: concurrent DML 635
The fundamental principles of how to design, develop, test and evaluate user interface design using digital media tools are explored in this course. Addresses issues of human cognition, learning styles, ADA accessibility needs, and task analysis. Practice in the planning and selection of technology-based instruction with an emphasis on the relation of theory to the creation of intentional learning environments.
The concepts and theories of social computing are introduced in this course. It explores distance and distributed learning, varied techniques to promote mentoring, reflective discourse, collegial sharing, and dissemination of information. Research in current technologies inform the development of online community of student choice.
This hands-on course covers the history of constructivism as a learning theory, constructivist teaching strategies, curriculum designs, assessment, and the appropriate uses of technology to support student-centered learning.
Creation and management of web pages and websites, employing current tools and incorporating a full range of multimedia resources and content.
Students prepare and deliver technology-focused professional workshop units to an audience of adults from the community. Students are responsible for all aspects of workshop delivery, including planning and developing the content and pedagogy, invitations, publicity, logistical matters, presentation, and post-workshop evaluation.
This course explores the ways in which storytelling is a constant in an ever-changing world. Technology innovations challenge educators/trainers to reconsider old models of communication to convey meaning and information. Evaluates the role of storytelling in a digital era as well as the impact of technology on individuals and cultures.
This course surveys contemporary research, issues, and trends in digital media, related learning technologies, and research paradigms, designs, and methods used in such investigations; includes practice in reviewing and critiquing published research and evaluation in the field of educational computing. Prerequisite: DML 601 with a minimum grade of B
Rapidly evolving communication and computer technologies can affect "school reform" directly or indirectly, intentionally or unintentionally, positively or negatively, depending on a multitude of social, economic, political, and technical issues. This course enables students to use technology to plan and evaluate instructional programs in diverse educational settings.
Students may intern or conduct a project in a school, business, or other approved setting for a minimum of 30 hours per credit. Approval of DML program advisor required.
A thesis or field-based research project in Digital Media and Learning which is submitted in partial fulfillment of the requirements for the Master's degree.
Independent, in-depth study of a specific educational topic may be designed to meet the research and practicum interest of the student.
Exploration of one or more selected topics in Digital Media and Learning.
An introduction to the process and methods of educational research articles and to developing a preliminary plan or proposal for research in the field.
Exploration of one or more selected topics in General Education.
Philosophical foundations of modern educational thought and practice in America, it also explores contemporary educational ideologies in the U.S.
Fundamental principles of anthropology as applied in education, business, and community learning contexts. An overview of the history, tradition, and political ideologies of two or more countries, other than the United States, provides a backdrop for the study of culture, technology, and values in an American pedagogical setting.
Systematic exploration and critical investigation of the theoretical foundations and the practical problems and issues encountered in the application of psychology to education.
Survey of federal and state statutory and case law in the following: compulsory education, loyalty, religion, freedom of speech, due process, equal protection, termination, evaluation, negotiations, records, discrimination, the Civil Rights Act as amended, special needs, ADA, and civil and tort liability.
A conceptual and procedural understanding of descriptive and inferential statistical procedures in educational research.
A continuation of applied educational statistics (706) and an introduction to multivariate statistical analyses used in research in education. Among the subjects to be considered are the following: factorial analysis of variance (ANOVA), analysis of covariance, repeated measures ANOVA, multivariate ANOVA, multiple regression, discriminant analysis, and factor analysis. Prerequisites: GEDU 706 with a minimum grade of B- and GEDU 708 with a minimum grade of B-
Introduction to quantitative and qualitative educational research traditions, procedures, theories, and methods. Includes practical applications to educational problems. Recommended that 0704-706 be taken before 0704-708.
The use of analysis of variance techniques in research designs. The course aligns specific research designs (experimental, quasi-experimental, and ex post facto) with specific analysis of variance techniques. The complete range of univariate analysis of variance designs are covered (including factorial ANOVA, repeated-measures ANOVA, split-plot ANOVA, and the analysis of covariance). The issues of power, practical significance, and multiple comparison tests are also addressed. Prerequisites: GEDU 706 and GEDU 708
Introduction to the logic and methods of survey research. Common problems of conceptualizing, planning, conducting and analyzing surveys along with strategies, designs procedures and techniques used to solve such problems. Prerequisite: GEDU 708 with a minimum grade of B-
This course revolves around the theory and methods of qualitative research, drawn from the social sciences of anthropology and sociology, as applied to education. Students will learn to formulate a research question, collect data through observation and interviewing, and analyze data. Coursework includes a student-developed research project. Prerequisite: GEDU 708 with a minimum grade of B-
This course examines issues related to the collection and analysis of textual and other representational data for research purposes, covering several approaches to content analysis, both qualitative and quantitative. Prerequisite: GEDU 708 with a minimum grade of B-
Principles of classical, modern (item-response theory), and cognitive test theory applied to educational and psychological measurement and their application to doctoral research. Applications to both norm-referenced and criterion-referenced testing orientations will be stressed throughout the course. The focus will be on test development and test evaluation. Prerequisites: GEDU 706 with a minimum grade of B- and GEDU 708 with a minimum grade of B-
A survey of social anthropological schools of thought including functionalist, structuralist, critical, and interpretive. Attention is given to styles of anthropological research including ethnographic, symbolic, historical, documentary, autobiographical, participatory, and textual analysis. An examination of major anthropologists and their contribution to study concepts of culture form various perspectives. Application of selected autobiographical principles to the study of one professional, domestic, or international setting. Prerequisite: GEDU 708 with a minimum grade of B-
Introduction to program evaluation. Basic issues of evaluation design, data collection, interpretation, and communication of results are discussed. Emphasis is placed on designing evaluations based on an understanding of how programs are implemented. Prerequisite: GEDU 708 with a minimum grade of B-
An examination of various research paradigms employed by social scientists, educators, human service professionals, and community agencies interested in the study of comparative group behaviors, educational strategies and learning patterns within racially, ethnically, and culturally diverse populations. Prerequisite: GEDU 708 with a minimum grade of B-
Correlational approaches to analyzing educational data, including simple and multiple regression, path analysis, LISREL, and hierarchical linear models. Prerequisites: GEDU 706 and GEDU 707 and GEDU 708
This course deals with the methods and process of meta-analysis, which is a quantitative review of the literature. Students will have the opportunity to plan a meta-analysis and to evaluate published meta-analyses in an area of education. Prerequisites: GEDU 706 with a minimum grade of B- and GEDU 708 with a minimum grade of B-
A discussion of the theoretical foundations of participatory critical pedagogy research as well as a description of effective processes to conduct research utilizing this methodology. Students will be encouraged to (a) define and/or refine the methodology of their own dissertation and (b) acquire experience in the process of dialogic retrospection - the praxis of dialogue as an emancipatory tool, the creation of a text from dialogue transcripts and the analysis of the generative themes contained in the dialogue. Prerequisite: GEDU 708 with a minimum grade of B-
A second course in statistics using the Statistical Package for the Social Sciences (SPSS). Topics include file organization, data entry and cleaning, variable creation and recoding, data analysis, record keeping, reliability analyses, merging data files, and SPSS data analysis procedures (descriptive, comparative, correlational, classificatory), and table creation. Prerequisite: GEDU 706 with a minimum grade of B-
This course is designed to assist doctoral students to learn a style for scholarly writing, including the dissertation. Dissertation writing requires a distinctive type of writing, an academic, scholarly approach that meets local conventions, in contrast to an "essayist," term paper method of writing or a popular periodical style. The tasks, activities, and discussions of this course will include attention to approaches to formal writing that retain clarity, logic and interest, applications of APA as appropriate to dissertation writing, and a review of common grammatical usage.
Exploration of one or more selected topics in General Education.
Discussion of completed and ongoing research in bilingualism and bilingual education; educational implications of their findings, and other needed areas of research.
Discussion of the concepts, principles, theories and research in selected major areas of linguistic studies. Focus is on language structure and language use (including the structure of English) and first- and second-language development.
Introduction to sociology and social history of education and approaches to solutions for educational problems. Course focus will vary with concentration in Asia, Latin America, and Africa.
The purpose of this course is to provide students with an overview of issues concerning worldwide multiculturalism and globalization. The students will acquire knowledge of the theories and practices inherent in multicultural and globalization education; examine questions and issues surrounding multiculturalism and globalization and their significant impact upon educators, children, families, schooling and communities; explore diverse perspectives on ways in which education is shaped by globalization in multicultural environments. Critical views of both multiculturalism and globalization education will be explored with similarities and differences examined.
This course explores how schools are impacted by the social, economic, and political landscapes of urban America. We will also examine how schools and the communities in which they are located, can respond to the issues and conditions that exist there. A particular focus of this course will be an ongoing examination of the ways in which racial inequality and the social isolation of the poor shape the character of urban public schools.
Examination of some of the complex interrelationships between language and society including co-variation of linguistic and social phenomena; societal views of language varieties and language variation; stability and change in language functions; bilingualism and diglossia; and language maintenance and language shift.
Examination of the relationship between language and culture from a cross-cultural perspective. Focus on aspects of culture reflected in language and language use.
Critical examination of concepts of ethnicity beginning with the origin and development of notions of assimilation through melting pot notions to concepts of a pluralistic society. The roles that ethnicity and cultural identity play in education in particular, and society in general, will be explored. Basic definitions of Culture, Ethnicity and Identity will be developed.
The purpose of the course is to provide students with the content knowledge, skills and understanding of life situations in which intercultural communication, cultural competency and emotional intelligence are relevant in appropriate human learning situations. The course is an intensive, introductory course that focuses on the workings of the brain as related to social-emotional learning and its applications to education, individual well being and performance, personal growth and life skills in schools and organizations with access to diverse populations.
Perspectives on multicultural education as an interdisciplinary process for educational reform in the American schools today; impact of diversity, including race, culture, ethnicity, gender and exceptionality, featuring major culture groups, including Asian, African-American, Native American, and Hispanic, as well as mainstream American groups; implication for education.
Exploration of Paulo Freire's philosophy of education and the educational history and needs of oppressed populations in the U.S. and other nations.
This course is designed to provide educators with the legal and political foundations underlying international human rights, with the objective of promoting awareness of these rights in order to educate others.
This course explores current issues and debates on the gendered effects of globalization and women's political responses to it. The course will seek to understand women's struggles and triumphs in the new global order through a careful analysis of women's human rights.
Human Rights Education is dedicated to promoting the human rights principles set forth in the Universal declaration of Human Rights. The course aims to facilitate the teaching of human rights in both formal and informal settings through modeling best practices via visual and performing arts, interactive curriculum, and community activism.
Course provides factual, functional information regarding the educational history of African-ancestry Americans in the contiguous United States. Prior African educational history will be discussed to provide a framework for the consideration of the educational status of Black Americans today. African education in the diaspora, specifically the American Diaspora. Contemporary scholars perspectives on African American educational history and the conditions extant will be explored.
This interdisciplinary course focuses on the social, political, economic and cultural aspects of current world events to help students situate themselves within global trends and histories. Course includes critical pedagogical methods to help students develop ideas on how to promote international awareness in their own classrooms.
Educational equity demands that there be a systematic effort to provide an understanding of the linguistic, cultural and communication history of African descent Americans. This course seeks to provide some first steps toward that understanding.
An introduction to the little known history of women of color in higher education. In order to develop a basis for understanding how the current situation in higher education impacts upon the planning and participation of women of color in higher education, a brief excursion into the history of all women in education in the United States will be provided, followed by a review of the literature extant regarding the roles of women of African American, Asian American, Hispanic-Latin American and Native American Indian ancestry in education as learners, teachers, administrators and scholars.
Examination of theory and methods of instruction for English language development and theory and methods of specifically designed academic instruction delivered in English. Language and content area assessment are also covered.
Examination of the current theories, research and other developments in the areas of first and second language acquisition. Emphasis on what is known about these processes and the conditions that affect them; major research issues and methods for examining them; and implications of such research for educational practice.
An increased awareness of the phonology, morphology, and syntax of contemporary American English through observation of the structure of language. Traditional and structural and generative transformational grammar, phonology, usage, and dialect are major topics.
Discussion of the various commercial materials available to the ESL teacher: books, tapes, machines, kits, etc. Focus on evaluation of these and teacher-prepared materials.
The nature of second language testing, how to evaluate commercial tests, and how to develop tests and/or test items.
This course will focus on a critical analysis of the social, political, economic and cultural factors that come together to create the K-16 educational experience of Latinos in the United States. The course will also situate the U.S. Latino experience within an international context.
Analysis of the tenets of critical pedagogy and its implications for transforming schools into a societal space where the ideals of democracy and a socially just society can be formulated and practiced.
A thesis or field-based research project in TESL which is submitted in partial fulfillment of the requirements for the Master's degree.
Examination of culture; its nature and manifestations, and the changing demographics and cultural diversity that make up California. Attention is given to aspects of culture that teachers should learn about their students, ways to learn about their students' cultures, and ways teachers can use cultural knowledge, cultural contact, and cultural diversity in California, and the U.S.
This course examines issues around international immigration, migration, and forced displacement. We will study the topic of immigration within a human rights framework to better understand the rights and protection of immigrants, refugees and exiles in home country, host country and across borders.
This course focuses on the use of computer technology for diverse learners in the United States. Students will explore issues surrounding the use of computers to enhance learning for all students. Through critical reading, the use of software, and hands-on activities, students will study the relationship between technology and equity, the way technology is changing culture, gender equity, inclusion, and educational computing as a social practice. The class is both theoretical and practical. Students are required to have access to the Internet outside of class time. Knowledge of basic computer software is recommended but not required.
Introduction and analysis of a body of literature deemed appropriate for adolescent readers, focusing on its development, significant writers in the field, and viewing the many voices and views of societies presented. Focus on genre, strategies, current issues, and censorship.
A thesis or field-based research project in International and Multicultural Education which is submitted in partial fulfillment of the requirements for the Master's degree.
Study of the historical background and the early immigrant experience in the U.S.; their culture-traditional and contemporary; the socio-economic, political, educational and legal development of major Asian immigrant groups, including their contributions to American society; changes and adaptations made; and contemporary issues. Covers Chinese, Filipino, Japanese, Korean, Asian Indian and the Vietnamese refugees.
Study of the cultural, political, economic, educational and historical aspects of the life of Latinos in the United States, their historical experience and their contributions to American society.
Examination of several approaches to discourse analysis and pragmatics with application to the teaching of language arts, foreign languages and ESL. Emphasis mainly on oral communication with some work in approaches to teaching writing.
The good literature written for children and adolescents is one of the greatest educational gifts society has to offer any child in our schools. The awareness of the significant role good literature can play in the curriculum has continued to grow. This course offers an opportunity to learn how literature can be best used to support multiple educational goals.
Learning to analyze the subtle messages in text facilitates uncovering the complexity of reality. In this course the analysis of narrative written for all ages and various cultural perspectives provides insight to the ever present questions of identity and the search for justice.
This courses compares the educational systems of major Asian countries, with that of the U.S., including China, Taiwan, Japan, Korea, Philippines, India, and Vietnam. It also compares the schooling experiences of the students from these countries including teaching-learning styles, the curriculum, physical environment and classroom atmosphere, teacher-student relationships, among others, and school-related cultural orientations. Educational implications of these for American teachers of immigrant and international students, at different instructional levels, will be drawn.
An interactive, experiential course designed to demonstrate the incorporation of the arts in second language students' content area studies and communication skills development. Instructor will determine which of the arts to feature: drama, performing arts, music, fine arts, poetry or literature.
This course examines the practice of reading storybooks as works of art, stories, and the voices of author(s), illustrator(s), and readers. Grounded in the fields of aesthetics, literary theory, art appreciation, the course challenges educators to consider how the picture book is a unique literary form that promotes diversity and social justice.
This course will provide an opportunity for content and critical analysis of the body of work of a selected group of prominent, contemporary authors and illustrators in the field of children's and young adult literature. Students will become acquainted with major works as well as corollary readings and criticism on each writer and/or artist.
This course will examine contemporary issues in the field of children's literature, including creative and marketing perspectives, censorship and publishing trends. The course services to further the goal of bringing children and books together through the collaborative efforts of authors, illustrators, storytellers, publishers, booksellers, students, teachers, and librarians to promote innovative programs using multicultural children's literature as a creative tool to encourage literacy and critical thinking.
Independent, in-depth study of a specific educational topic.
Exploration of one or more selected topics in International and Multicultural Education.
Discussion of completed and ongoing research in bilingualism and bilingual education; educational implications of their findings, and other needed areas of research.
Discussion of the concepts, principles, theories and research in selected major areas of linguistic studies. Focus is on language structure and language use (including the structure of English) and first- and second-language development.
Introduction to sociology and social history of education and approaches to solutions for educational problems. Course focus will vary with concentration in Asia, Latin America, and Africa.
The purpose of this course is to provide students with an overview of issues concerning worldwide multiculturalism and globalization. The students will acquire knowledge of the theories and practices inherent in multicultural and globalization education; examine questions and issues surrounding multiculturalism and globalization and their significant impact upon educators, children, families, schooling and communities; explore diverse perspectives on ways in which education is shaped by globalization in multicultural environments. Critical views of both multiculturalism and globalization education will be explored with similarities and differences examined.
This course explores how schools are impacted by the social, economic, and political landscapes of urban America. We will also examine how schools and the communities in which they are located, can respond to the issues and conditions that exist there. A particular focus of this course will be an ongoing examination of the ways in which racial inequality and the social isolation of the poor shape the character of urban public schools.
The essentials of developing a model proposal for the research project leading to a dissertation. Specific components of a good proposal, analysis of research proposals, and student research projects. Prerequisites: GEDU 706 with a minimum grade of B- and GEDU 708 with a minimum grade of B-
Examination of some of the complex interrelationships between language and society including co-variation of linguistic and social phenomena; societal views of language varieties and language variation; stability and change in language functions; bilingualism and diglossia; and language maintenance and language shift.
Examination of the relationship between language and culture from a cross-cultural perspective. Focus on aspects of culture reflected in language and language use.
Critical examination of concepts of ethnicity beginning with the origin and development of notions of assimilation through melting pot notions to concepts of a pluralistic society. The roles that ethnicity and cultural identity play in education in particular, and society in general, will be explored. Basic definitions of Culture, Ethnicity and Identity will be developed.
The purpose of the course is to provide students with the content knowledge, skills and understandings of life situations in which intercultural communication, cultural competency and emotional intelligence are relevant in appropriate human learning situations. The course is an intensive, introductory course that focuses on the workings of the brain as related to social-emotional learning and its applications to education, individual well being and performance, personal growth and life skills in schools and organizations with access to diverse populations.
Perspectives on multicultural education as an interdisciplinary process for educational reform in the American schools today; impact of diversity, including race, culture, ethnicity, gender and exceptionality, featuring major culture groups, including Asian, African-American, Native American, and Hispanic, as well as mainstream American groups; implication for education.
Exploration of Paulo Freire's philosophy of education and the educational history and needs of oppressed populations in the U.S. and other nations.
This course is designed to provide educators with the legal and political foundations underlying international human rights, with the objective of promoting awareness of these rights in order to educate others.
This course explores current issues and debates on the gendered effects of globalization and women's political responses to it. The course will seek to understand women's struggles and triumphs in the new global order through a careful analysis of women's human rights.
Human Rights Education is dedicated to promoting the human rights principles set forth in the Universal declaration of Human Rights. The course aims to facilitate the teaching of human rights in both formal and informal settings through modeling best practices via visual and performing arts, interactive curriculum, and community activism.
Course provides factual, functional information regarding the educational history of African-ancestry Americans in the contiguous United States. Prior African educational history will be discussed to provide a framework for the consideration of the educational status of Black Americans today. African education in the diaspora, specifically the American Diaspora. Contemporary scholars perspectives on African American educational history and the conditions extant will be explored.
This interdisciplinary course focuses on the social, political, economic and cultural aspects of current world events to help students situate themselves within global trends and histories. Course includes critical pedagogical methods to help students develop ideas on how to promote international awareness in their own classrooms.
Educational equity demands that there be a systematic effort to provide an understanding of the linguistic, cultural and communication history of African descent Americans. This course seeks to provide some first steps toward that understanding.
An introduction to the little known history of women of color in higher education. In order to develop a basis for understanding how the current situation in higher education impacts upon the planning and participation of women of color in higher education, a brief excursion into the history of all women in education in the United States will be provided, followed by a review of the literature extant regarding the roles of women of African American, Asian American, Hispanic-Latin American and Native American Indian ancestry in education as learners, teachers, administrators and scholars.
Continuation of proposal development. Specific components of a proposal, analysis of research proposals, and student research projects. Prerequisites: GEDU 706 with a minimum grade of B- and GEDU 708 with a minimum grade of B-
Examination of the current theories, research and other developments in the areas of first and second language acquisition. Emphasis on what is known about these processes and the conditions that affect them; research issues and methods for examining them; and implications of such research for educational practice.
The nature of second language testing, how to evaluate commercial tests, and how to develop tests and/or test items.
This course will focus on a critical analysis of the social, political, economic, and cultural factors that come together to create the K-16 educational experience of Latinos in the United States. The course will also situate the U.S. Latino experience within an international context.
This course will analyze the tenets of critical pedagogy and its implications for transforming schools into a societal space where the ideals of democracy and a socially just society can be formulated and practiced.
Examination of culture; its nature and manifestations, and the changing demographics and the cultural diversity that make up California. Attention is given to aspects of culture that teachers should learn about their students, ways to learn about their students' cultures, and ways teachers can use cultural knowledge, cultural contact, and cultural diversity in California, and the U.S.
This course examines issues around international immigration, migration, and forced displacement. We will study the topic of immigration within a human rights framework to better understand the rights and protection of immigrants, refugees and exiles in home country, host country and across borders.
This course focuses on the use of computer technology for diverse learners in the United States. Students will explore issues surrounding the use of computers to enhance learning for all students. Through critical reading, the use of software, and hands-on activities, students will study the relationship between technology and equity, the way technology is changing culture, gender equity, inclusion, and educational computing as a social practice. The class is both theoretical and practical. Students are required to have access to the Internet outside of class time. Knowledge of basic computer software is recommended but not required.
Introduction and analysis of a body of literature deemed appropriate for adolescent readers, focusing on its development, significant writers in the field, and viewing the many voices and views of societies presented. Focus on genre, strategies, current issues, and censorship.
Study of the historical background and the early immigrant experience in the U.S.; their culture-traditional and contemporary; the socio-economic, political, educational and legal development of major Asian immigrant groups, including their contributions to American society; changes and adaptations made; and contemporary issues. Covers Chinese, Filipino, Japanese, Korean, Asian Indian and the Vietnamese refugees.
Study of the cultural, political, economic, educational and historical aspects of the life of Latinos in the United States, their historical experience and their contributions to American society.
Examination of several approaches to discourse analysis and pragmatics with application to the teaching of language arts, foreign languages and ESL. Emphasis mainly on oral
The good literature written for children and adolescents is one of the greatest educational gifts society has to offer any child in our schools. The awareness of the significant role good literature can play in the curriculum has continued to grow. This course offers an opportunity to learn how literature can be best used to support multiple educational goals.
Learning to analyze the subtle messages in text facilitates uncovering the complexity of reality. In this course the analysis of narrative written for all ages and various cultural perspectives provides insight to the ever present questions of identity and the search for justice.
This courses compares the educational systems of major Asian countries, with that of the U.S., including China, Taiwan, Japan, Korea, Philippines, India, and Vietnam. It also compares the schooling experiences of the students from these countries including teaching-learning styles, the curriculum, physical environment and classroom atmosphere, teacher-student relationships, among others, and school-related cultural orientations. Educational implications of these for American teachers of immigrant and international students, at different instructional levels, will be drawn.
An interactive, experiential course designed to demonstrate the incorporation of the arts in second language students' content area studies and communication skills development. Instructor will determine which of the arts to feature: drama, performing arts, music, fine arts, poetry or literature.
This course will provide an opportunity for content and critical analysis of the body of work of a selected group of prominent, contemporary authors and illustrators in the field of children's and young adult literature. Students will become acquainted with major works as well as corollary readings and criticism on each writer and/or artist.
This course will examine contemporary issues in the field of children's literature, including creative and marketing perspectives, censorship and publishing trends. The course services to further the goal of bringing children and books together through the collaborative efforts of authors, illustrators, storytellers, publishers, booksellers, students, teachers, and librarians to promote innovative programs using multicultural children's literature
Directed proposal development in consultation with the dissertation committee.
The design, preparation, and writing of the dissertation research study in consultation with the dissertation committee. Advancement to candidacy required.
Independent, in-depth study of a specific educational topic.
Exploration of one or more selected topics in International and Multicultural Education.
Principles and practices of computer applications to instruction and management, with training in the operation of the microcomputer. (Open only to students in the Special Education Internship Program.)
This course prepares students with a knowledge base for understanding and teaching culturally and linguistically diverse special education students, including interaction with families. The course covers identifying the impact of diverse cultural patterns and linguistic diversity on student academic performance and behavior, selecting and implementing effective strategies to meet the learning, social, and emotional needs of students with disabilities from diverse cultural, linguistic, and/or ethnic backgrounds, developing strategies with parents and students for improving the students' self-management skills, positive self image, and social/emotional behaviors, and conducting formal and informal parent meetings for purposes of planning interventions, establishing home/school communication, and problem resolution.
Formal and informal diagnostic procedures for mildly to moderately handicapped and at-risk students including identification, screening, referral, assessment, implementation and evaluation. (Open only to students in the Special Education Internship Program.)
Principles of effective instruction, classroom organization, alternative instructional techniques for groups and individuals with learning handicaps in urban schools, behavior management, and modification of the core curriculum. (Open only to students in the Special Education Internship Program.)
In this course, pre-service teachers will be introduced to teaching students with mild-to-moderate disabilities from culturally and linguistically diverse backgrounds, including English learners. They will learn basic skills needed to create positive, healthy learning environments, collaborate with professionals, and understand various disabilities. Candidates will participate in analytic and reflective discussion, examine decision-making procedures, and discuss critical incidents from case-studies observations of professional teachers. During this course, candidates will begin developing professional portfolios that demonstrate their acquisition of the knowledge and skills defined in the Teaching Performance Expectations (TPEs).
This is the first of four courses providing support for candidates as intern-teachers of students with mild-moderate disabilities from culturally and linguistically diverse backgrounds. Candidates will be observed and mentored by fieldwork supervisors, district support providers, and the course instructor. They will observe credentialed instructors in a variety of special education settings. Coursework will include basic knowledge of Individualized Education Plans (IEPs), Individualized Transition Plans (ITPs). Candidates will set goals for the California Teaching Performance Expectations (TPEs). (Open only to students in the Special Education Internship Program)
These courses consist of two semesters of supervised full-time teaching in special education classrooms with students who have mild/moderate disabilities from culturally and linguistically diverse backgrounds. The courses include a variety of practica sessions with heterogeneous groupings of members of the cohort group. Candidates participate in analytic and reflective discussions, examine decision-making procedures, and discuss critical incidents from their classrooms and general topics of concern in the field. The courses also include the evaluation component of the fieldwork experience.
The purpose of this course is to introduce credential candidates to a variety of educational research methods in special education. Students will be exposed to issues and topics related to students with disabilities, and qualitative and quantitative research designs including sampling procedures, measurement instruments, data collection methods, data analysis, and statistical analysis. Students will then use the information from class sessions and readings to identify a potential research topic in special education and develop a research proposal for the Masters Thesis or Field Project.
Issues of collaboration, consultation, communication, and teaming in interdisciplinary settings. Models for working with educators, parents, students, and community resource personnel. Ethical and practical applications of appropriate communication strategies. (Open only to students in the Special Education Internship Program.)
Educational, developmental, legal, environmental issues related to needs of the mildly to moderately handicapped and at-risk students. Child development patterns, language acquisition, learning and cognitive processes, health issues, effects of disabling conditions, legal rights, placement criteria options, and barriers to full student participation. (Open only to students in the Special Education Internship Program.)
This seminar provides students with the knowledge ability to interpret, apply, and disseminate current and emerging literature (research, theories, legislation, policies, and practices) regarding special education. Students will then apply this literature to their roles in the field and demonstrate expertise in one area of specialization.
Seminar on applying skills in the areas of assessment, curriculum development and modifications, and adapting instruction and technology for students with mild/moderate disabilities. Issues of law, policies, and procedures pertaining to assessment, curriculum, and instruction. (Open only to students in the Special Education Internship Program.)
This course is designed to prepare candidates in the knowledge, skills, and competencies to plan and implement behavioral interventions and support for students with behavioral or emotional disabilities. Candidates will develop and implement a functional behavioral assessment and classroom management system to ensure healthy, positive learning and social environments for culturally and linguistically diverse students with mild to moderate disabilities.
This course and 0701-679 structure the last two semesters of fieldwork supervision. Coordinates the ongoing support for professional self assessment, goal setting, and other induction plan components. Collaboration between University and school district personnel. (Open only to students in the Special Education Internship Program.)
This is the final of four courses providing support for candidates as intern-teachers of students with mild-to-moderate disabilities from culturally and linguistically diverse backgrounds. Candidates will continue to be observed and mentored by fieldwork supervisors, district support providers, and the course instructor. They will continue to observe credentialed instructors in a variety of special and general education settings, focusing on the inclusion of students with disabilities in the general education program and curriculum. Candidates will apply methods and strategies to support students with disabilities in general education settings. Candidates will demonstrate achievement of the California Teaching Performance Expectations (TPEs) through assessments and completion of portfolios. In addition, candidates will develop individual transition plans for post-program advancement towards a clear teaching credential.
Independent, in depth study of a specific educational topic. (Open only to students in the Special Education Internship Program.)
Exploration of one or more selected topics in Special Education.
The major cognitive psychology theories and research on thinking. Topics include inductive and deductive thinking, analogical thinking, hypothesis testing, mental models, dual-coding, declarative and procedural knowledge, expertise, schemas and scripts, domain-specific knowledge, and social cognition. Special emphasis is placed on the use of literature reviews in research.
Multimedia Learning provides a theoretical foundation for conducting research into multimedia learning and a practical foundation for constructing effective academic multimedia products. The theoretical foundation is provided through a variety of recent journal articles. The practical portion of the course begins by exploring three foundational areas: graphic design, audio recording, and photography. The course then looks at the key preparation stages of audio editing and creating basic multimedia movies. Finally the course looks at three areas that will allow users to create more polished presentations: layers, audio mixing, and alternative formats for movie construction.
A historical examination of empirical theories of cognitive abilities. Theories of intelligence, aptitude, achievement, cognitive style, and learning style are presented. Special emphasis is placed on the use of factor analysis as a statistical technique.
The course provides an introduction to the skills and practices required for constructing a literature review. Students will focus on an area of research of their own choosing and develop their ability to read, critically evaluate and synthesize research in their area.
Development of a research proposal leading to the dissertation. Prerequisites: GEDU 706 with a minimum grade of B- and GEDU 708 with a minimum grade of B-
This course covers methodological issues, and practical applications of performance-based and cognitive-based assessments. The rationale underlying performance assessment and the procedures essential to its design and execution and to the interpretation and use of its results for decision making will be addressed. Recent research in cognition will be explored for its application to educational testing. Prerequisite: GEDU 714
Teaching strategies for becoming an effective college teacher. Students will assess their philosophy of teaching, learning style, and teaching style; learn how to enhance motivation for learning; and acquire methods of assessment and techniques for teaching using case studies.
This course explores the area of effective instruction. Students will work with an applied model for creating and evaluating learning experiences and develop a digital learning portfolio as the culminating project demonstrating achievement of the course goals. To create this digital learning portfolio students will establish realistic student learning goals, formulate assessment strategies to correspond to those goals, analyze relevant people factors influencing goals and course content, create activities to develop desired thinking and meta-learning skills, design learning activities for individuals and groups of learners, and devise remedial and enrichment activities for learners.
The course focuses on theory, research and development of curriculum and instruction in the area of mild-moderate disabilities.
This course is designed to familiarize doctoral students with: a) research-based practices in special education; b) critical issues in special education practices.
This course explores major federal legislation (IDEA, ADA, etc) and other legal policies associated with disability rights, special education, and students with disabilities. The course will also examine key statues and landmark court cases.
The college teaching practicum will prepare special education doctoral students to deliver instruction in a special education teacher credential program for mild-moderate disabilities.
The college teaching practicum will prepare special education doctoral students to deliver instruction in a special education teacher credential program for mild-moderate disabilities.
A survey of empirically-based models of teaching and instruction. Models include individualized instruction. Carroll's model of school learning, Bloom's theory of school learning, process-product models and Rosenshine's explicit instruction, Cronbach and Snow's aptitude-treatment interaction model, and Brown and Campione's cognitive apprenticeship models.
The research practicum will prepare special education doctoral students to develop research skills in special education teacher education. The purpose of the practicum is to provide students with structured experiences in designing and conducting research.
Curriculum development, systematic approaches to effective teaching and learning, and evaluation in special education.
The objective of this course is to prepare doctoral students to develop the skills needed to write an effective grant proposal in a higher education setting. Since federal grants are some of the largest potential sources of funding, this will be the primary focus of the course.
Continuation of proposal development, if needed Prerequisites: GEDU 706 with a minimum grade of B- and GEDU 708 with a minimum grade of B-
The uses and methods of descriptive research; the evaluation of descriptive research: and the design and implementation of descriptive research. Topics include sample selection, data collection techniques (questionnaires, interviews, etc.), scales and indices, coding, analyzing and presenting descriptive data. Prerequisites: GEDU 706 with a minimum grade of B- and GEDU 708 with a minimum grade of B-
Motivational theories with an emphasis on models in intrinsic motivation and how they affect instructional practice. Theories include situational and personal interest, flow, achievement, attribution, goal, control, feedback, and self determination theories. Special emphasis is placed on the use of focus groups as a research technique.
The purpose of the course is to look at the role of creativity in social environments. Creativity is usually investigated from an individual differences perspective. Instead, this course will look at creativity as an environmental variable (i.e., factors in the educational environment which may influence creativity). Of utmost concern is the question: "What can we do to make our educational or business environments more conductive to creative and original thinking?" This environmental psychological approach will incorporate thinkers from the fields of psychology, education, and the arts.
This hands-on course covers the history of constructivism as a learning theory, constructivist teaching strategies, curriculum designs, assessment, and the appropriate uses of technology to support student-centered learning.
The course will emphasize how school leaders can collect, analyze, and use data to make instructional decisions to improve the learning of a diverse student populations. Specifically, school leaders will focus on academic outcomes for learners who are at risk for academic failure and often forgotten or neglected.
Directed proposal development in consultation with dissertation advisor and committee.
The design, preparation, and writing of the dissertation research study in consultation with the dissertation advisor and committee. Advancement to candidacy required.
Independent, in-depth study of a specific educational topic.
Exploration of one or more selected topics in Learning and Instruction.
Explorations of theory, research and practice on how individuals make career choices and adjust to work. Focus on the implications of individual development for organizational and counseling practice in a wide range of settings and with diverse populations.
Examination of the uses of information in the management of educational institutions and issues administrators face in the management of this information, including collection, storage, and dissemination. Focuses on integration and communications of information for decision-making. Includes an introduction to validity and reliability in tests and measurements; use of specific tools, such as school schedulers and student records; and human, technological, and legal issues in sharing information. Students will work in teams to develop hands-on projects. Any student taking this course must have the ability to use any personal computer for word processing or other tasks.
An examination of various facets of education needed for success in a global economy. An important focus of this course is the ethical considerations and responsibilities that are inherent in the design of adult education programs. The influence of tradition and culture for the adult learner is explored from an interpretive perspective.
This course examines primary legal systems in Eastern and Western settings. Further, the relationship among law, culture and policy formation are investigated.
This course focuses on the theory and application of field-based research grounded in the critical hermeneutic philosophy of Gadamer, Ricoeur and other researchers that use the written and social text as a basis for data analysis.
Accounting, budgeting, finance, planning, funding, fund-raising and business management in public and private educational institutions and other non-profit entities. Emphasis on the relationships among the leadership role, the utilization of resources, and the accomplishment of organizational outcomes.
Survey of federal and state laws and cases that apply to educational institutions. Topics covered may include: a) disability; b) civil rights; c) freedom of speech; church/state issues; d) evaluation and termination; e) the minor student; f) governing authority of state and local bodies; g) enforcement of educational policy; h) civil and tort liability.
This course provides theoretical and practical discussions of the tasks, responsibilities and application to K-12 and higher education in educational management.
Course examines the foundations of social and cultural imperatives that are transforming organizations in the global economy. Further examination of traditions and rationality systems that have informed assumptions about organizations and policy making. Focus on concepts of ethics, language, technology, and hermeneutics in the emerging paradigms of organizational change.
Study of rationality, power, and authority in modern societies with special attention to political language, technical imperatives, and symbolic aspects of organizations. Sources and processes of power and control will be examined.
Current concepts underlying leadership theories and practices as they relate to leadership activities, including development and planning, implementation and evaluation in K-12 and higher education.
This course provides theoretical and practical discussions of the tasks, responsibilities and applications in educational management.
Fundamental principles of anthropology as applied in education, business, and community learning contexts. An overview of the history, tradition, and political ideology of two or more countries, other than the United States, provides a backdrop for the study of culture, technology, and values in an American pedagogical setting.
The practicum will provide students with an opportunity to reflect on and apply course content to higher education and student affairs work. Students will participate in a student affairs office, program or other operation on campus and gain guided exposure to various aspects of students affairs work such as student experiences, program planning, implementation, administration and supervision, use of assessment and evaluation tools, application of ethical guidelines.
The practicum will provide students with an opportunity to reflect on and apply course content to higher education and student affairs work. Students will participate in a student affairs office, program or other operation on campus and gain guided exposure to various aspects of student affairs work such as student experiences, program planning, implementation, administration and supervision, use of assessment and evaluation tools, application of ethical guidelines.
The practicum will provide students with an opportunity to reflect on and apply course content to higher education and student affairs work. Students will participate in a student affairs office, program or other operation on campus and gain guided exposure to various aspects of student affairs work such as student experiences, program planning, implementation, administration and supervision, use of assessment and evaluation tools, application of ethical guidelines.
Supervised, planned opportunities to relate and apply concepts of the Administrative Credential Services program and its seven conceptual areas - Educational Leadership, Program Improvement, Educational Management, Governance and Community, Educational Finance, Educational Law, and Information Management - to school practice. Plans are developed jointly with a member of the faculty and a field site supervisor. Students maintain reflective portfolios. May be taken concurrently with Field Experience II. Enrollment is limited to students in the Preliminary Administrative Services Credential program.
Continuation and evaluation of Field Experience I. Students must register for both Field Experience I and Field Experience II before the joint evaluation by assigned faculty and field supervisor of their competencies. May be taken concurrently with Field Experience I. Enrollment is limited to students in the Preliminary Administrative Services Credential program.
The course will emphasize how school leaders can collect, analyze, and use data to make instructional decisions to improve the learning of a diverse student population. Specifically, school leaders will focus on academic outcomes for learners who are at risk for academic failure and often forgotten or neglected such as student with disabilities, students from low-income backgrounds, students of color, and English learners.
Attention to organizational development in fast paced environments. This course examines how leaders in organizations can mediate high performance and learning through project team development, communication, collaboration, and individual and group conversation-based assessment.
This course examines the relationships among schools, communities, and societies from historical and cultural perspectives. Concepts of authority, power, and influence in a global society provide a basis for learning that cuts across communities and organizations.
A thesis or field-based research project in Organization and Leadership which is submitted in partial fulfillment of the requirements for the Master's degree.
Introduction to theories of student development and application of theories to student affairs practice and understanding U.S. college student experiences and outcome.
This course explores perspectives and theories of evaluation and assessment in higher education and provides exposure to basic knowledge and concepts necessary to plan, design and implement assessment in student affairs.
Course examines different cultural concepts of work as evidenced in a variety of worksites throughout the world. Particular attention is given to developing and sustaining successful transcultural workforces and globally dispersed teams through the study of culturally specific conceptions of space, time, rationality, promise, and responsibility.
Introduction to research on college environments and campus cultures. Implications for student outcomes and student affairs practice are highlighted.
An overview of major theoretical, research, and practical issues related to concepts of race and diversity in higher education.
This course facilitates the use of concepts and theories learned in previous completed coursework to analyze current issues facing students affairs professionals and to design and initiate a final Capstone Project.
This course explores classic and contemporary, Eastern and Western approaches to ethics with emphasis on application to practical organizational issues. A focus is on the application of complexity sciences - the sciences of connectivity - to informed ethical decision making. This course is offered in a blend of online and face-to-face formats. Please see course schedule for details.
This course examines the role of leadership through a complexity sciences framework. Particular focus is on leading self-organizing entities through the integration of, for example, learning in organizations, social and intellectual capital, emotional intelligence, and the Jesuit traditions of risk-taking, collaborative work and change.
This course focuses on the underlying dynamics of organizations from the perspective of chaos and complexity. Students examine both the creation of organizations and innovation and creativity within existing organizations with application to their individual experiences. This course is offered in a blend of online and face-to-face formats.
Independent, in-depth study of a specific educational topic.
Exploration of one or more selected topics in Organization and Leadership.
The essentials of developing a model proposal for the research project leading to a dissertation. Specific components of a good proposal, analysis of research proposals, and student research projects. Prerequisites: GEDU 706 and GEDU 708
Examination of the uses of information in the management of educational institutions and issues administrators face in the management of this information, including collection, storage, and dissemination. Focuses on integration and communication of information for decision-making. Includes an introduction to validity and reliability in tests and measurements; use of specific tools, such as school schedulers and student records; and human, technological, and legal issues in sharing information. Students will work in teams to develop hands-on projects. Any student taking this course must have the ability to use any personal computer for work processing or other tasks.
Examines the various facets of education needed for success in a global economy. An important focus of this course is the ethical considerations and responsibilities that are inherent in the design of adult education programs. The influence of the tradition and culture of the adult learner will be explored from a hermeneutic perspective.
This course examines primary legal systems in Eastern and Western settings. Further, the relationship among law, culture and policy formations will be investigated.
This course focuses on the theory and application of field-based research grounded in the critical hermeneutic philosophy of Gadamer, Ricoeur and other researchers that use the written and social text as a basis for data analysis.
Survey of federal and state laws and cases that apply to educational institutions. Topics covered may include: a) disability; b) civil rights; c) freedom of speech; church/state issues; d) evaluation and termination; e) the minor student; f) governing authority of state and local bodies; g) enforcement of educational policy; h) civil and tort liability.
Accounting, budgeting, finance, planning, funding, fund-raising and business management in public and private educational institutions and other non-profit entities. Emphasis on the relationships among the leadership role, the utilization of resources, and the accomplishment of organizational outcomes.
An examination of sociopolitical tensions between individualism and community. Special attention to social justice policy and practice in urban contexts.
This course is designed to provide a systematic analysis of the theory and research of group dynamics with emphasis on group formation, cohesiveness, communications, conflict, problem solving and decision making, leadership, power, influence, and evaluation. In addition, this course will provide exercises and simulations that will enable you to develop competent group skills.
This course provides theoretical and practical discussions of the tasks, responsibilities and application to K-12 and higher education in educational management.
Preparation of an article relating to administrative research. The student will prepare an article for publication which will be critiqued by the instructor and other members of the class. The final product will be a manuscript which is submitted for publication in an appropriate journal.
Course examines the foundations of social and cultural imperatives that are transforming organizations in the global economy. Further examination of traditions and rationality systems that have informed assumptions about organizations and policy making. Focus on concepts of ethics, language, technology, and hermeneutics in the emerging paradigms of organizational change.
Study of rationality, power, and authority in modern societies with special attention to political language, technical imperatives, and symbolic aspects of organizations. Sources and processes of power and control will be examined.
Course examines different cultural concepts of work as evidenced in a variety of worksites throughout the world. Particular attention is given to developing and sustaining successful transcultural workforces and globally dispersed teams through the study of culturally specific conceptions of space, time, rationality, promise, and responsibility.
Continuation of proposal development. Specific components of a proposal, analysis of research proposals, and student research projects. Prerequisites: GEDU 706 and GEDU 708
Current concepts underlying leadership theories and practices as they relate to leadership activities, including development and planning, implementation and evaluation in K-12 and higher education.
The purpose of the course is to provide students with the ability to critically analyze and manage the political context of educational leadership by building an understanding of the politics of education. The course includes an emphasis on K-12 and post-secondary governance structures, stakeholders, policymaking, agenda setting, and the connections between federal, state, and local policy decisions and their impact on student learning.
The framework for the course will be standards-based reform and a systematic approach to thinking about how leaders in urban school districts work together to improve a whole system of schools and refuse to settle for just a few more good schools as a result of their efforts. The context in urban settings demands that leaders must inspire those they lead with a sense of urgency and convince them to embrace the goal student learning for all. This course also explores ways for shaping a school system as a healthy place for everyone's growth and development, with special attention to faculty, administrators, support staff, and the superintendent.
Field-based applications of research, knowledge and skills developed as part of the individualized induction plan organized to address principles and concepts of administrative practice centered on the themes of a) organizational and cultural environment, b) dynamics of strategic issues management, c) ethical and reflective leadership, d) analysis and development of public policy, e) management of information systems, and f) management of human and fiscal resources. Includes maintenance of a journal containing observation, documentation and analysis of current issues and reflections on professional practice and personal growth. Enrollment is limited to students in the Clear Credential program.
Continuation of field-based applications of research, knowledge and skills developed as part of the individualized induction plan organized to address principles and concepts of administrative practice centered on the themes of a) organizational and cultural environment, b) dynamics of strategic issues management, c) ethical and reflective leadership, d) analysis and development of public policy, e) management of information systems, and f) management of human and fiscal resources. Includes maintenance of a journal containing observation, documentation and analysis of current issues and reflections on professional practice and personal growth. Academic coursework may be substituted as approved in the Professional Credential Induction Seminar. Enrollment is limited to students in the Clear Credential program.
In this course, conducted in a World Wide Web environment, students will look for the pedagogy, the problems, and the potential of new forms of distance education in a variety of educational settings and for different kinds of educational and training needs: personal, corporate, and community. Practical skills and theoretical insights are developed.
The purpose of this course is to familiarize students with the major technical and leadership functions of the Superintendent. Students will analyze critical issues confronting the urban superintendent in areas such as identifying and scaling up effective practices, fostering instructional leadership among teachers and principals, designing assessment and accountability systems, focusing resources on the improvement of instruction and student learning, and managing relationships with school boards and other influential actors.
This course presents a critical social analysis and critique of current issues for school leaders in urban education. As our society continues to become diverse, leaders must stay current on how to best meet the needs of students in their schools and districts. Each summer the course will focus on a new pressing issues of the time, so that leaders are able to better prepare themselves to meet the needs of their students today.
Successful urban leaders must advocate for the students, teachers, and the communities they represent. In order to do this leaders must be able to use both the media and law effectively to advocate for their schools and community. This course is an investigation into the public understanding of K-12 education, its sources, its susceptibility to change, and the ways that urban leaders can effectively use the media and law to advocate for their schools and community.
Global social, economic, technological, and ideological changes are challenging traditional educational practices in homes, schools, universities, and in industry throughout America and around the planet. The new internationalization is having particular impact on higher and adult education. In this course, students will explore the facts, the forces, and the futures of higher education in the global environment.
A survey of the missions, organizational structures, governance, and administration of various types of postsecondary and higher education institutions in America.
Principles and practices of administering higher educational institutions with special attention to governance, organizational structure, finance, plant management, and support services.
Current approaches to higher education needs assessment and program development with the integration of post secondary teaching styles for institutions in a rapidly changing environment. Class participants will investigate the tensions between traditional standards and new competitive and market driven forces.
Contemporary problems, issues, and trends in the administration of curricula, instructional programs, student development programs, and student support services are examined in relation to both conceptual models and actual institutional settings.
Exploration of theories of human organizations and how they function. Emphasis is on critical analysis of organizational settings with which the students are familiar and applications of theory for improvement and change.
An examination of the theories of leadership with emphasis on linking theory and practice to create effective organizational leadership.
The course will emphasize how school leaders can collect, analyze and use data to make instructional decisions to improve the learning of a diverse student population. Specifically, school leaders will focus on academic outcomes for learners who are at risk for academic failure and often forgotten or neglected such as students with disabilities, students from low-income backgrounds, students of color, and English learners.
Attention to organizational development in fast paced environments. This course examines how leaders in organizations can mediate high performance and learning through project team development, communication, collaboration, and individual and group conversation based assessment.
Examination of the relationships among schools, communities and societies from historical and cultural perspectives. Selected cultural areas are presented for context-based study of learning imperatives that cut across communities and organizations.
Introduction to theories of student development and application of theories to student affairs practice and understanding U.S. college student experiences and outcomes.
This course explores perspectives and theories of evaluation and assessment in higher education and provides exposure to basic knowledge and concepts necessary to plan, design and implement assessment in student affairs.
A theoretical, systematic discussion of the tasks, responsibilities, and practices of management in today's society.
Critical analysis of the role of women in positions of leadership; personal traits and environmental factors which enhance the success of women in management.
Professional representation of one's self and one's organization are key skills in today's world of full disclosure and 24-hour media coverage. The intellectual issues to be addressed and the practical tools to be mastered are the subjects of this "skills with purpose and understanding" course for organizational leaders.
Policy Analysis is the application of social and economic theory and empirical findings to the prediction of the effects of new laws or rules. The traditional and accepted methods for doing this, which still prevail, are challenged by new political and philosophical forces, which are driving a reconsideration of the values and priorities influencing decision-makers. In this course, students see the basics of traditional policy analysis and learn to articulate their values vis-a-vis any proposed policy.
Introduction to research on college environments and campus cultures. Implications for student outcomes and student affairs practice are highlighted.
An overview of major theoretical, research, and practical issues related to concepts of race and diversity in higher education.
American postsecondary education in public and private, two-year, collegiate institutions. Current trends and issues in curriculum, governance, finance, faculty and students will be reviewed systematically through organizational theory.
Trends in local and international cooperation and competition require new approaches to reaching agreement. The intersections of time, trust, and interest determine constructive solutions. Class participants will learn about culturally embedded approaches to problem recognition, negotiation, and communication.
This course explores classic and contemporary, Eastern and Western approaches to ethics with emphasis on application to practical organizational issues. A focus is on the application of complexity science - the sciences of connectivity - to informed ethical decision making. This course is offered in a blend of online and face-to-face formats. Please see course schedule for details.
This course examines the role of leadership through a complexity sciences framework. Particular focus is on leading self-organizing entities through the integration of, for example, learning in organizations, social and intellectual capital, emotional intelligence, and the Jesuit traditions of risk-taking, collaborative work and change.
This course focuses on the underlying dynamics of organizations from the perspective of chaos and complexity. Students examine both the creation of organizations and innovation and creativity within existing organizations with application to their individual experiences. This course is offered in a blend of online and face-to-face formats.
Directed proposal development in consultation with dissertation committee.
The design, preparation, and writing of the dissertation research study in consultation with the dissertation committee. Advanced to candidacy required.
Independent, in-depth study of a specific educational topic.
Exploration of one or more selected topics in Organization and Leadership.
This year-long course is specifically designed for tutors who are in their first year of participation in the America Reads tutoring program, tutoring young children in reading. It provides new America Reads tutors with specific, hands-on information about the tutoring process. Tutors learn how to motivate students to learn to read, how to structure and implement tutoring sessions, and how to keep records and evaluate both students and themselves. Course includes required fieldwork tutoring reading in a culturally and linguistically diverse primary classroom under the auspices of the national America Reads program. Students enroll in this course for two consecutive semesters.
This year-long course is specifically designed for tutors who are in their first year of participation in the America Reads tutoring program, tutoring young children in reading. It provides new America Reads tutors with specific, hands-on information about the tutoring process. Tutors learn how to motivate students to learn to read, how to structure and implement tutoring sessions, and how to keep records and evaluate both students and themselves. Course includes required fieldwork tutoring reading in a culturally and linguistically diverse primary classroom under the auspices of the national America Reads program. Students enroll in this course for two consecutive semesters. Prerequisite: TEC 401
This year-long course is specially designed to help tutors who are in their second year of participation in the America Reads tutoring program. It provides both detailed instruction on how an individual tutoring session should be structured and specific suggestions and strategies for each segment of the session. Most of the examples in the course are drawn from students' own tutoring experiences. Students enroll in this course for two consecutive semesters. Prerequisite: TEC 402
This year-long course is specially designed to help tutors who are in their second year of participation in the America Reads tutoring program. It provides both detailed instruction on how an individual tutoring session should be structured and specific suggestions and strategies for each segment of the session. Most of the examples in the course are drawn from students' own tutoring experiences. Students enroll in this course for two consecutive semesters. Prerequisite: TEC 403
For tutors participating in their third year of the America Reads program, this required year-long course extends their knowledge base of effective instructional practices for primary reading instruction. Course participants engage in fieldwork tutoring struggling readers in culturally diverse urban classrooms. Prerequisite: TEC 404
For tutors participating in their third year of the America Reads program, this required year-long course extends their knowledge base of effective instructional practices for primary reading instruction. Course participants engage in fieldwork tutoring struggling readers in culturally diverse urban classrooms. Prerequisite: TEC 405
Exploration of the knowledge base and effective instructional practices defining reading instruction. Investigation of reading, writing, and the general principles of tutoring. Course includes required fieldwork tutoring reading in a culturally and linguistically diverse primary classroom under the auspices of the National America Reads program. Extensive reflection on the act of tutoring and its role in education. Prerequisite: TEC 406
Exploration of the knowledge base and effective instructional practices defining reading instruction. Investigation of reading, writing, and the general principles of tutoring. Course includes required fieldwork tutoring reading in a culturally and linguistically diverse primary classroom under the auspices of the National America Reads program. Extensive reflection on the act of tutoring and its role in education. Prerequisite: TEC 407
Introduction to the California Teacher Performance Expectations (TPE) as the basis for organizing credential candidate portfolios. Explores state subject matter standards and the use of technology as a tool to support student learning and expression, lesson planning and teacher productivity tools. Students must have a basic skill in using word processor, email and internet search tools.
Review of evidence collected by students as mastery of the California Teaching Performance Expectations (TPE) and construction of students' final summative portfolio. Completed portfolios will be used to support assessment of students' teaching achievement.
Full-time classroom teaching and other related school activities carried out under the supervision of a master teacher and a university supervisor. Done at a different school and grade level than Student Teaching I. Includes the weekly on-campus seminar. Students must be cleared/authorized before registering for this course.
Continuation of Student Teaching II. Includes weekly on-campus seminar. Student must be cleared/authorized before registering for this course.
Continuation of Student Teaching II for BCLAD candidates, which must be done in an approved BCLAD classroom. Instruction must be delivered in the language of emphasis. Prerequisites include completion or concurrent enrollment in language of emphasis courses, as well as demonstrating proficiency in the language of emphasis.
Application of theories and principles of learning, motivation, social behavior, human development, individual differences, and educational measurement to the analysis of instructional problems in school settings. May require fieldwork outside of class time at an approved school site, arranged with Course Instructor.
Examination of key aspects of bilingual cross-cultural education: theories of first and second language development; legal basis and evaluation; school programs for second language learners; effective instructional strategies; empowerment and deficit issues. May require fieldwork outside of class time at an approved school site, arranged with Course Instructor.
Study of research and practice related to subject matter content, instructional methods, materials, media and technology appropriate for teaching language arts, art, and music within the elementary school curriculum.
Study of research and practice related to subject-matter content, instructional methods, materials, and media appropriate for teaching mathematics and science within the elementary school curriculum.
Study of scope and sequence, pedagogical approaches, methods, materials, media and technology appropriate for teaching English and Social Studies within the middle and high school curriculum.
Study of scope and sequence, pedagogical approaches, methods, materials, media and technology appropriate for teaching Math and Science within the middle and high school curriculum.
Methodological principles and teaching practices from Curriculum and Instruction courses applied in classroom observation, unit preparation and instruction. Observation and participation two half-days per week (8 hours total) for 12 weeks in elementary classrooms (K-2 or 3-5 grade level) culminating in the development and teaching of at least one credit of instruction. Includes a weekly on-campus seminar. Students must be cleared/authorized before registering for this course.
Study of scope and sequence, pedagogical approaches, methods, materials, media and technology appropriate for teaching within the middle and high school curriculum areas.
Examination of schooling in contemporary U.S. society through a comparative analysis across diverse cultures. Cross-cultural contact and interactions within the classroom, school site, and society. Exploration of how trends in migration and immigration influence schooling.
A thesis or field-based research project in Teacher Education which is submitted in partial fulfillment of the requirements for the Master's degree. Prerequisites: GEDU 603 with a minimum grade of B- or GEDU 605 with a minimum grade of B-
Exploration of knowledge base and effective instructional practices defining a balanced approach to primary reading instruction. Investigation of relationship between reading, writing and spelling; phonemic awareness and phonics instruction; reading comprehension; planning and delivery of appropriate reading instruction based on assessment and evaluation. Fifteen (15) hours of tutoring required in K-2 public school classrooms, arranged with Course Instructor.
Focus upon the academic skills and practices in middle and high schools to strengthen the reading, writing, listening, speaking, and critical thinking abilities essential for functioning in an increasingly complex world. Exploration of the development of reading and writing proficiently for acquiring knowledge across all content areas.
Adolescence is a unique stage of life between childhood and adulthood which presents today's youth - as well as their teachers - with daunting challenges. This course provides Single Subject credential candidates with the theoretical and practical tools to understand adolescence as experienced by students in U.S. secondary schools. Central themes addressed in this course are: examining adolescent development, exploring cultural identity, valuing youth popular culture, getting to know students and their interests, creating an engaging curriculum, and building a safe classroom community.
Study of scope and sequence, pedagogical approaches, methods, materials, media and technology appropriate for teaching various subjects in math within the middle and high school curriculum.
Study of scope and sequence, pedagogical approaches, methods, materials, media and technology appropriate for teaching the various sciences within the middle and high school curriculum.
Study of scope and sequence, pedagogical approaches, methods, materials, media and technology appropriate for teaching English writing, grammar, and literature within the middle and high school curriculum.
Study of scope and sequence, pedagogical approaches, methods, materials, media and technology appropriate for teaching the social sciences within the middle and high school curriculum.
In this course credential candidates will discuss the mission of social studies education, consider the diversity of children in today's social studies classrooms, address the social studies curriculum, and explore effective social studies instruction, including using technology as a means to social studies learning, and expanding social studies across the curriculum. Emphases on the California and NCSS standards and their classroom applications. Participants will apply educational concepts with specific classroom examples and field-tested lesson plans.
The study of the language and culture of Filipino and Latino populations in the U.S. Focuses on Filipino/Spanish language characteristics and Filipino/Latino culture, both origin and contemporary: origins and characteristics, migration and immigration in U.S. and California, contributions, relationship between Filipino/Latino culture and the dominant culture, relationships among different Filipino/Latino groups. Instruction is conducted bilingually in English and Filipino/Spanish. Prerequisite: Oral and written language proficiency in language of emphasis.
Study of Methodology and materials in primary language instruction. Focuses on the teaching of Filipino/Spanish as a subject and using it as a medium of instruction. Instruction is conducted solely or primarily in Filipino/Spanish.
Study of the subject-matter content and instructional methods, materials, media, and technology used in teaching personal, family, and community health, including hygiene, nutrition, and the psychological and social effects of the abuse of alcohol, tobacco, and dangerous drugs. CPR CERTIFICATE NOT INCLUDED.
Introduction to special education that recognizes the differences and the similarities of the needs of exceptional and non-exceptional pupils, utilizes nondiscriminatory assessment of such needs, and applies diagnostic information toward modification of school curricula and instructional methods and materials.
Full-time classroom teaching and other related school activities carried out under the supervision of a master teaching and a university supervisor. Includes weekly on-campus seminar. Students must be cleared/authorized before registering from this course.
Continuation of Student Teaching II. Includes weekly on-campus seminar. Students must be cleared/authorized before registering for this course.
Continuation of Student Teaching II for BCLAD candidates, which must be done in an approved BCLAD classroom. Instruction must be delivered in the language of emphasis. Prerequisites include completion or concurrent enrollment in language of emphasis courses, as well as demonstrating proficiency in the language of emphasis.
This course is designed to give students access to theoretical and grounded research in the field of critical pedagogy. Special attention is given to enacting research and teaching tools to create pedagogical units that align theory and practice with a focus on examining and achieving social equity. Students will be given access to research and examples of advanced pedagogies that stimulate the cognitive and academic development of historically marginalized students. Prerequisites: TEC 618 with a minimum grade of B- and TEC 611 with a minimum grade of B-
This course will prepare students to analyze classroom-related data to conduct a field component project. It will prepare students to engage in practical critical reflection that recognizes the complexity of context specific conditions and supports their efforts to create local solutions for local problems. Prerequisites: TEC 618 with a minimum grade of B- and TEC 611 with a minimum grade of B-
Methodological principles and teaching practices from Curriculum and Instruction courses applied in classroom observation, unit preparation and instruction. Observation and participation two half-days per week (8 hours total) for 12 weeks, in middle or high school classrooms, culminating in the development and teaching of a least one credit of instruction. Methodological principles and teaching practices from Curriculum and Instruction courses will be applied in classroom observation, unit preparation and instruction. Includes a weekly on-campus seminar. Students must be cleared/authorized before registering for this course.
Topics in this course will include the planning and delivery of appropriate reading and writing instruction based on formal and informal assessment of students. Students will develop a knowledge base for selection, use and interpretation of reading and writing assessment instruments for students, including English language learners, and students with reading disabilities and difficulties.
This course provides supervised field experience that enables MATR students to integrate reading theory and practice regarding assessment and intervention strategies for struggling readers. Tutoring fieldwork will include individualized reading instruction for both primary and intermediate level students. Course requires tutoring fieldwork during the Fall and Spring semesters of the academic year. Prerequisites: TEC - 664, TEC - 668.
This course provides supervised field experience that enables MATR students to integrate reading theory and practice regarding assessment and intervention strategies for struggling readers. Tutoring fieldwork will include individualized reading instruction for both primary and intermediate level students. Course requires tutoring fieldwork during the Fall and Spring semesters of the academic year. Prerequisites: TEC - 664, TEC - 668.
Topics in this course include research-based skills and knowledge about instructional strategies for developing fluent reading in students at all grade levels, including speakers of English and English Language Learners. Areas to be examined include phonemic awareness; phonics/linguistics, including the phonological and morphological structure of the English Language; decoding/word attack strategies, including systematic instruction in sound symbol relationship; decodable text; and spelling instruction.
This course will cover topics on current research-based skills and knowledge about reading comprehension, including foundational skills in academic language, background knowledge, concept formation and vocabulary development. Course will emphasize skills for teaching comprehension and study strategies, including narrative and expository text structure analysis; thinking strategies, such as inference, summarization, predicting, questioning, and clarifying and independent reading. Students will acquire experience with concepts and practice relating to comprehension strategies.
This course will examine traditional and current research theories and research-based practice pertaining to how students learn to read; the structure of the English language, second language acquisition; relationships among language, spelling, reading and writing; and psychological and sociolinguistic aspects of reading and writing. In addition relevant research and theories pertaining to assessment and evaluation will be examined.
This course provides supervised field experience that enables students to integrate reading theory, practice, assessment and evaluation. Fieldwork will include work with beginning readers, English Language Learners, and students with reading difficulties. Students will be engaged in assessment of struggling readers at early and intermediate levels of reading acquisition. Also required will be tutoring or small group instruction of struggling readers at two or more reading levels.
What should schools teach? This course focuses on the forces and conflicts that have shaped K-12 public school curricula, including the standards based accountability movement. We relate curriculum history, theory, and policy to contemporary classroom teaching. This course is a prerequisite for the Curriculum Development and Design course.
What do educators select to teach, and how do they adapt and develop curricula that can provide all students with equal access to rich learning opportunities? This course focuses on curriculum development and is the capstone experience for the Masters of Arts in Teaching. The core project is designing a cohesive instructional unit that addresses students' diverse learning needs.
Exploration of one or more selected topics in Teacher Education.
