Learning and Instruction Courses
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.
