Course descriptions for Education

Studies movement in the life of all children and the ways in which various types of activities can affect the development of the child from birth to 13 years in the psychomotor, affective, and cognitive domains, with emphasis placed on practical experience. Meets the physical education and health requirements of the California Commission on Teacher Credentialing for candidates enrolled in the multiple subject program. (Offered fall semester and as interest warrants.)

Meets the California Commission on Teacher Credentialing Level 1 technology requirements for candidates enrolled in the multiple subject or single subject programs. Focuses on knowledge of basic technology applications and their use in K-12 classrooms. (Offered fall semester and as interest warrants.)

Focuses on health topics as they relate to teaching and learning environments (preschool to adult). Identifies current issues and problems of individual, family, and community health concerns in the social and school context. Explores theories, organization, methods, and materials for the understanding and the teaching of health education. Fulfills the California health education requirement for the clear credential. The state CPR requirement is not part of this course. (Offered as interest warrants.)

Provides participants with the required competencies to assist with teaching of exceptional students and information needed to meet federal and state mandates for serving children and youth with disabilities in schools. Includes exploration of educational laws, Individual Education Programs (IEPs), service delivery systems, modification of instructional methods, and assessment processes to support inclusion and mainstreaming of students with exceptionality in regular education environments. Fulfills state requirement for clear credential. (Offered as interest warrants.)

Required introductory course for the single subject program. Practical application of teaching theory, methodology, and pedagogy for middle and high school. Includes observation, participation, planning, and practice teaching in a local middle school or high school. (Offered as interest warrants.)

Candidates for the reading certificate will demonstrate expertise with analyzing assessment data results to develop and administer an effective and appropriate intervention plan for beginning readers, English language learners and students with reading difficulties. (Offered as interest warrants.)

Reading & Writing Strategies for Monolingual & Bilingual Learners: This course for the Reading Certificate will continue the foundation gained in MAE 630 and will further develop candidates' skills in curriculum and evidence-based teaching methods required to create self-sufficient and independent readers from elementary school through high school.

(Formerly titled Phonics and Beyond) Severe Reading & Writing Disabilities: This course for the Reading Certificate is designed for candidates to learn how to teach reading effectively to students who struggle to read or have severe reading and writing disabilities. Participates will become familiar with research literature on reading difficulties and disabilities. Emphasis is placed on studying language arts curriculum strategies, materials, and programs appropriate for the struggling reader and students with reading disabilities, stressing reading, written and verbal communication, and cognitive skills.(Offered as interest warrants.)

(Formerly titled Reading Academy) Advanced Literacy Assessment, Evaluation, Instructional Planning & Delivery: This course for the Reading Certificate provides an advanced framework for using assessment data in an effective and efficient balanced, comprehensive program of reading instruction. The course presents a variety of informal and formal assessments to diagnose students¿ strengths and needs; including instruction and practice in administering assessments, evaluating results and planning appropriate intervention, and implementing targeted instruction based on identified student needs.

Examines preferred practices for teaching science to K-8 students. Participants address the state curriculum science standards through teaching science as a hands-on, experiential learning process. Explores science programs that promote learning through a constructivist approach. (Offered as interest warrants.)

In-depth study in a particular topic in education. May be repeated for credit when topics vary. (Offered as interest warrants.)

An invitation to build cross-cultural linguistic experiences with Zapotec traditions in Teotitlan del Valle, Oaxaca, Mexico. Participants will explore the many dimensions of transformative Education with seminar focus on teachers as researchers, co-teaching in local schools, and indigenous/family knowledge. (Offered only as interest warrants.)

Advanced study in a topic selected by the student and a faculty member. (Offered as interest warrants.)

Strengthens the practicing classroom teacher's expertise in teaching various instructional strategies (bilingual methodology, SDAIE, ELD, reciprocal teaching) through Integrated Thematic Instruction (ITI) in multiple curricular areas for English Language Learners. (Offered as interest warrants.)

Includes observation, participation, planning, and practice teaching in public school classrooms as well as a seminar to discuss issues, concerns, and solutions to problems encountered in practice teaching, and to link theory to practice. Requires a minimum of 160 hours of collaborative work in school classrooms. (Offered fall semester and as interest warrants.)

Discusses issues, concerns, and problems arising from student teaching for analysis and problem solving. Links theory to practice.

Continues student teachers' multiple subject field-based experiences in their own classrooms, as well as the student teaching seminar. Student teachers have full responsibility for planning and instruction in all subject areas at their grade level, supported by their cooperating teachers and university supervisor. Includes a minimum of 280 contact hours in school classrooms. Includes analysis and problem solving of issues, concerns, and problems arising from student teaching. Links theory to practice. (Offered spring semester and as interest warrants.)

Discuss issues, concerns, and problems arising from student teaching for analysis and problem solving. Links theory to practice. (Offered fall and spring semesters.)

Covers approaches to teaching subject matter content in secondary schools. Separate sections for English, foreign language (Spanish and Japanese), math, science, and social science. (Offered fall semester.)

Continues covering approaches to teaching subject content in secondary schools. Separate sections for English, foreign language (Spanish and Japanese), math, science, and social science. (Offered spring semester.)

Examines physical, cognitive, social, and moral development of adolescents in grades 6-12, with an emphasis on the relationship to learning in diverse cultural contexts. Students consider the nature of the learning process, the connection between learning strategies and learning outcomes, and the psychological principles underlying congruent pedagogy as related to teaching. Cross-listed with ED 611. (Offered fall semester and as interest warrants.)

Introduces multiple subject students to theory and practice for teaching science and health in general education classroom, grades K-8. Identifies appropriate methods and resources. Emphasizes achievement of science content standards by all students in the inclusionary classroom. Includes four hours of coursework and two hours of fieldwork weekly for the first 10 weeks of an academic semester. (Offered spring semester and as interest warrants.)

Introduces multiple subject students to theory and practice for teaching mathematics in elementary classrooms, grades K-8. Helps students further their understanding of the mathematics they will be teaching as well as how to teach it. Includes both coursework and fieldwork weekly. (Offered fall semester and as interest warrants.)

Introduces the learning process in public schools. Examines the connection between human development learning strategies and cultural context, and the psychological principles underlying culturally congruent pedagogy. Includes both coursework and fieldwork weekly. Cross-listed with ED 607. (Offered fall semester and as interest warrants.)

Examines the issues and solutions involved in the education of students from diverse language backgrounds. Develops an understanding of the historical, social, legal, and political foundations of language minority education. Explores the theoretical foundations of language acquisition and develops strategies and approaches for working effectively with English learners. Includes both coursework and fieldwork weekly. Cross-listed with Ed 628. (Offered fall semester and as interest warrants.)

Introduces students to the California History-Social Science Framework process for California Public Schools, as well as to instruments for using assessment to inform instruction. Students develop and implement assessment tools to measure language development and content understanding of linguistically diverse students. Students develop lesson plans for ELD instruction and lesson plans using SDAIE strategies, as well as plan and practice different strategies for language management in monolingual settings. Includes four hours of classroom experience weekly and two hours of fieldwork for the first 10 weeks of an academic semester. (Offered spring semester and as interest warrants.)

Introduces approaches to the development of language and literacy at the elementary school level. Analyzes the theoretical foundations of literacy development and skills and strategies for teaching reading and writing across the school curriculum. (Offered fall semester and as interest warrants.)

Furthers study of approaches to the development of language and literacy at the elementary school level. Continues analysis of the theoretical foundations of literacy development and the skills and strategies for teaching and assessing reading and writing across the school curriculum. Includes four hours of classroom experience and two hours of fieldwork weekly for the first 10 weeks of an academic semester. Cross-listed with ED 627. (Offered spring semester and as interest warrants.)

Visual and Perf Arts C and I K8: Addresses California Curriculum Standards and methods for teaching visual and performing arts in elementary school classrooms, including integrating the arts with oter academic content. Satisfies a requirement for the Multiple Subjects Preliminary Credential.

Includes observation, participation, planning, and practice teaching in public school classrooms. Discusses issues, concerns, and solutions to problems encountered in supervised teaching. Requires the equivalent of a half-time daily placement in program-approved secondary classrooms throughout the semester. (Offered fall semester.)

Includes observation, participation, planning, and practice teaching in public school classrooms. Discusses issues, concerns, and solutions to problems encountered in supervised teaching. Requires the equivalent of a half-time daily placement in program-approved secondary classrooms for 10 weeks of the semester. (Offered spring semester.)

Includes observation, participation, planning, and practice teaching in public school classrooms. Discusses issues, concerns, and solutions to problems encountered in supervised teaching. Requires daily fulltime teaching placement for a minimum of five weeks (a minimum of two in independent teaching) in program-approved secondary classrooms. (Offered spring semester.)

Provides grade 6-12 teachers with the expertise that they need to teach reading and writing in multicultural and multiethnic classrooms. Includes approaches and guidelines for teaching students who are struggling readers and writers. Cross-listed with ED 617. (Offered spring semester and as interest warrants.)

Examines issues and solutions involved in the education of students from diverse language backgrounds. Explores the theoretical foundations of language acquisition as well as strategies and approaches for working effectively with English learners. Cross-listed with ED 612. (Offered fall semester and as interest warrants.)

Examines the philosophical assumptions of models for bilingual instruction and their effectiveness with students of diverse backgrounds. Students develop and teach lesson plans for primary language development and ELD instruction, using SDAIE strategies. Taught in Spanish for those electing BCLAD. (Offered only as interest warrants.)

Candidates for the reading certificate will demonstrate expertise with analyzing assessment data results to develop and administer an effective and appropriate intervention plan for beginning readers, English language learners and students with reading difficulties.

Health for Elementary School Children: Addresses California Curriculum Standards and methods for teaching health in elementary school classrooms. Satisfies a requirement for the Multiple Subjects Preliminary Credential.

PE for Elementary School Children: Addresses California Curriculum Standards and methods for teaching physical education in elementary school classrooms. Satisfies a requirement for the Multiple Subjects Preliminary Credential.

Student and faculty member select advanced topic of study and number of credits. (Offered only as interest warrants.)

Student and faculty member select advanced topic of study and number of credits. (Offered only as interest warrants.)