Course descriptions for Master of Arts in Education

Pros: Multicultural/Bilingual Education: During this required introductory seminar the cultural and political context of learning are critically examined, especially with regard to providing effective educational experiences for diverse populations. Utilizing the lens of various research traditions, participants work to contrast differing perspectives and ways of knowing. In addition to building library research skills, students actively contribute to change or the existing knowledge base by engaging in action research. (Offered fall semesters.)

Qualitative/Quantitative Research: Students examine frameworks, processes, and compositional approaches to designing qualitative and quantitative research studies in the field of education. Also, building upon ProSeminar experiences, participants gain a more complex understanding of the purposes and processes of action research. This understanding serves as the basis for the completion of their action thesis proposals. (Offered fall semesters as needed.)

Gives students a conceptual overview of traditional qualitative research using ethnographic methods, with an emphasis on helping students understand and describe the points of view of individuals living and working in multicultural settings. Moreover, as the basis for facilitating beneficial change in their classrooms, schools, or communities, participants use ethnographic and/or historical research skills to design their action thesis projects and complete their proposals. (Offered spring semesters.)

Professional Literature Seminar: In a supportive and collaborative setting, participants engage in in-depth and critical analysis of professional literature as they further define and frame their interests or contextualize their action thesis projects. Students use online resources to identify important theoretical and empirical contributions that connect their research to existing professional literature. Emphasis is placed on learning the conventions of academic writing using the APA guide, as well as bringing out one's voice in the writing process. (Offered spring semester.)

Utilizing a psycholinguistic perspective, students gain an advanced understanding of emergent literacy across the lifespan. Emphasis is also be placed on developing an advanced understanding of language and language cueing systems, philosophies of reading and writing, assessment tools, current research into emergent literacy, and evaluation of appropriate learning materials and activities. Participants who are classroom teachers are encouraged to use their own class for the required fieldwork. (Offered fall or spring semester as needed.)

Applied Linguistics & Language Acquisition: Focuses on examining the nature and structure of languages, with an emphasis on mainstream American English. Participants survey recent theories and research on first language acquisition and bilingualism, especially in relation to the process of second language learning, in a social context. Students also examine how second language acquisition theories are applied in K-12 classrooms, through observing and practicing lessons in ELD and ESL settings. Contributes toward English Learner Authorization certification. (Offered fall or spring semester as needed.)

Arts as Culturally Responsive Curriculum: Explores the integration of the visual and performing arts into the curriculum using an interdisciplinary approach. More specifically, students identify and apply the unique elements of each of the arts (dance, drama, music, and visual arts) to various curricular areas, in pursuit of an understanding of the arts as a way of knowing. This work is deepened through examination of the Visual and Performing Arts Framework, readings, and in-depth study of culturally responsive material. (Offered fall or spring semester as needed.)

Literature for a Partnership World: Challenges and provokes critical insight into how children, in partnership with their teachers, become literate beings. Analytic reading, substantive discussion, reflective writing, visual representation, and dramatic enactment are used to demonstrate how the written word can be used to inform and transform worlds. A persistent theme is how to use this wonderful collection of literature as a political tool for promoting social justice, encouraging empowerment, and combating ethnocentrism. (Offered fall or spring semester as needed.)

Literacy for Linguistically Diverse Learners: Using a sociocultural and politically conscious framework, participants examine theories of teaching and learning, trends in literacy instruction, instructional strategies, and literacy assessment for linguistically diverse classrooms. Students also assess the literacy skills of first- and second-language learners, develop applications for literacy based on culturally relevant pedagogical frameworks, and apply strategies for English language development and SDAIE instruction. Contributes toward English Learner Authorization certification. (Offered fall or spring semester as needed.)

Designed for teachers in designated Spanish/English bilingual classrooms. Participants learn the processes and effective strategies for teaching reading and writing to bilingual students as well as assessment of literacy. Taught in Spanish. (Offered fall or spring semester as needed.)

Culture, Cognition, and Development: Explores the relationships between culture, child development, cognition, and experiential learning. More specifically, participants examine the learning process through the perspective of culturally different communities and families and apply theoretical principles of psychosocioemotional development to their teaching. Students also develop expertise in constructing and using culturally congruent instructional strategies. Contributes toward English Learner Authorization certification. (Offered fall or spring semester as needed.)

Students critically analyze curriculum frameworks and materials that are recommended for multicultural teaching. Furthermore, participants use different models of curriculum construction to design instructional activities and analyze the impact of their teaching on students. Finally, a collection of exemplary multicultural and bilingual teaching resources, as well as networks for finding additional resources, are developed. (Offered fall or spring semester as needed.)

(Formerly titled Tech as a tool for Creativity) Technology as a Tool for Creativity, Equity & Excellence: Participants explore current technologies and coming trends. "Technology" in this course is more than computers and digital media. Participants also explore the issues created by these technologies. They look at tools that will help them use the potential of technology to support teaching and learning, and to develop thoughtful and powerful implementations of technologies in whatever educational setting they work. Meets the Level 2 credentialing requirements of the California Commission on Teacher Credentialing. (Offered fall and spring semesters as needed.)

Students analyze their own classroom practice in the context of constructivism and multiculturalism, and examine the role of standards, assessment, and environments in an effective classroom. This practicum entails analysis of one¿s teaching and it also offers opportunities for candidates seeking National Board Certification to begin their NBTS portfolio. May be repeated once for credit. Must be admitted to the Master of Arts in Education program to enroll in course. (Offered fall and spring semesters as needed.)

Builds an understanding of how life in a classroom can be a reflection of efforts to maintain power and privilege at the global, national, and local levels. That is, the politics surrounding educational policies and instructional practices are explored to uncover how they perpetuate the status quo, especially with respect to our (in)ability to address inequities based on cultural, linguistic, or gender diversity. Emphasis is placed on developing strategies for advocating for change in a politically astute manner. (Offered fall or spring semester as needed.)

(Formerly titled Paradigms of Assessment) Assessment in the Classroom & School: Teachers develop a theoretical as well as practical foundation in assessment, with emphasis on the connections between assessment, teaching and learning, and the implications for standards-based classroom instruction within multicultural classrooms. The course will address trends in assessment, types of assessments and their characteristics and uses, the state testing program, analysis and uses of assessment data, development of standards-based outcomes and assessment plans to evaluate lessons and student learning, and development of a classroom-based assessment program. Must be admitted to the Master of Arts in Education program to enroll in course (Offered fall and spring semesters as needed.)

Multicultural Community Partnerships: Students explore relationships between schools and multicultural communities. In addition to building an understanding of the importance of such relationships for the lives of students, teachers, families, communities, and society, an emphasis is placed on determining ways of building stronger and more effective partnerships. (Offered fall or spring semester as needed.)

Math Plus Equity Equals Radical Equations: Participants explore the teaching and learning of mathematics as a critical social justice issue. This focus requires participants to expand their pedagogical repertoires to include instructional strategies that promote high mathematics achievement among historically underserved populations. Furthermore, work is done to expand pedagogical imaginations to include a deeper understanding of how mathematical ability and skills can be used to work toward achieving more widespread social justice. (Offered fall or spring semester as needed.)

(Formerly titled Critical Social Found of Ed) Critical Foundations of Curriculum & Instruction: Teaching and curriculum development are examined within today's increasingly diverse and standards-based classrooms. Emphasis is on learning to select and use traditional and alternative concepts of teaching models, which will be critically examined with respect to their appropriateness for diverse student populations, learning objectives, assessments, and technologies. Must be admitted to the Master of Arts in Education program to enroll in course. (Offered fall and spring semesters as needed.)

Educational Policy & Advocacy for Students & Families in K-12: This course is designed for experienced teachers working as mentors for new teachers, and emphasizes development and roles of mentors, mentoring skills and processes especially within diverse, multicultural classrooms. Explores current educational policies in public schools including educational law, resource allocations, interagency relationships, and tools for advocacy. May be repeated once for credit. Must be admitted to the Master of Arts in Education program to enroll in course. (Offered fall and spring semesters as needed.)

Designed for teachers currently working on their portfolio for the National Board for Professional Teaching Standards. In a structured and supportive environment, participants complete two sections of their portfolio. (Offered as needed through CSUMB Extended Education.)

Designed for teachers completing their National Board for Professional Teaching Standards portfolio. In a structured and supportive environment, participants complete the last two sections of their portfolio. (Offered as needed through CSUMB Distributed Learning and Extended Education.)

This is the culminating learning experience for the Master of Arts in Education. By the time students have begun this seminar they should have submitted their proposal and refined their problem statement as well as formulated the beginning of a literature review. Students share both their developing projects and development as researchers with their peers. All work is publicly presented during the MAE Capstone Festival. (Offered fall or spring semester as needed.)

Students should register for one credit of this course every semester between completion of research methods and Capstone.

Courses that are offered on a trial basis, or courses that may only appear once, are offered as special topics. Anytime a special topics course is offered, it will have a title clarifying its general focus. Repeatable with each new special topic.

Student and faculty member select topic of study and number of credits.