EDUC Course Descriptions

EDUC 500
Research Design and Methodology / 3 units
EDUC 500 is an introduction to research methods with an emphasis on methods of reflective, practitioner-directed inquiry. The course includes a focus on action research aimed at improvement of professional practice in leadership, teaching and counseling. The course also surveys quantitative methods and logic in the social sciences to prepare professionals to access and critically consume traditional research findings to support and extend their own inquiries. The political implications of traditional and practitioner driven research models are discussed.

EDUC 501
Family, School and Community Partnerships / 3 units
This course focuses on the structure, common elements, and impact of successful and effective family, school, and community partnerships. It is designed to encourage the development of teachers’ and other educators’ awareness of students’ family and community histories, funds of knowledge and sociocultural capital, and it requires close examination of attitudes, misconceptions, and expectations that impact relationship building with families and communities. This course exposes candidates to different types of home-school-community partnerships, current knowledge on community-based frameworks, and programs serving families who traditionally do not participate in schools. Additionally, this course facilitates and guides the analysis and development of instructional approaches and programs that foster relationship building, communication, student achievement, and families’ knowledge of the school/classroom curricula and educational system.

EDUC 505
Discourse, Schooling and Learning Communities / 3 units
This course is designed for both master’s and doctoral students in literacy who already have some understanding of sociocultural theories of language and learning and who wish to construct a deeper understanding of the role that discursive interaction plays in teaching and learning (i.e. who wish to explore the dialogic and socially situated aspects of semiotic mediation). Course readings include studies informed by anthropology, linguistics, psychology, and sociology and are conducted from a social constructivist perspective that views learning as participation in social contexts. Three shared course texts have been selected to provide an introduction and overview of the theories and methods of discourse analysis. Additionally, students will have the opportunity to choose to participate in one of two inquiry groups.

EDUC 507
Action Research I / 1 unit
This course focuses on the nature of action research and the identification of problems for inquiry in schools.

EDUC 508
Action Research II / 2 units
This course focuses on methods of data collection to help candidates initiate research projects in their classrooms.

EDUC 509
Action Research III / 1 unit
This course treats data analysis and reporting. During the summer semester candidates present their completed action research projects as a culminating project.

EDUC 510
Cognition and Learning / 3 units
This advanced course in educational psychology focuses on recent advances in theories of learning and motivation and their practical implications for teaching. This course encompasses key cognitive and developmental studies on human cognition and learning. Students will critically discuss research and contemporary debates on cognitive processes, learning, memory, reasoning, problem-solving, developmental mechanism, cognitive styles, motivation, and the socio-cultural foundations of learning, as well as other essential topics in human cognition and learning with an emphasis on the implications for educators and educational researchers.

EDUC 511
Educational Reform / 3 units
Explores school reform and restructuring from the perspective of the federal, state, district, school and classroom level. Students examine topics related to leadership, pedagogy, and social justice. The course includes a deep investigation into the historical and contemporary purpose(s) of education and the reasons behind the push for increased accountability and school change.

EDUC 512
Measurement and Evaluation in Educational Settings / 3 units
This course combines current learning theories for diverse students (psychological and developmental) and student assessment measures that are both standardized and performance-based, formative and summative, cognitive and affective. Using assessment to drive instruction provides the diagnostic lens with which to understand student learning in order to effectively differentiate classroom instruction.

EDUC 513
Human Development / 3 units
This course aims to establish a deep understanding of the cognitive, physical, social, moral, and personality development, and their relationship to learning in an educational context. The emphasis is placed on a holistic understanding of human development, the roles of community, and the socio-cultural foundation of learning. Students will establish an in-depth understanding of human development from early childhood to adolescence, and consider its implications for educational practices.

EDUC 514
Instructional Technology: Design and Evaluation / 3 units
An advanced graduate-level computer technology course requiring a working knowledge of computers in education. The emphasis is on design, delivery and evaluation of software as an instructional enhancement for teaching and learning in a variety of instructional settings. Software, multimedia resources and the Internet are explored to equip instructional leaders with the resources and evaluation techniques to enhance learning and teaching. This course meets the state requirements for the graduate-level Clear Teaching credential technology requirement.

EDUC 515
Advanced Theories of Language and Literacy / 3 units
This course is designed as a core course in the literacy specialization to historically situate our graduate candidates within the literacy research community and promote understanding of literacy theory and practice. The purpose of this course is to explore multiple perspectives on the nature of literacy learning, development and teaching, and prepare teachers to become reflective and critical readers of educational research, policies, and literacy programs. It encourages candidates to critically analyze historical and current theoretical perspectives and research methodologies applied to literacy research including sociocultural perspectives on literacy learning and teaching. Further, it encourages candidates to examine the implications of literacy theories and research for classroom practice, curriculum development and assessment.

EDUC 516
Innovations in Reading and Writing / 3 units
What do “good” readers and writers do? How can we help students who struggle with academic, print literacy to acquire the same skills, strategies, and habits of mind as students who are successful? In this course candidates draw on social constructivist, sociocognitive and transactional theories to develop answers to these questions. The course is intended for elementary and secondary teachers who want to explore specific teaching strategies designed to help students who struggle with print literacy, and is therefore practice-oriented. Course goals include designing innovative and strategic interventions for students struggling with development of print literacy.

EDUC 517
Multiple Literacies / 3 units
This course is designed to prepare candidates with the deep theoretical knowledge necessary to understand the complex relationship between forms of literacy and students’ school achievement. Most importantly, candidates have the opportunity to explore ways of applying this understanding to the design of supportive classroom learning contexts. Drawing on research from anthropological, sociological, psychological, and linguistic perspectives, candidates examine socially and historically situated definitions of literacy and of what it means to be literate. How have definitions of literacy changed over time? How is literate behavior identified differently in different social contexts? How might these shifting definitions of literacy and literate behavior contribute to school success and school failure? Additionally, candidates engage in several instructional activities designed to help us connect these readings to their own ways of using multiple forms of literacy. These activities may include: participating in a dance workshop, attending an art museum exhibit, attending a live music performance, and attending a poetry reading (spoken word performance or “slam”).

EDUC 518
Teaching Writing Across the Curriculum / 3 units
An explanation of how the writing process approach can be implemented in every classroom across the K-12 curriculum. Topics include: journals/learning logs, clustering and mapping, the reading/writing connection, assessment of writing, and designing a writing curriculum. This course usually includes teacher presenters who will discuss and share practices for improving student writing.

EDUC 519
Literature for Children and Adolescents / 3 units
This course introduces a variety of literature for children and young adults, and applies critical perspectives, such as critical literacy, social justice and multiculturalism, to a study of that literature. The course also offers ideas for incorporating literature for children and adolescents in classroom pedagogy.

EDUC 520, 521, 522
Teacher Induction / 9 units
The Induction course of study extends for the two-year period of the IMPP during which time candidates participate in a series of opportunities to observe, collaborate, and reflect on and apply the California Standards for the Teaching progression, curriculum frameworks, content, and performance stands for the students in their classroom. The content is based on the California Formative Assessment and Support System for Teachers (CFASST). Induction classes are held monthly at various sites in San Diego Unified School District and are planned and presented by BTSA resource teachers.

EDUC 523
Advanced Educational Technology / 1 unit
Participating teachers will build upon the knowledge, skills and abilities acquired during preliminary preparation for the delivery of comprehensive, specialized use of appropriate computer-based technology to facilitate the learning and teaching process.

EDUC 524, 525
Advanced Literacy Instruction / 3/3 units
Students examine current issues, theory, and practices in elementary or secondary literacy including content-area literacy, teacher knowledge in English language arts, critical literacy, and children’s literature. This course is designed to complement and extend district induction activities for new teachers in San Diego Unified School District.

EDUC 526
Advanced Methods of Teaching English Language and Academic Development / 3 units
This course examines the theoretical perspectives of second language acquisition with a focus on effective practices for literacy and academic language proficiency of English language learners. Participants explore different theories of second language acquisition and strategies for the development of language and academic development in English.

EDUC 528
Advanced Seminar in Teaching Mathematics to Elementary Students / 2 units
This course focuses on extending teachers’ understanding of current reforms in mathematics education, expands teachers’ abilities to use effective and appropriate teaching strategies that promote equity and accessibility for all students, and enriches teachers’ abilities to teach for true mathematical understanding. Enfolded into this course is the investigation of rich mathematical tasks and the forming of productive mathematical learning communities.

EDUC 529
Language, Literacy and Culture / 3 units
This course highlights the perspective of teachers as border crossers and “cultural workers” (Freire, 1998). It provides a foundation in the intersection between language, literacy, and culture and its impact on educational practices by exposing candidates to relevant theory and research, and an in-depth experiential learning component in an international context (e.g., Mexico, Brazil, Spain, etc.). It encourages teachers to reflect upon and develop their own insights about the interactions between culture, language, literacy and schooling, and how they promote or interrupt processes that lead to educational equity and teaching for social justice. Candidates are expected to reflect on their own cultural understandings, expectations and social positionings. This course also focuses on culturally sensitive curriculum and instruction, and ways in which teachers can bridge students’ and families’ cultural practices and funds of knowledge into the curriculum, as well as develop positive, two-way relationships with families.

EDUC 530
Critical Literacy, Popular Culture and Media Studies / 3 units
This course examines literacy through several critical lenses, including school-based perspectives. The course explores, for example, how issues of power, access and success/failure relate to social and culturally based literacy practices. It will also consider pedagogical implications, such as the ways in which teachers can support students in learning how to be critical consumers of popular culture and the media.

EDUC 531
Issues in Adult Development in ESL / 3 units
This course examines the theories of adult development as it relates to learn new languages and cultures. Candidates understand the psychology of adults learning in communities different from their own. Candidates will identify the educational challenges this population faces and their implications for personnel working with these learners.

EDUC 532P
Curriculum and Methods of Teaching in Secondary Schools / 3 units
This curriculum methods course emphasizes teaching techniques, writing of instructional objectives, lesson planning, assessment, and classroom management. A 50-hour practicum is required.

EDUC 534P
Methods of Teaching Reading in Secondary Schools / 3 units
This course explores theories and practices in the learning and teaching of literacy, with a focus on supporting reading across secondary subject areas. Discussions include sociocultural theories of reading, adolescent literacy, design of literacy learning activities and assessments, and use of literature across disciplines. Course requirements include a 50-hour practicum at an appropriate site, which offers the opportunity to teach and to work closely with students on literacy skills and concepts. Prerequisites: Prior or concurrent enrollment in EDUC 530 and 531, and formal admission to credential program or consent of program director. Course meets CCTC reading requirement for single-subject teaching credentials.

EDUC 535
Curriculum Design and Evaluation / 3 units
In order to be effective, instruction must be designed to foster enduring understanding of the core concepts of a discipline. This course will take students through the process of designing and implementing an effective unit of study appropriate to their area of interest. Students will identify goals worthy of enduring understanding, craft essential questions to frame the unit, design formal, informal and project-based assessments, and develop lessons and instructional activities to engage students in the process of constructing deep understanding of the unit concepts.

EDUC 536
Curricular Innovations / 3 units
A course focusing on teacher-initiated curricular changes with emphasis on independent student techniques, the nature of creativity and methods of program design.

EDUC 537
Adolescent and Children’s Literature and GLBTQ Communities /
3 units
This course explores issues related to gender, sexual orientation and the heteronormativity in schools and society. Adolescent and children’s literature, poetry, film and music relating to identity, majority culture influences, social movements and historical contexts will be used to investigate issues related to sexual orientation. What does it mean to be a gay/lesbian, bisexual, or transgender person? What is the atmosphere of acceptance and safety for all students? How can we promote peace and justice within and among groups? These and other questions will be addressed in order to promote knowledge and understanding of micro-culture.

EDUC 538
Instructional Theories and Practices / 3 units
This course examines a range of contemporary instructional theories and practices including non-directive education, constructivism, technology-based instructional design, social cognitive approaches, critical pedagogy and the pedagogy of liberation. Course participants will investigate and critique each of these theories, evaluating the effectiveness of the practice and the appropriateness of its use in a variety of settings. In addition, participants will critically reflect on their own classroom practices, identifying the approaches commonly used and assessing their effectiveness. As a culminating project, course participants will design and implement a series of lessons grounded in one of the theories highlighted in the course.

EDUC 539
Advanced Pedagogy for Secondary Teachers / 3 units
This course is a study of secondary instructional practices with particular emphasis on strategies specific to the content area of each teacher. From a review of practices, we will construct a framework for decision making about instruction for individual differences and diversity. Practical suggestions for modifying and adapting curriculum, instruction and evaluation will be investigated. Seminar with content specialists will strengthen best practices for teaching and learning in San Diego City Schools.

EDUC 540
Introduction to Language and Linguistic Analysis / 3 units
Candidates will gain an awareness of the structure and nature of language and the process of linguistic analysis. Candidates will also become acquainted with phonological, morphological, syntactic and sociolinguistic concepts affecting pedagogical methods and language learning as it applies in and out of the classroom settings in college/university, adult education, and language learning programs abroad.

EDUC 541
Second Language Acquisition and Development / 3 units
Candidates will learn theories, research and apply concepts on language learning and practice to facilitate the development of a second language in a variety of educational settings. Individual, socio-cultural, political and pedagogical factors affecting the acquisition of language will be examined. Fifteen hours of field experience required.

EDUC 542
Psychological Foundations and Teaching Models in Bilingual Classrooms / 3 units
The course examines the theory and practice of sociocultural and psychological aspects of education for children from Spanish-speaking backgrounds. Among the topics covered are history, politics, legal issues, bilingual program models, Latinos in the United States, parent involvement and the development of biliteracy. Includes eight hours of field experience in bilingual classrooms. Taught entirely in Spanish, this course is required for the BCLAD authorization.

EDUC 543
Methods for Teaching Literacy in ESL / 6 units
This course is designed to provide candidates with the theory and practice of pedagogy in ESL, including assessment, curricular approaches, strategies, and activities in different educational contexts. Candidates will have opportunities to develop effective lesson plans to address the needs of students at different language proficiency levels for listening, speaking, reading and writing (including grammar) of adult ESL learners. Field Experience: 40 hours (of community service learning) tutoring one-on-one, teaching small groups and teaching whole group in English as a second language literacy programs.

EDUC 544
Technology in TESOL / 3 units
This course is designed to expose candidates to pedagogical approaches to language learning and teaching using technology. Students will understand how to use different tools to enhance learning environments where students and teachers explore, create and communicate using technology to develop language proficiency in oral, reading and writing in ESL.

EDUC 545
Language Politics, Policies, and Education / 3 units
This course is designed to help students analyze the complexity of language politics and policies from global, national, and local perspectives as they relate to K-16 education. Educators must understand the links between language, power and social justice. In this course, students will examine and begin to consider the roles of schools and responsibilities of educators to create language education approaches and policies that are democratic in nature, specifically with respect to English learners in the United States.

EDUC 546
Teaching English as a Foreign Language / 3 units
This course examines pedagogical, organizational and socio-cultural issues that teachers may encounter when teaching in countries other than the United States. Candidates will identify alternative pedagogical and attitudinal strategies to effectively function in educational settings that vary in terms of organizational structures, type of programs, curriculum content, materials and resources available, space limitations, size of classes, type of students and educational needs of their pupils.

EDUC 547
Development and Evaluation of TESOL Programs / 3 units
Candidates will learn theories, research, and apply concepts for assessing the different components of programs for ESL learners in a variety of educational settings. Candidates will acquire the knowledge, skills, and dispositions for developing effective ESL curriculum and programs in college and adult education in North America and language learning programs abroad. The course also reviews the theory and application of assessment of ESL students for placement and instructional purposes.

EDUC 548
Special Topics in ESL / 3 units
This course addresses a variety of topics that are relevant to teaching English as a second or foreign language. The goal is to increase the candidates’ knowledge, skills and dispositions in an area that is currently regarded as important to prepare effective educators/leaders in the field.

EDUC 549F
TESOL Capstone Seminar / 3 units
In this field experience students have the opportunity to bring theory into practice and demonstrate they have acquired the knowledge, skills and dispositions to develop and implement effective instruction for ESL literacy development in real contexts that fit their interest. The seminar is designed to support the candidates’ field experience where methodology, cultural, linguistic, behavioral and organizational issues among other topics are addressed. Culminating Field Experience: 50 hours.

EDUC 550
Distance Education / 3 units
One of the most significant developments in education in the past century has been the expansion of distance education. This course will familiarize students with the historic and conceptual foundations of distance education and will provide students with opportunities to examine theories and applications of distance education in educational and training settings. The course will introduce participants to key concepts and principles that drive the design of effective distance learning and students will experience participating in online instructional events. A variety of distance teaching technologies will be utilized to demonstrate the possibilities and implications of their use for distance instruction. The course will incorporate both synchronous and asynchronous technologies for the delivery of course content, presentations and class activities. Students will explore tools for online collaboration including blogs, wikis, e-portfolios, Web pages and open source content management systems. Topics covered include communications, technology, delivery systems, instructional development for distance education and program quality assessment.

EDUC 551
Single Subject Student Teaching / 2 units
During the first student teaching semester, members of the Masters Credential Cohort will spend a minimum of two periods observing in a secondary classroom. In one of those periods the candidate will take increasing responsibility and will teach at least one unit independently. 

EDUC 552
Single Subject Student Teaching / 6 units
During the second student teaching semester, members of the Masters Credential Cohort will spend a minimum of three periods working in a secondary classroom with the guidance of a cooperating teacher. During two of those periods, the candidate will be expected to begin the semester teaching the class and to gradually take responsibility for planning instruction.

EDUC 553
Curriculum and Programs in Character Education / 3 units
The purpose of this course is to enable candidates to examine the historical development of character education programs in the U.S., to investigate research findings about selected programs, to examine character education programs in state and local school districts, to assess commercial curricula and programs and to examine best practices using a specific set of standards. Another purpose is to assist candidates in planning, organizing, implementing and evaluating character education curricula and programs in a school and community.

EDUC 554
Character-based Discipline / 3 units
This course will enhance candidates’ knowledge and skills in fostering the social-emotional growth of students. It will examine effective school and classroom disciplinary polices and practices based on the school’s core values and investigate ways to promote civility and citizenship (community service learning) in schools and in homes. It will also introduce candidates to several effective character-based discipline plans such as the “Raising Responsibility Plan,” “Win-Win Discipline,” “Second Chance,” and “Discipline With Dignity.”

EDUC 555
Leadership in Character Education / 2 units (Summer Session)
The main purpose of this course (academy) is two-fold: to offer candidates the opportunity to interact with leaders in character education; and to examine the leadership roles of teachers, administrators, counselors and others in implementing, maintaining and evaluating character education at the school-site and in school districts.

EDUC 556
Instructional Strategies in Character Education / 3 units
This course examines several instructional strategies that have been found effective for teaching character development. Among the strategies to be studied are those that relate to literature-based programs, the importance of language, cooperative learning, teaching for thinking, conflict resolution and parental involvement. The course also offers candidates the opportunity to examine the research on each of these strategies and to evaluate the effectiveness of these strategies for meeting their school and program expectations.

EDUC 560
Technology for School Leaders / 1 unit
This course develops candidates’ technology skills and knowledge relevant to school leadership. Candidates will learn to communicate effectively using technology and to use technology to support their professional practice as leaders of teaching and learning.

EDUC 561
Structured Mentoring I / 1 unit
This course supports the work of the candidate in partnership with a mentor who provides coaching and support. In this structured work with their mentor, candidates examine and develop their leadership style, reflect on their individual practice, identify target areas at their site needing growth and support, discuss operational issues and use hard and soft data to develop strategic plans for improving student achievement.

EDUC 562
Structured Mentoring II / 1 unit
This course supports the work of the candidate in partnership with a mentor who provides coaching and support. In this structured work with their mentor, candidates examine and develop their leadership style, reflect on their individual practice, expand target areas at their site needing growth and support, discuss operational issues and use more intensely hard and soft data to develop strategic plans for improving student achievement. Prerequisite: EDUC 561.

EDUC 563
Structured Mentoring III / 1 unit
This course supports the work of the candidate in partnership with a mentor who provides coaching and support. In this structured work with their mentor, candidates examine and develop their leadership style, reflect on their individual practice, expand target areas at their site needing growth and support, discuss operational issues and use more intensely hard and soft data to develop strategic plans for improving student achievement. Prerequisites: EDUC 561 and EDUC 562.

EDUC 564
Cross-Cultural Communication / 3 units
In an increasingly interconnected global society, learning to think differently about ourselves in a border context, making crossings and connections, reflecting on our own position and power and articulating a vision of social justice have become necessary civic skills. This course is intended to provide students with the skills to become educational border crossers who move beyond stereotyping and the tourist’s gaze to deeply engage with culturally diverse populations.

EDUC 565
Mentoring and Support/Adult Learning I / 2 units
This course focuses on providing consistent and strong support for school-site leaders leading schools to improve teaching and learning for all students. The course is structured around the development and implementation of an induction plan that frames the competencies, skills and knowledge essential to school leaders. Rooted in adult-learning theory, the course links theory, research and practice in supporting teachers for instructional improvement.

EDUC 566
Mentoring and Support/Adult Learning II / 2 units
This course focuses on providing consistent and strong support for school-site leaders leading schools to improve teaching and learning for all students. The course is structured around the development and implementation of an induction plan that frames the competencies, skills, and knowledge essential to school leaders. Rooted in adult-learning theory, the course links theory, research and practice in supporting teachers for instructional improvement. Prerequisite: EDUC 565.

EDUC 567
Student Teaching Seminar / 2 UNITS
Students in the Masters Credential Cohort share, discuss, and evaluate their current practice in creating positive classroom environments. Through readings, observations, reflections and sharing personal experiences, students will address current educational issues affecting school children with an emphasis on diverse populations.

EDUC 570
Contemporary Issues, Trends, and Research in Mathematics, Science and Technology Education / 3 units
Emerging issues, trends and research in the teaching of mathematics, science and technology will be discussed and analyzed. Students will be required to form implications for practice as they synthesize information from the course.

EDUC 571
Curriculum Design and Evaluation in Math/Science/Technology /
3 units
Beginning with an overview of why teaching for and assessing understanding can be both challenging and critically important in math, science and technology education, this course will offer experience in designing and evaluating a curriculum unit based on the design elements of the backward design framework.

EDUC 572
The Psychology of Mathematical Thinking / 3 units
Students will learn diverse psychological theories and research on mathematical thinking and discuss the educational implications from multiple perspectives.

EDUC 573
Advanced Seminar in Mathematical Content / 3 units
The extent of teachers’ knowledge of mathematical content is a prominent issue in educational reform. In this course students will establish a firm understanding of advanced mathematical concepts that will ground teaching in a solid base of subject-matter knowledge.

EDUC 574
Pedagogical Processes for Science Educators / 3 units
Students explore best practices in classroom for science-concept development, standards achievement, lab and field safety, assessment techniques and innovative pedagogies. Teaching and learning strategies are evaluated along with the selection, production and use of instructional materials.

EDUC 575P
Elementary Curriculum Methods for Special Educators / 3 units
This course is designed to provide candidates with subject-specific pedagogical knowledge and skills in the following areas: mathematics, science, history-social science, the visual and performing arts and physical education. In each major subject area candidates learn to use appropriate research-based instructional strategies and materials to plan and implement instruction that fosters student achievement of state-adopted academic content standards, and to interrelate ideas and information within and across the major subject areas. Emphasis is placed on insuring that all students meet the California state content area standards and federal No Child Left Behind mandates. Field Experience: 30 hours structured practicum required in an elementary setting. Single-subject candidates may substitute the appropriate course substitution for EDUC 375/575 if it meets required competencies covered in this course. A course substitution form must be on file for a substitution.

EDUC 576
Advanced Seminar in Science Content / 3 units
In this course students will establish a firm understanding of advanced scientific concepts in biology, chemistry and physical science that will ground teaching in a solid base of subject matter knowledge.

EDUC 577
Mastering New Technologies / 3 units
A laboratory-based experience that will increase students’ ability to make decisions in adopting technologies, trouble-shooting, maintaining and sustaining technology in the classroom. Students analyze and assess software, develop user surveys for design of long-term strategic technology plans and learn basic repair and technical assistance techniques.

EDUC 580
Master’s Capstone Seminar / 3 units
Candidates will design and implement an original research project and present findings in both a written format and an oral presentation.

EDUC 581C
Multicultural and Philosophical Foundations of Education / 3 units
Philosophical, sociological and historical foundations of multicultural education will be examined. Community service learning is required.

EDUC 582
Psychological Foundations of Education in a Diverse Society /
3 units
This course focuses on the psychological and social development of children and adolescents. There is a practical focus on applying principles of development, learning theory and motivation to K-12 teaching. Eight hours of classroom observation are required.

EDUC 583P
Methods of Teaching Reading and Language Arts in Elementary Schools / 3 units
This course is designed to support candidates in developing an orientation to language arts instruction in elementary education settings that is informed by current theory and research and is consistent with the California Reading/Language Arts framework. Through course readings, class lectures, analyses of cases, discussions, a 50-hour, field-based practicum and the construction of their own case study of a developing reader, candidates develop understanding of a repertoire of approaches which constitute a balanced approach to language arts instruction. Specifically, the course is designed to support candidates in understanding four broad domains of literacy instruction: (1) the phonological, sociolinguistic, and socially mediated aspects of literacy development, / 2 units planning, organizing, and implementing literacy instruction that is informed by ongoing assessment and meets the needs of diverse learners, / 3 units supporting learners acquisition of comprehension strategies and skills and (4) supporting learners’ development of oral and written language skills.

EDUC 584C
Methods of Teaching English Language and Academic Development / 3 units
Explores different theories of second language acquisition and strategies for the development of language and academic development in English. Includes the development of socio-cultural skills to work with linguistically diverse learners and their families, literacy assessment for English language learners, and strategies for literacy development in a second language and for specially designed academic instruction in English, including the adaptation of curriculum and instruction. Service learning is required.

EDUC 585P
Elementary Curriculum Methods / 6 units
An interdisciplinary examination of effective teaching strategies for and research related to teaching mathematics, science, social sciences and visual and performing arts. Students will review appropriate curriculum materials including the California Frameworks. A 50-hour practicum is required.

EDUC 586
Teacher Leaders in Mathematics, Science and Technology Education I / 1 unit
This seminar provides an introduction and overview of the roles, responsibilities, and challenges that practicing teachers may encounter as leaders in their schools. The emphasis is directed to issues of technique rather than policy (i.e., technical concerns about “how” change is implemented rather than “why” change is needed).

EDUC 587 Teacher Leaders in Mathematics, Science and Technology Education II / 1 unit
In this seminar, candidates examine leadership transformational strategies such as persuasion, idealism, and intellectual excitement, motivating through values, symbols, and shared vision. Candidates design and implement a plan to positively influence the professional processes of teaching and learning at their sites. Candidates also explore technology’s capacity to inform and support instructional leadership. Prerequisite EDUC 586

EDUC 588
Teacher Leaders in Mathematics, Science and Technology Education III / 1 unit
In this seminar, candidates assess their own leadership style and evaluate school and student successes from the leadership plan implemented in EDUC 587. Prerequisite EDUC 586, EDUC 587

EDUC 590P
Student Teaching for the Multiple Subject Credential / 9 units
Supervised teaching in selected classrooms of participating school districts. Assignments are full-day for one university semester. Candidates are required to attend and participate in a two-hour student teaching seminar that meets approximately seven times. Prerequisite: Successful completion of all professional credential coursework. For other requirements please consult the director of field experience. Fee: $200.

EDUC 590S
Student Teaching Seminar for the Multiple Subject Credential /
3 units
Students are required to take this 3-unit seminar concurrent with EDUC 590P– Student Teaching for the Multiple Subject Teaching Credential. Seminar meetings are mandatory and include reviews of instructional strategies and pedagogical competencies designed to support students with their student teaching experience. Specific time and date are announced each semester by the director of field experience.

EDUC 591P
Student Teaching for the Single Subject Credential / 9 units
Supervised teaching in selected classrooms of participating school districts. Assignments are full-day for one school district semester. Candidates are required to attend and participate in a two-hour student teaching seminar that meets approximately seven times. Prerequisite: Successful completion of all professional credential coursework. For other requirements please consult the director of field experience. Fee: $200.

EDUC 591S
Student Teaching Seminar for the Single-Subject Subject Credential / 3 units
Students are required to take this 3-unit seminar concurrent with EDUC 591P – Student Teaching for the Single Subject Teaching Credential. Seminar meetings are mandatory and include reviews of instructional strategies and pedagogical competencies designed to support students with their student teaching experience. Specific time and date are announced each semester by the director of field experience.

EDUC 592
Assessment of Instructional Competencies / 8 units
Designed for the full-time, non-credentialed teacher. Individual arrangements are made with the program director. Prerequisites: Admission to the program and completion of all professional preparation courses except student teaching.

EDUC 593
Assessment of Bilingual Cross-Cultural Competencies / 8 units
An inservice assessment of the bilingual/cross-cultural competencies usually acquired and/or demonstrated in coursework and student teaching in the bilingual/cross-cultural credential program; deficiencies are identified and remediation prescribed. Prerequisite: Permission of the program advisor and the program director.

EDUC 595
Thesis Supervision / 1-6 units
Students should refer to page 49 and meet with their advisor to discuss the details of this requirement.

EDUC 598P
Practicum in Character Education / 1-2 units
Practicum opportunities for candidates to work in schools and/or communities taking leadership roles in character education. Possibilities include teaching units, leading staff development, implementing school-wide plans, or participating in community projects.

EDUC 599
Independent Study /1-3 units
Independent study usually involving a research paper or project. Requires approval from department chair.
Montessori Program

 

 

EDTE 500 Foundations of the Montessori System of Education (Philosophy and Method) / 3 units
This course is designed to provide students with the insight of the underlying theories guiding Montessori Education, which will allow them to work with children and their families from birth to six years. Focus will be on understanding child psychology and child development from a Montessori perspective and new research. There will be an emphasis on early childhood education as candidates learn to understand the physical and psychological characteristics of the developing child, the importance of education from birth, how to establish collaborative parent-professional relationships, and development of programs in accordance with the theories of Maria Montessori and the principles of the Montessori Method. Particular emphasis is given to children from birth to six years old.
EDTE 501 Child Neuropsychiatry / 2 units
This course is an analysis of the development of the personality, with emphasis on attachment and separation, individuation, developmental crisis, and constitutional types together with brain development, in accordance with new research and the philosophy of the Montessori Method. Particular emphasis is given to children from birth to six years old.
EDTE 502 Early Childhood Education / 2 units
This course is a comparative study of the development of the young child described by Maria Montessori, other educational philosophers at the turn of the century and of the present. It examines the child’s growth in relation to the family and community. Particular emphasis is given to the development of the child from birth to six, following Maria Montessori’s principles of education on cognitive, behavioral, and physical development in relation to the child’s environment; and how these principles compare to other educators. This course offers a review of Montessori’s principles with modern educational thought and practice, as well as new theories and research that support her original work; the study of the different approaches regarding the adult’s role in educating the young child, and the relationship that exists between the adult and child.
EDTE 503 Anatomy, Physiology, Hygiene, Obstetrics, and Nutrition / 2 units
This course will provide the student with the knowledge and understanding of basic principles in Anatomy, Physiology, Hygiene, Obstetrics, and Nutrition in the development of the child from birth to six years. Focus will be on understanding how the body works, healthy and safe hygiene, basic facts of human reproduction, conception, pregnancy and postnatal development and nutrition which are vital for the child’s development, in relation to the home and community environments from birth to three years. Emphasis will be on Montessori’s principles for the healthy development of the child.
EDTE 504 Creating Healthy, Safe Environments for Infants and Toddlers / 2 units
This course provides the student with the skills and application for designing a prepared environment for the child at home and in the infant and toddler communities. There is a focus on planning the environment, organizing the areas for sleeping, eating, working, and hygiene to foster a healthy and safe learning environment. There will be a strong emphasis on interpersonal relationships. Methods of guidance without interference, fostering self-help, and eliminating unnecessary aid to the child are primary goals for the course.
EDTE 505 Human Relations and Self Awareness among Young Children / 2 units
This course will show the student the group of exercises known in Montessori education as: the “Practical Life Exercises” and their function in the development of the child. Focus will be on understanding how interest, attention, concentration, and independence are fostered by these exercises which are vital for the child’s development, in relation to the environment in which he works and the society in which he lives. Emphasis will be on Montessori’s technique for introducing a child to activities that will foster concentration, a cornerstone of development and a precursor for later exercises and activities that invite the child to practice social etiquette.
EDTE 506 Field Experience (Observation and Teaching Practice) / 2 units
This course will enable the students to witness the different stages of child development in action by observing newborns, mother and child relationships, home environment, community environment, preschool teachers, and child care providers in a classroom setting. By observing the child from birth to three years, the student will understand the needs of the child and respond to them appropriately; by observing qualified Montessori teachers working with a group of children from 3 to 6 years, the student will see the manner in which developmental needs of the child are met by the Montessori environment. Students will experience observation as a tool for helping parents and for future teaching.
EDTE 507 Perceptual-Motor Development /
2 units
This course will demonstrate developmental visual, tactile and auditory aids for children from birth to 5 months; for 5 to 12 months and from 12 to 36 months. For the age of 3 to 6 years, the course will show the student the group of exercises known in Montessori education as: the Exercises for the Education of the Senses; which are designed in a manner that the child is able to classify his/her sensory impressions. Focus will be on the child’s ability to explore the world intelligently and imaginatively through the use of the senses from birth to six years.
EDTE 508 Teaching Strategies and Social Development (Parent Education and Family Development) / 2 units
This course researches teacher-student interaction which facilitate growth of functional independence and individual exploration, as well as interactions that would hinder individual and social development. There is a focus on planning techniques, general classroom management, favorable learning environments, and interpersonal relationships. Methods of guidance without interference, fostering self-help, and eliminating unnecessary aid to the child are primary goals for the course.
EDTE 509 Creative Activities (Music, Art, Movement, Drama) / 2 units
This course provides the knowledge and activities that supports the child’s absorption and later creativity in reference to art, music, movement, and drama. The students will learn the importance of music for the development of the brain, the importance of movement for the young child in expressing his inner self, and the connection between body, mind, and spirit. Students will research, design, and demonstrate appropriate materials and activities in each of these areas for children from birth to six years. They will learn how to make creative activities a part of the everyday life of the group in the infant community and the preschool environments.
EDTE 510 Language Arts/Reading Curriculum and Instruction / 3 units
This course will provide students the appropriate skills required to support and enrich a child during their formative years of language acquisition. Students will gain a deeper understanding of the Montessori theory and philosophy by which the materials and exercises were created. Emphasis is on spoken and written language, which includes self-expression, vocabulary, story-telling, composition, literature, geography, and cultural diversity of people and places. It will also cover the functional aspect of grammar, syntax, and reading comprehension.
EDTE 511 Mathematics and Science Curriculum and Instruction / 3 units
This course will enable students to comprehend the philosophy of basic mathematic principles and the ideology by which the Montessori materials were designed. It will focus on the exercises of mathematics and science that give sensorial foundations for counting, arithmetic, geometry, algebra, and fractions. It will also demonstrate the sensorial experiences for biological and physical science materials appropriate for young children. The course will bring into light the concept of “the mathematical mind” as Montessori described it and its spontaneous development in human beings, based on her observations in the child from ages 2 ½ to 6 years.

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