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Teacher Education Information | Teacher Education Programs | Teacher Education Courses

Elementary Education Courses (EDEL)

LOWER DIVISION

100. Introduction to Teaching and Learning in Diverse Contemporary Classrooms (1)
Prerequisite: Acceptance in the Integrated Teacher Education Program.
Addresses the qualities of an effective teacher, components and purposes of an effective professional portfolio, and critical issues in diverse contemporary classrooms.
Ten hours of field experience. Letter grade only (A-F).

200. Introduction to the Teaching Profession (3)
Introduction to the concepts and issues related to K-8 education in a democratic society.
Minimum 45 hours structured fieldwork in approved elementary, self-contained classroom required. A grade of "B" or better required for admission to the Multiple Subject Credential Program. Letter grade only (A-F).

UPPER DIVISION

300. Equity and Justice in Diverse Schools (3)
Prerequisites: EDEL 100 and 200, or approved articulated course from non-ITEP credentialing pathways; admission to Multiple Subject Credential Program.
Intended for ITEP students only. Addresses equity, social justice, cultural, and religious diversity. Models of English Language Development, including bilingual education, are introduced.
Letter grade only (A-F).

340. Subject Matter Overview for Multiple Subjects (3)
Prerequisites: Baccalaureate degree and CBEST passed.
Overview of content from seven areas: History and Social Studies, Human Development, Literature and Language Studies, Math, Physical Education, Science, Visual and Performing Arts. Analysis and practice in short essay writing and test-taking strategies.
May be repeated to a maximum of 6 units.

360. Mathematical Concepts of Numbers and Geometry (3)
Unifying concepts of mathematics for elementary teachers. Includes the development of concepts of number, number operations, number properties, problem solving, geometric configurations, constructions, relationships, and applications with metric measures.
Not open to students with credit in EDEL 361 or 362. Letter grade only (A-F).

379. Sociolinguistics and Schooling (3)
Prerequisites: LING 329 or equivalent.
Study of language variation in relation to standard language development in society and individuals. Key sociolinguistic concepts: dialect, speech event, repertoire, language community, prescriptive vs. descriptive. Applications to verbal classroom language and the development of academic speaking, reading, and writing.
Letter grade only (A-F). Same course as LING 379.

380. Teaching and Learning in a Democratic Society (3)
Corequisite: EDSP 303.
Professional, historical, social, philosophical, legal, and political concepts and issues related to K-8 education in contemporary society. 45 hours structured fieldwork in approved elementary, self-contained classroom required.
Required prerequisite for admission to the Multiple Subject Credential Program. Letter grade only (A-F).

413. Developmentally Appropriate Teaching Practices (2)
Research-based theories and principles of development, learning, and motivation; developmentally appropriate teaching practices; subject specific pedagogy in health and physical education.
A minimum of 10 hours fieldwork in K-8 classrooms with a minimum 25% English Learners required. Letter grade only (A-F).

*420. Teaching and Learning in the Kindergarten and Primary Grades (3)
Theories, research, policies and current trends/debates surrounding teaching and learning in the kindergarten and primary grades. Integrates curriculum, pedagogy, and assessment with a special focus on diverse learners in the kindergarten and primary grades.
Ten hours of field work required.

429. Language, Learning, and the Developing Child: A Cross-Cultural Perspective (3)
Explores the communicative-linguistic, cognitive, physical, and socio-emotional development of the child from the prenatal to adolescent periods across diverse cultures with an emphasis on language acquisition and the learning process.
Not open for credit to students currently enrolled in the Liberal Studies program. Letter grade only (A-F). Same course as LING 429, CDFS 409, and EDP 428.

*430. Social and Cultural Diversity in Educational Settings (3)
Examination of personal attitudes toward distinct groups of people. Study of historical and structural factors that either promote or diminish equal human worth and either empower or oppress people based on class, race/ethnicity, gender, sexual orientation, ability, language, or religion.
Same course as EDP 432.

431. Cultural and Linguistic Diversity in Schools (3)
Multicultural education, including concepts of culture, educational equity, social justice, multiple forms of diversity, and anti-bias/anti-racist curriculum. Models of English language acquisition, bilingual education theory, and instructional accommodations for diverse students.
Ten hours fieldwork required. Letter grade only (A-F). Same course as EDP 431 and LING 431.

439. SDAIE: Specially Designed Academic Instruction in English (3)
Theories of second language acquisition and practical application, including methods of teaching content to English language learners, reading and writing strategies, and curriculum development with applications to K-12 teaching.
Letter grade only (A-F). Same course as EDP 439 and EDSE 439.

*442. Teaching and Learning Language Arts, K-8 (RICA) (3)
Prerequisite: Admission to the Multiple Subject Credential Program.
Language arts and visual/performance arts curriculum; developmentally appropriate practice, assessment- and research-based instruction in culturally/linguistically diverse classrooms; English Language Development; SDAIE; relationships among oral language, writing, spelling, reading, literature, and technology. 10 hours fieldwork in K-8 classroom with a minimum 25% English Learners required.
Letter grade only (A-F).

*452. Teaching and Learning Reading, K-8 (RICA) (3)
Prerequisite: Admission to the Multiple Subject Credential Program or Education Specialist Credential Program.
Content, methods, and assessment for teaching reading to all students in culturally diverse, literature-based classrooms, including phonemic awareness, phonics, vocabulary development, comprehension, diagnosis, and the use of technology. 10 hours fieldwork in K-8 classroom with a minimum 25% English learners required.
Letter grade only (A-F).

*452B. Teaching Reading in Spanish and English, K-8 (BCLAD) (1-3)
Prerequisite: Admission to the Multiple Subject Credential BCLAD (bilingual) Program.
Theory, research, and practice of teaching reading in two languages, including transfer of literacy skills from L1 to L2. Examines teacher beliefs and assumptions about literacy development among language minority students.
Letter grade only (A-F).

452C. Biliteracy: Teaching English and Chinese K-8 (3)
Prerequisites: Admission to the Multiple Subject Credential Program or consent of instructor.
Content, methods, and assessment for teaching literacy in K-8 English and Chinese bilingual settings. Course lectures, activities, and assignments in English and Chinese. Ten hours fieldwork in elementary bilingual and sheltered English/Chinese classrooms required.
Letter grade only (A-F).

452K. Biliteracy: Teaching Khmer and English, K-8 (3)
Prerequisite: Admission to the Multiple Subject Credential Program or Education Specialist Program.
Content, methods, and assessment for teaching literacy in K-8 English and Khmer bilingual settings. Comprehension, phonics, vocabulary and other decoding skills. Writing and related encoding skills including spelling, grammar, and handwriting. In English and Khmer, when applicable.
Letter grade only (A-F).

452V. Biliteracy: Teaching Vietnamese and English, K-8 (3)
Prerequisite: Admission to the Multiple Subject Credential Program or Education Specialist Program.
Content, methods, and assessment for teaching literacy in K-8 English and Vietnamese bilingual settings. Comprehension, phonics, vocabulary and other decoding skills. Writing and related encoding skills including spelling, grammar, and handwriting. In English and Vietnamese, when applicable.
Letter grade only (A-F).

458. Newspaper in Education (1-3)
Use of the daily newspaper as an instructional tool in the classroom. Newspaper articles, features and editorials as a means of providing current content and bases for improvement of reading skills, interests, critical thinking and problem solving. Understanding mass media.
Same course as EDSE 458.

*462. Teaching and Learning Mathematics, K-8 (3)
Prerequisites: Admission to the Multiple Subject Credential Program.
Learning theories, research, and instructional practices for teaching mathematics to all students in culturally and linguistically diverse classrooms. Ten hours fieldwork in K-8 classroom with minimum 25% English learners required.
Letter grade only (A-F).

*472. Teaching and Learning History-Social Science, K-8 (3)
Prerequisites: Admission to the Multiple Subjects Credential Program.
Theory, research, and content for standards-based history-social science teaching in diverse classrooms. 10 hours fieldwork in K-8 classroom with a minimum 25% English learners required.
Letter grade only (A-F).

473. Content Area Teaching in Diverse Classrooms (1)
Prerequisite: Admission to any Multiple Subject Program pathway. Prerequisite or Corequisite: EDEL 452, 462, 472 or equivalent.
Supplement to methods courses in multiple subject, bilingual, and intern programs. Theory and practice for teaching all content areas. Specific vocabulary, discourse practice and sheltered strategies for preparation of multilingual and multicultural lessons and units for diverse learners.
Letter grade only (A-F). May be repeated to a maximum of 2 units with different topics.

A. ITEP
B. Spanish
C. Chinese
D. Vietnamese
E. Cambodian (Khmer)
F. Korean

*475. Teaching and Learning Science, K-8 (3)
Prerequisite: Admission to the Multiple Subject Credential Program. Completion of TPA Task 3 is partial fulfillment of this course.
Methods for teaching elementary school science. Development of sequenced, integrated, inquiry-based science lessons addressing the needs of all learners. 60 contact hours, however face-to-face contact is less due to an on-line distance component (see Schedule of Classes footnote). 10 hours fieldwork in K-8 classroom with a minimum 25% English learners.
Letter grade only (A-F). Course fee may be required. Same course as SCED 475.

482. Student Teaching in Diverse Classrooms (8)
Prerequisites: Admission to 2042 Multiple Subject Credential Student Teaching including successful completion of Teacher Performance Assessment (TPA) Tasks 1 and 2.
Integrated student teaching in K-8 public schools with separate eight week assignments at two of the following levels: K-2, 3-5, or 6-8. Emphasis on teaching in diverse, mainstreamed classrooms. Weekly seminar.
Credit/No Credit grading only with an equivalent grade of “A” or “B” and satisfactory completion of TPA Task 4 required for credit. May be repeated to a maximum of 16 units.

482B. Student Teaching in Bilingual Classrooms (8)
Prerequisite: Admission to Multiple Subject Credential BCLAD Student Teaching.
Teaching assignment for one semester in a public school in grades K-6 with assignments at primary and intermediate levels, or one semester in a designated bilingual classroom. Emphasis on teaching experiences with children of limited English proficiency and on primary language instruction. Weekly seminar.
Credit/No Credit grading only, with an equivalent grade of “A” or “B” required for credit. May be repeated to a maximum of 16 units in the same semester.

482C. Student Teaching in Bilingual Classrooms (8)
Prerequisite: Admission to Multiple Subject Credential BCLAD Student Teaching.
Teaching assignment for one semester in a public school in grades K-6 in a designated bilingual classroom under an emergency credential, with assignments at the primary and intermediate levels. Emphasis on teaching experiences with limited-English proficient speakers and primary language instruction.
Weekly seminar. Credit/No Credit grading only, with an equivalent grade of “A” or “B” required for credit. May be repeated to a maximum of 16 units in the same semester.

482D. Student Teaching in Diverse Classrooms (8)
Prerequisite: Admission to 2042 Multiple Subject Credential Student Teaching including successful completion of Teaching Performance Assessment Tasks 1 and 2.
One semester integrated student teaching assignment in a K-8 public school with assignments at two of the following levels: K-2, 3-5, or 6-8. Emphasis on experiences in diverse, mainstreamed classrooms with English Learners. One assignment includes gifted students, students with disabilities, or EL students.
Weekly seminar included. Credit/No Credit grading only with an equivalent grade of “A” or “B” required for credit including passage of TPA Task 4. May be repeated to a maximum of 16 units in different semesters.

482E. Student Teaching in Bilingual Classrooms-Asian Languages (8)
Prerequisite: Admission to Multiple Subject Asian BCLAD Credential Program Student Teaching.
Integrated student teaching assignment in a K-8 public school at two of the following: K-2, 3-5, or 6-8 (one must be in an Asian Language/English bilingual setting). Emphasizes experiences in diverse, mainstreamed classrooms with English Learners whose native language is one of the following: Cantonese, Khmer, Korean, Mandarin, or Vietnamese.
Seminar included. Credit/No Credit grading only with an equivalent grade of “B” or better required for credit including passage of TPA Task 4. May be repeated to a maximum of 16 units in the same semester.

482F. Student Teaching in Spanish Dual Language Development Classrooms (8)
Prerequisite: Admission to Multiple Subject Credential Student Teaching.
One semester integrated student teaching in a K-8 public school with assignments at two of the following: K-2, 3-5, or 6-8. Emphasizes experiences in diverse classrooms with English Learners. Practicum in using Spanish for instruction. Spanish primary language management for explanation, clarification, and review.
Seminar included. Credit/No Credit grading only with an equivalent grade of “B” or better required for credit including passage of TPA Task 4. May be repeated to a maximum of 16 units in the same semester.

*490. Special Topics in Elementary Education (1-3)
Topics of current interest in elementary education selected for intensive study.
May be repeated to a maximum of 6 units with different topics. Topics will be announced in the Schedule of Classes.

*497. Independent Study (1-3)
Prerequisites: Consent of instructor and department chair.
Independent study undertaken under the supervision of a faculty member.
May be repeated to a maximum of 6 units but no more than 3 units applicable to credential or major requirement.

GRADUATE LEVEL

572A. Multiple Subject Internship (8)
Prerequisites: Admission to 2042 Multiple Subject Internship and advancement to Intern Student Teaching.
The Intern is a full-time teacher in a public school district with which CSULB has an intern agreement. Intern Student Teaching is a two-semester or one-semester culminating fieldwork experience.
Weekly seminar. Credit/No Credit grading only with an equivalent grade of “A” or “B” required for credit including passage of TPA Task 4. May be repeated to a maximum of 16 units in different semesters.

572B. Multiple Subject Internship (8)
Prerequisites: Admission to 2042 Multiple Subject Internship and advancement to Intern Student Teaching.
The Intern is a full-time teacher in a public school district with which CSULB has an intern agreement. Intern Student Teaching is a two-semester or one-semester culminating fieldwork experience.
Weekly seminar. Credit/No Credit grading only with an equivalent grade of “A” or “B” required for credit including passage of TPA Task 4. May be repeated to a maximum of 16 units in different semesters.

599. Special Topics in Teacher Education (1-3)
Study of a special topic in teacher education. Students must be enrolled in a Masters or Advanced Credential or Specialist Program.
Topics will be announced in the Schedule of Classes. Letter grade only A-F). May be repeated to a maximum of 6 units with different topics.

693. Developing Teacher Leadership in Middle Level Education (3)
Prerequisite: Students must be enrolled in either a Teacher Education Masters Program, or the Tier II Professional Administrative Services Credential Program, or consent of instructor.
Involves administrators and teachers in developing middle level teacher leadership through the lens of teacher empowerment. Theory and practice of collaborative and action research models as tools for school improvement.
Letter grade only (A-F). Same course as EDAD 693 and EDMS 693.

Education Middle School Courses (EDMS)

GRADUATE LEVEL

582. Concepts, Structures, and Programs for Middle Level Schools (3)
Prerequisites: Middle level teaching experience, admission to an approved masters program, or consent of the instructor.
Advanced exploration of the philosophical, historical, and societal foundations of middle level education. Study and evaluation of existing middle level programs, materials, curriculum, and future trends. Design of professional development for middle level teachers.
Letter grade only (A-F).

584. Issues in Middle Level Education (3)
Prerequisites: Middle level teaching experience, admission to an approved masters program, or consent of the instructor.
Intensive study of middle school issues emphasizing research perspectives and factors influencing the future direction of middle level education. Topics include: instruction, assessment, diversity, society’s impact, parental involvement, and risk behaviors.
Letter grade only (A-F).

693. Developing Teacher Leadership in Middle Level Education (3)
Prerequisite: Students must be enrolled in either a Teacher Education Masters Program, or the Tier II Professional Administrative Services Credential Program, or consent of instructor.
Involves administrators and teachers in developing middle level teacher leadership through the lens of teacher empowerment. Theory and practice of collaborative and action research models as tools for school improvement.
Letter grade only (A-F). Same course as EDAD 693 and EDEL 693.

695. Project in Middle Level Education (3)
Prerequisites: Advancement to candidacy, EDP/LING 595, approval by the program coordinator, department chair, and associate dean, and written application to the Graduate Office.
Culminating masters project in middle level education to be determined in conjunction with the program advisor. Seminar and individual meetings.
Seminar and individual meetings.

Secondary Education Courses (EDSE)

LOWER DIVISION

157. Critical Thinking and Analytical Reading (3)
Prerequisite/Corequisite: ENGL 100 or equivalent.
Critical thinking and advanced reading comprehension. Includes laboratory experience and access to resource materials.

UPPER DIVISION

339. Linguistics for Crosscultural Language and Academic Development in Secondary School Settings (3)
Principles of language structure, variation and usage for educators. First and second language acquisition. Social, cultural and political issues regarding language behavior in middle and high schools. Influences on language attitudes, maintenance and shift.
Letter grade only (A-F). Same course as LING 339.

435. United States Secondary Schools: Intercultural Education (3)
Prerequisite: EDSS 300 (A, C, D, F, G, H, M, N, P, or S); or admission in the Single Subject Credential Program; or permission of University Coordinator of the Single Subject Credential Program. Required course in the Single Subject Credential Program.
Critical reflection on multicultural education in a diverse society. Philosophy, history and sociology of education as fundamental to understanding contemporary secondary schools. Curriculum and student populations in the context of issues and controversies in education. Approved CLAD Certificate course (Domain 3).
Fifteen hour fieldwork requirement. Letter grade only (A-F). May be repeated to a maximum of 6 units.

436. Curriculum, Instruction, Assessment and Classroom Management (3)                   
Prerequisite: EDSS 300 (A, C, D, F, G, H, M, N, P, or S); or admission in the Single Subject Credential Program; or permission of the University Coordinator of the Single Subject Credential Program. Required course in the Single Subject Credential Program.
Explores systematic instruction, theories of learning, curriculum development, teaching strategies, assessment and evaluation of student progress, classroom management and discipline, and establishing successful learning environments for all students.
Fifteen hour fieldwork requirement. Letter grade only (A-F). May be repeated to a maximum of 6 units.

439. SDAIE: Specially Designed Academic Instruction in English (3)
Theories of second language acquisition and practical application, including methods of teaching content to English language learners, reading and writing strategies, and curriculum development with application to K-12.
Letter grade only (A-F). Same course as EDEL 439 and EDP 439.

457. Reading and Writing in the Secondary School (3)
Prerequisite: EDSS 300 (A, C, D, F, G, H, M, N, P, or S); or admission in the Single Subject Credential Program; or permission of the University Coordinator of the Single Subject Credential Program. Required course in the Single Subject Credential Program.
Emphasis on reading and writing assessment and instruction; textbook selection; vocabulary development; comprehension strategies; content area reading and study skills; writing instruction; English Language Development; the reading needs of less prepared, English language, and accelerated learners; and issues of diversity and equity.
Minimum fifteen hours of field work required. Letter grade only (A-F). May be repeated to a maximum of 6 units.

458. Newspaper in Education (1-3)
Use of the daily newspaper as an instructional tool in the classroom. Newspaper articles, features and editorials as a means of providing current content and bases for improvement of reading skills, interests, critical thinking and problem-solving. Understanding mass media.
Same course as EDEL 458.

*490. Special Topics in Secondary Education (1-3)
Prerequisite: Consent of instructor.
Topics of current interest in secondary education selected for intensive study. A student may enroll for a maximum of six units for certificate and degree purposes, subject to suitable change in course content.
Topics will be announced in the Schedule of Classes. May be repeated to a maximum of 6 units with different topics.

*491. Special Topics in Teacher Education (3)
Prerequisite: Consent of instructor.
Topics of current interest in teacher education selected for intensive study. A student may enroll for a maximum of six units for certificate and degree purposes, subject to suitable change in course content.
Topics will be announced in the Schedule of Classes. (Lecture 2 hours, laboratory 2 hours.)

*497. Independent Study (1-3)
Prerequisites: Consent of instructor and department chair.
Independent study undertaken under the supervision of a faculty member.
May be repeated to a maximum of 6 units, but no more than 3 units applicable to credential or major requirement.

GRADUATE LEVEL

541. Designing Curriculum and Instruction in Primary and Second Language Settings (3)
Prerequisites: A valid California CLAD teaching credential or equivalent.
Principles of curriculum development, including primary, dual, and second language teaching and learning. Critical literacy. Includes research and program design internationally. (Offered in US or Mexico.)
Ten hours fieldwork required. Letter grade only (A-F). Same course as EDCI 541.

542. Situated Learning in Bilingual Contexts (3)
Prerequisites: A valid California CLAD teaching credential or equivalent.
Analysis of educational models and hands-on experiences in Spanish language and bilingual-bicultural settings in Mexican schools. Interaction with Mexican educators and families. (Offered in Mexico with fieldwork.)
Letter grade only (A-F). Same course as EDCI 542.

599. Special Topics in Teacher Education (1-3)
Study of a special topic in Teacher Education. Students must be enrolled in a Masters or Advanced Credential or Specialist Program.
Topics will be announced in the Schedule of Classes. Letter grade only (A-F). May be repeated to a maximum of 6 units with different topics (depending on program requirements).

Curriculum and Instruction Courses (EDCI)

GRADUATE LEVEL

500. Studies in Curriculum and Instruction (3)
Prerequisite: Admission to the Curriculum and Instruction Master’s Program or consent of instructor. Must be taken during the first or second semester in the Master’s Program.
Introduction to graduate study. Overview of curriculum and instruction as a field of inquiry. Reading critically and conducting educational research. Using reflective strategies to analyze and improve professional practice.
Letter grade only (A-F).

505. History of Education in the United States (3)
Prerequisites: Admission to an approved masters program or consent of the instructor. Must be taken during the first or second semester.
Advanced exploration of the major historical and philosophical paradigms of elementary and secondary education in the United States from which contemporary educational reform movements, curricula, and instructional practices have emerged.
Letter grading only (A-F).

510. Supervision and Coaching in educational Settings (3)
Utilizes historical, empirical, and theoretical frameworks to look at supervisory and coaching practice in educational settings. Topics include the development of the field of supervision, historical approaches to supervision, traditional and current models of supervision, and supervisory behaviors and practices.
Letter grade only (A-F).

530. Cross-cultural Education: US and Global Perspectives (3)
Prerequisite: Admission to an approved Master’s program or consent of the instructor.
Critical analyses of cultural diversity, educational equity, and global interdependence to enhance cross-cultural competence. Students will investigate research literature, apply research-based knowledge to their educational practice, and infuse cross-cultural concepts, skills, and attitudes into the K-12 curriculum.
Letter grade only (A-F).

532. Socialization of Literacy in More Than One Language (3)
Prerequisites: Admission to the Masters of Education program, Option in Elementary Education, Dual Language Specialization, or consent of the instructor.
Examination of the social and cultural relationships between language and text from early utterances to adult literacy processes. Analyses of the contexts and conditions that influence literacy development for first and second language learners.
Ten hours fieldwork required. Letter grade only (A-F).

533. Action research Methods: Teachers as inquirers (3)
Prerequisite: Admission to the Curriculum and Instruction Master’s Program or consent of instructor.
Examination of goals and features of action research, with focus on developing skills in data collection and analysis in order to support sustained action research as a teacher/researcher in classroom settings.
Letter grade only (A-F).

541. Designing Curriculum and Instruction in Primary and Second Language Settings (3)
Prerequisites: A valid California CLAD teaching credential or equivalent.
Principles of curriculum development, including primary, dual, and second language teaching and learning. Critical literacy. Includes research and program design internationally. (Offered in US or Mexico.)
Ten hours fieldwork required. Letter grade only (A-F). Same as EDSE 541.

542. Situated Learning in Bilingual Contexts (3)
Prerequisites: A valid California CLAD teaching credential or equivalent.
542. Situated Learning in Bilingual Contexts (3)
Analysis of educational models and hands-on experiences in Spanish language and bilingual-bicultural settings in Mexican schools. Interaction with Mexican educators and families. (Offered in Mexico with fieldwork.)
Letter grade only (A-F). Same course as EDSE 542.

560. Advanced Study in Mathematics Education (3)
Prerequisites: EDCI 500 and admission to an approved masters program or consent of the instructor.
Advanced study and research in elementary school mathematics with an emphasis on content, methods, and materials. Students participate in an investigation and appraisal of contemporary mathematical content, effective teaching methods, appropriate materials, assessment, and enrichment of the elementary mathematics program.
Letter grade only (A-F).

570. Advanced Studies in Teaching History-Social Science (3)
Prerequisites: EDEL 472; EDP 400, EDP 520 or 696, or equivalent.
Intensive study of selected topics related to teaching and learning history-social science. Students engage in a systematic inquiry into their own practice as they conduct a teacher action research project.
Letter grade only (A-F).

615. Contemporary Issues in Elementary and Secondary Education (3)
Prerequisite: EDCI 500 and admission to an approved masters program or consent of the instructor.
Advanced analysis of current trends and issues in specific areas of elementary and secondary education. In-depth exploration of research perspectives and societal factors that influence the direction of elementary and secondary education in America.
Letter grade only (A-F).

625. Analysis of Curriculum, instruction, and Assessment (3)
Prerequisites: EDCI 500, 505, EDP 400; and one of the following EDP 520, 595, or 696 or EDCI 533; consent of the instructor.
Advanced study of curriculum design, instructional processes, and student assessment through analysis of theory and research on teaching and learning. California K-12 Content Standards and the California Standards for the Teaching Profession are used to align curriculum, instruction, and assessment.
Letter grade only (A-F).

695. Seminar in Curriculum and Instruction (3)
Prerequisites: EDCI 500, 505, 625 and advancement to candidacy, or by permission of instructor.
Studies in curriculum and instruction. Course content will be determined by the instructor offering each section.
Offered on an irregular basis; consult the Schedule of Classes. Letter grade only (A-F).

697. Directed Research in Curriculum and Instruction (1-3)
Prerequisites: Permission of instructor, department chair, and associate dean.
Individual research or intensive study under the guidance of a faculty member. A student may enroll for one to three units to a maximum of six units for certificate and degree purposes, subject to a suitable change in course content. Application for enrollment must be made by October 1 for the spring semester or by March 1 for the fall semester or summer session.
May be repeated to a maximum of 6 units in different semesters.

698. Thesis Study in Curriculum and Instruction (3)
Prerequisites: Advancement to candidacy; approval of thesis advisor, department chair and associate dean.
Planning, preparation, and completion of thesis under supervision of a thesis committee. Application for enrollment must be made in the Graduate Studies Office by October 1 for the spring semester or by March 1 for the fall semester or summer session.
Credit/no credit grading only. May be taken for a maximum of 6 units in different semesters.

Early Childhood Education Courses (EDEC)

GRADUATE LEVEL

520. Early Childhood Curriculum and Assessment: Critical Perspectives (3)
Examines the history of competing movements in American early childhood curriculum thinking, program models, and current debates. Develops curriculum and assessment measures that integrate anti-bias, inclusive, and multicultural and global education into a unified approach.
Ten hours of fieldwork required. Letter grade only (A-F).

521. Historical and Contemporary Perspectives in Early Childhood (3)
Historical and contemporary perspectives in early childhood education and their impact on ECE programs, practices, and policies. Role of national/global organizations in institutionalizing and promoting various ECE perspectives and images of childhood. Debates over perspectives.
Ten hours of field work required. Letter grade only (A-F).

522. Parent Education and Involvement in Educational Environments (3)
Analysis of theories, research, issues, policies, programs, and practices pertaining to parent involvement in diverse and inclusive educational settings. Students design and implement home-based and school/center-based parent involvement activities. 10 hours of field-work required.
Ten hours of field work required. Letter grade only (A-F).

523. Leadership, Advocacy and Supervision of Early Childhood Programs (3)
Discussion of various types of ECE programs, program development and implementation, different management approaches and leadership styles, and advocacy for young children and their families. Analysis of position statements and state documents pertaining to ECE programs.
Ten hours of field work required. Letter grade only (A-F).

526. Advanced Study of infant and Toddler Programs (3)
Prerequisites: EDP 301 or consent of instructor.
Analysis of theories, research, and policies on infant and toddler care and education. Discussion of curriculum, environmental plan, and assessment for infant and toddlers. Infant/toddler program assessment.
Ten hours of fieldwork required. Letter grade only (A-F).

621. Research Seminar in Early Childhood Education (3)
Prerequisites: EDP 400 and teaching experience.
Discussion and analysis of research including qualitative research design and review of literature on topics pertaining to the field of Early Childhood Education.
Ten hours of field work required. Letter grade only (A-F).

622. Seminar in Early Childhood Care and Education: International Perspectives (3)
Discussion of ECE programs around the world. Analysis of social, political, and economic influences on policies related to the care and education of young children. Examines the role of international and national agencies in protecting children’s welfare and education.
Letter grade only (A-F).

695. Seminar in Early Childhood Education (3)
Prerequisites: Advancement to candidacy, approval of the Early Childhood Education program advisor, and written application submitted to the Graduate Studies Office by March 1 for the fall semester or by October 1 for the spring semester.
For qualified candidates preparing to take the comprehensive examination. Consideration of curriculum role of the school and topics related to the effectiveness and excellence in early childhood education.
Letter grade only (A-F).

697. Directed Research in Early Childhood Education (1-3)
Prerequisites: Permission of instructor, department chair, and associate dean.
Individual research or intensive study under the guidance of a faculty member.
Application for enrollment must be made by October 1 for the spring semester or by March 1 for the fall semester or summer session. May be repeated to a maximum of 6 units in different semesters for certificate and degree purposes, subject to suitable change in course content.

698. Thesis Study in Early Childhood Education (3)
Prerequisites: Advancement to candidacy; approval of thesis advisor, department chair, and associate dean. Planning, preparation, and completion of thesis under supervision of a thesis committee.
Application for enrollment must be made in the Graduate Studies Office by October 1 for the spring semester or by March 1 for the fall semester or summer session. Credit/no credit only. May be repeated to a maximum of 6 units in different semesters.

Reading Education Courses (EDRG)

GRADUATE LEVEL

540. Advanced Studies in Literacy (3)
Prerequisite: A valid teaching credential or admission to an approved masters, certificate, or advanced credential program; or consent of instructor.
Emphasizes advanced study of literacy research, theory, and practice. Survey of issues of first and second language acquisition/development, and curriculum trends in literacy.
Letter grade only (A-F).

543. integration of Technology in reading/Language Arts (3)
Prerequisites: EDP 443 or ETEC 444 or equivalent; or a course approved by CTC, or a course approved by CCTC to meet the Level I technology requirement or approval of the instructor.
Investigation and evaluation of software and media programs for reading/language arts. Current issues in technology, change strategies for staff development, integration of technology in the curriculum.
Letter grade only (A-F).

544. Foundations of Literacy Research (3)
Prerequisite: California Reading Certificate or consent of instructor. Introduction to critical analysis of literacy research, with emphasis on classic and contemporary studies.
Includes experimental designs, descriptive studies, case studies, correlational research, ethnographies, and the teacher-as researcher.
Letter grade only (A-F).

545. Seminar: Current Issues, Trends, and Applied Theory in Reading/Language Arts Pedagogy (3)
Prerequisite: EDEL 452 or EDSE 457.
Current trends in the teaching of reading in K-12 schools. Emphasis on applied theory to support important trends such as early intervention and literacy programs. Issues of language and cultural diversity, adolescent reading, adult literacy, family literacy issues.
Letter grade only (A-F).

551. Assessment and instruction in reading and Writing (3)
Prerequisites: Admission to Reading Certificate Program or consent of instructor.
Comprehensive study of literacy assessment and instruction including examination and evaluation of effective literacy procedures, strategies, and materials. Emphasis on detection and correction of reading difficulties.
Fieldwork required. Letter grade only (A-F).

551B. Assessment of Literacy with Bilingual Students (3)
Prerequisites: Speaking and reading competence in Spanish; consent of the instructor.
Evaluation of measures, strategies, and materials used to assess literacy in bilingual students. Special emphasis on issues regarding the interpretation of assessment data, program placement, and instruction of English learners.
Requires diagnostic assessment/instruction plan. Participation by speakers of languages other than Spanish is possible as literacy assessments in diverse languages become available. Letter grade only (A-F).

554. Reading/Language Arts Curriculum: Leadership and Supervision (3)
Prerequisite: California Reading Certificate or consent of instructor.
Examines varied roles and responsibilities of the Reading/Language Arts Specialist including intervention, curriculum development, supervision, program development, and leadership.
Letter grade only (A-F).

556. Theoretical Models and Processes of Reading (3)
Prerequisite: California Reading Certificate or consent of instructor.
Exploration and analysis of current and historical theoretical models of the reading process. Examination of their influence on curriculum and instructional issues in literacy.
Letter grade only (A-F).

558. Language Study for Reading Teachers (3)
Prerequisites: EDRG 540 and admission to the Reading Certificate program or consent of instructor.
Relationships among phonology, morphology, semantics, syntax, pragmatics, and the teaching of reading. Focus on phonemic awareness, phonics, decoding strategies, vocabulary, spelling, grammar skills, and English language learners.
Letter grade only (A-F).

559. Practicum in Teaching reading/Language Arts (3)
Prerequisites: EDRG 551 and admission to the Reading Certificate program or consent of instructor.
Methods and intervention approaches for meeting the needs of struggling readers at various levels of reading acquisition, including tutoring or small-group instruction of students.
Classroom field experience is required. Letter grade only (A-F).

651. Advanced Diagnosis and Intervention in Reading/Language Arts (3)
Prerequisites: EDRG 551 or equivalent; valid California Reading Certificate or consent of instructor.
Includes clinical practicum and seminar on diagnosing and providing appropriate intervention for children with delayed literacy development.
Letter grade only (A-F).

695. Seminar in Reading (3)
Prerequisites: Advancement to candidacy, approval of Reading Program advisor, and written application submitted to the Graduate Studies Office by October 1 for the spring semester; successful completion of all required course work for the Master of Arts in Education, Option in Elementary or Secondary Education, Specialization in Reading.
Letter grade only (A-F). May be repeated to a maximum of 6 units in different semesters.

697. Directed Research in Reading (1-3)
Prerequisites: Permission of instructor, department chair, and associate dean. Individual research or intensive study under the guidance of a faculty member. Application for enrollment must be made by October 1 for the spring semester or by March 1 for the fall semester or summer session.
May be repeated to a maximum of 6 units in different semesters.

698. Thesis Study in Reading (3)
Prerequisites: Advancement to candidacy; approval of thesis advisor, department chair, and associate dean.
Planning, preparation, and completion of thesis under supervision of a thesis committee.
Application for enrollment must be made in the Graduate Studies Office by October 1 for the spring semester or by March 1 for the fall semester or summer session. Credit/no credit only. May be repeated to a maximum of 6 units in different semesters for certificate and degree purposes, subject to suitable change in course content.