2018-2019 Catalog

EDUC - Education Courses

EDUC 100 Social Foundations in Education

The general goal of this course is to develop an understanding of the relationship between school and society. In order to do this, participants will utilize sociological, economic, political, and historical perspectives. Throughout the course, the following issues are discussed: the history of urban schools; the relationship between wealth and test scores; tracking; social foundations of early childhood education; developing a theoretical perspective on school, the impact of immigration on California students; political and cultural factors affecting second language acquisition, and the influence of hip hop culture on schooling. In addition, the instructor will use a variety of instructional strategies including seminars, games, technology and varied discussion formats to illuminate the subject and provide models for use by prospective teachers. Field experience is required.

Credits
2

EDUC 101 Educational Psychology

The purpose of this course is to prepare professional educators to work successfully with ALL children by translating various theories and research findings into appropriate and effective practices in urban settings. This course presents theory and research on: 1) Motivation and Management; 2) Learning; 3) Child and Adolescent Development; 4) Students with Unique Needs; 5) Student Diversity; 6) Assessment, and 7) Teacher as Practitioner/Researcher.

Field experience is required.

Credits
2

EDUC 102A Educating Students with Special Needs

This course presents an introduction to theories, issues, strategies, and materials as well as the legal requirements for educating exceptional children, including mainstreaming and inclusion into the general education program at the elementary and secondary levels. Topics addressed in the course include: PL 94- 142, section 504, IDEA and updates, overview of handicapping conditions, the role of the teacher, parent, support personnel, and administrator in the development of appropriate educational placements for exceptional children, gifted and talented populations, curriculum modification and adaptation, and learning styles. A field observation of a student or students in mainstreamed instructional settings is strongly encouraged. This course requires 45 hours of field experience.

Credits
2

EDUC 102B Multicultural Education

This course is designed to introduce students to cultural sensitivity and racial awareness through analysis and reflection of their own culture and the cultures reflected by national and state demographic data. Reading and evaluation will focus on major concepts, such as the sociocultural and institutional forces, and the historical and political factors that influence and affect behavioral patterns, perceptions, values, cultural identity, equality and academic performance. The knowledge and skills acquired seek to enable new teachers to facilitate and plan lessons that draw upon their student's personal and cultural strengths. Themes and principles of mutual respect, cross cultural competence and appreciation of differences of culture, gender, identity, religion, socioeconomic status, ethnicity, language, and categories of disability will be emphasized.

Field experience is required.

Credits
2

EDUC 103 Theories and Methods for Second Language Acquisition

The general goals of this course are to develop candidates' understandings of the foundations of second language acquisition, organizational models for the delivery of second language programs, and skills in the use of instructional strategies designed to enhance second language learning of students.

Field experience is required. 

Credits
2

EDUC 151 Math for Elementary School Teachers

A course primarily intended for those planning to teach in the elementary school. Topics include a study of number systems - whole numbers, integers, rationals, and reals. Additional topics will be chosen from geometry, measurement, probability, and statistics.

Credits
3

Prerequisites

MATH 1 with a grade of C- or better.

EDUC 166 Educational Assessment

This course serves as an introductory graduate course whose goal is to facilitate each student reaching a high level of competency and professional-level understanding of assessment practices used in educational settings. The general instructional objective is to facilitate student engagement in learning experiences that will lead to the attainment of the course goal. Social justice and equity throughout the process of schooling represents the conceptual framework for course content.

Credits
2

Cross Listed Courses

EDUC 266

EDUC 200 Social Foundations in Education

The general goal of this course is to develop an understanding of the relationship between school and society. In order to do this, participants will utilize sociological, economic, political, and historical perspectives. Throughout the course, the following issues are discussed: the history of urban schools; the relationship between wealth and test scores; tracking; social foundations of early childhood education; developing a theoretical perspective on school, the impact of immigration on California students; political and cultural factors affecting second language acquisition, and the influence of hip hop culture on schooling. In addition, the instructor will use a variety of instructional strategies including seminars, games, technology and varied discussion formats to illuminate the subject and provide models for use by prospective teachers. Field experience is required.

Credits
3

EDUC 201 Educational Psychology

The purpose of this course is to prepare professional educators to work successfully with ALL children by translating various theories and research findings into appropriate and effective practices in urban settings. This course presents theory and research on: 1) Motivation and Management; 2) Learning; 3) Child and Adolescent Development; 4) Students with Unique Needs; 5) Student Diversity; 6) Assessment, and 7) Teacher as Practitioner/Researcher. Field experience is required.

Credits
3

EDUC 202B Multicultural Education

This course is designed to introduce students to cultural sensitivity and racial awareness through analysis and reflection of their own culture and the cultures reflected by national and state demographic data. Reading and evaluation will focus on major concepts, such as the sociocultural and institutional forces, and the historical and political factors that influence and affect behavioral patterns, perceptions, values, cultural identity, equality and academic performance. The knowledge and skills acquired seek to enable new teachers to facilitate and plan lessons that draw upon their student's personal and cultural strengths. Themes and principles of mutual respect, cross cultural competence and appreciation of differences of culture, gender, identity, religion, socioeconomic status, ethnicity, language, and categories of disability will be emphasized.

Credits
3

EDUC 203 Theories and Methods for Second Language Acquisition

The general goals of this course are to develop candidates' understandings of the foundations of second language acquisition, organizational models for the delivery of second language programs, and skills in the use of instructional strategies designed to enhance second language learning of students.

Candidates seeking an internship credential must take this course instead of EDUC 103.

Credits
3

EDUC 205 Literature Review

The general goals of this course are to learn to conduct a search of the scholarly literature on a particular topic of potential research interest of Education students in order to complete the degree. This 3 unit course fulfills Master's credit and is designed to prepare students in the conduct of a systematic integrated literature review and developing the skills to conduct a review of literature built on the framework of evidence-based practice, an increasingly important standard in the arena of literature reviews.

Credits
3

EDUC 210 Introduction to Educational Research

This course introduces current and future Master's of Education students to the educational research component of the M.Ed. programs. Students will gain an overview of the many purposes of educational research, the five step research process, the five chapters of a Thesis, (an original study conducted by a Master's candidate), and the role of the literature review. Students will also learn how to work towards developing a research topic in your other coursework, the skill sets of a researcher, and brief review of the Education Department's required APA 6th edition writing style, and a preview of the research resources available through the university library.

Credits
1

EDUC 241 Issues in Urban Education

This course examines problems and possibilities in urban education. Students will look at the history of urban education in America and at specific problems such as school finance and decision-making; the ethnic composition of the teaching force; restructuring of the secondary schools; the uses of assessment; the curriculum for a multi-ethnic student body. Students will work toward developing a theoretical understanding which encompasses and enriches their study of specific issues.

Credits
3

EDUC 261 Introduction to Mild/Moderate Disabilities

Offers an introduction to theories, issues and public policy in special education related to learning disabilities in children and youth. This survey of special education includes etiology, identification, including the law and program planning for children with special needs.

Field experience required.

Credits
3

EDUC 263 Instructional Strategies for Students with Reading Difficulties

An introduction to theories, issues, strategies and materials related to assessment and instruction of students with reading difficulties, including spelling and aspects of written language. Specific methods of instruction and the selection and development of materials that match the diagnosed need of the individual are emphasized. There is a fieldwork requirement for this course.

Credits
3

EDUC 264 Assessment in Special Education

This course provides candidates with a variety of formal and informal assessment methods applicable for classroom and clinical use. A variety of assessment measures are administered and interpreted; results are used in the development of Individual Educational Plans (IEPs).

Field experience is required.

Credits
3

EDUC 265 Positive Learning Environments for Behavior Management

Identification and definition of behaviors, selection and implementation of intervention strategies. Environmental manipulation and behavior modification strategies for the reduction and elimination of problem behaviors are stressed.

Field experience is required.

Credits
3

EDUC 266 Educational Assessment

This course serves as an introductory graduate course whose goal is to facilitate each student reaching a high level of competency and professional-level understanding of assessment practices used in educational settings. The general instructional objective is to facilitate student engagement in learning experiences that will lead to the attainment of the course goal. Social justice and equity throughout the process of schooling represents the conceptual framework for course content.

Credits
3

Cross Listed Courses

EDUC 166

EDUC 267 Counseling and Collaboration Skills for Professionals

This course presents opportunities for candidates to develop effective communication skills for working with students with special needs, their families, and other service providers. Three themes provide a central focus to the course: the individual with a disability and the family; considerations in communication-culture, race, perspectives and previous experiences; collaboration and consolation within school, family, and community environments. Candidates participate in a variety of experiences where they have opportunities to apply course content and practice.

Credits
2

EDUC 269 Math Strategies for Students with Mild/Moderate Disabilities

This course will focus on providing candidates with strategies and assessments to assist students with mild/moderate disabilities in understanding math concepts and problem-solving techniques. Candidates select and adapt standards-based curricula and supplementary materials in mathematics. Candidates will experience linking math content with IEP goals and objectives.

Field experience is required.

Credits
3

EDUC 270 Curriculum and Instruction for Students with Mild/Moderate Disabilities K-12

This course prepares candidates to identify curriculum and instructional strategies that will give students with mild/moderate disabilities access to content standards and core curriculum. Candidates learn about and use evidence-based instructional strategies that meet the diverse learning characteristics of students with mild/moderate disabilities in a range of educational settings, including 1:1. The course prepares candidates to use standards-based assessment data to develop IEP goals, make adaptations and create instructional plans that are responsive to the individual needs of students. Candidates learn the academic requirements of the core curriculum and learn to implement and adjust systematically to promote maximum learning and academic achievement. In this course candidates acquire a knowledge base of strategies and interventions to work with students who are not responding to the current instructional environment.

Credits
2-3

EDUC 271 Technology for Students with Mild/Moderate Disabilities

This course includes hands-on lab experience along with lectures and group projects. Candidates learn techniques to use computer-based technology in the teaching and learning process for students with Mild/Moderate disabilities. The appropriate use of computer-based technology for information collection, analysis and management in the instructional setting is modeled and demonstrated. Candidates learn to use assistive technology including low and high equipment and materials to facilitate communication, curriculum access, and skill development of students with disabilities in educational settings.

Credits
2-3

EDUC 290 Educational Research

An introduction to methods and techniques used in research and proposal development used in research. This course provides skills necessary in order to read and understand current educational research. All graduate students pursuing a Master's in Education are required to complete this course. The course objectives include the approval of a  proposal by the Institutional Review Board and an in class presentation of the proposal.

Credits
3

Prerequisites

EDUC 205

EDUC 293 Proposal Development

This optional and supplemental Master's program course is designed for students who already have a draft proposal for an original study and wish to further develop and refine it under the direction of the instructor and with the support of peer-reviews. Determination of number of units is made based on a review of the degree of completion of the existing draft proposal.

Credits
2 or 3

Prerequisites

EDUC 205 and EDUC 290

EDUC 295 Using Educational Research Tools

In this optional and support Master's level course, students will examine, evaluate, and practice the design and development of instruments and protocols for the collection of data in each qualitative and quantitative research studies. The course is designed for Master's students who are progressing towards completion of an original study in partial fulfillment of the Master of Education degree. Enrollment concurrent with EDU 290 Educational Research is recommended.

Credits
2

Prerequisites

Approval of Master's Coordinator is required.

EDUC 297 Professional/Academic Writing Practicum

In this optional support course, students will utilize their own work as well as that of others to examine, evaluate, and practice professional and academic writing. Writing practice will be in the context of specific area of professional study and within the structure of APA guidelines. This course may be required for students whose academic and professional writing skills have been assessed as underdeveloped for Master's level work. Enrollment concurrent with EDU 290 or EDU 298 is recommended. Units earned for this course are beyond the required 30 units for the Master's Degree.

Credits
1-2

Prerequisites

This course may be repeated for credit and enrollment must be recommended by a faculty member program advisor and approved by Master's Coordinator.

EDUC 298 Culminating Scholarly Activity

This course requires scholarly research and completion of an original study, also known as a thesis. Under guidance of a departmental thesis committee, the candidate conducts an approved research study proposal in the area of concentration. Regulations governing thesis direction, format, and approval are available from the program advisor. Most students complete this course within two semesters; they register for both terms and pay tuition for the first term. If it is necessary to take the course beyond two terms, students must register and pay tuition for each subsequent term.

Credits
3

Prerequisites

EDUC 290 and an approved proposal

EDUC 304 Bilingual Education Methods: Theory and Practice

The coursework examines the theory, research, current issues and practices in the Bilingual Cross Cultural education as well as dual-language teaching methodologies that exemplify current best practices in the field of Bilingual Education. Topics will include: historical foundations, legal basis, theoretical rationale, program types/models, program development and implementation, and bilingual curriculum standards and accountability. Required for Bilingual Authorization.

Credits
3

EDUC 305 Latino Culture

The course presents a cultural analysis of the diversity within Chicano/Latino groups, particularly as represented in educational settings. The course will focus on the major historical roots and contemporary social issues that impact Latino groups in the United States. Emphasis is on cross-cultural interactions between cultural and linguistic groups. Communication styles, dialectical differences, demographics, immigration, educational issues, and relationships among Latinos and the majority culture will be discussed. Coursework can be applied to the Master's in Education. Required for Bilingual Authorization.

Credits
3

EDUC 307A Teaching in the Bilingual Classroom: Spanish (Single Subject)

Candidates preparing to secure certification to teach bilingually in English and Spanish in their subject matter area or those planning to teach courses “Spanish for Spanish Speakers” or any other form of secondary level Spanish bilingual education program (Dual Immersion, 2-Way Bilingual, Early Exit, 50/50, etc) participate in a bilingual clinical practice experience with formal supervised observations from a Holy Names University clinical practice supervisor/aka field supervisor. 

Credits
3

Prerequisites

EDUC 320A or EDUC 320M

EDUC 307B Teaching in the Bilingual Classroom: Spanish (Multiple Subject)

Candidates preparing to secure certification to teach bilingually in English and Spanish in any form of elementary Spanish bilingual education program (Dual Immersion, 2-Way Bilingual, Early Exit, 50/50, etc) participate in a bilingual clinical practice experience with formal supervised observations from a Holy Names University clinical practice supervisor/field supervisor.

Credits
3

Prerequisites

EDUC 330A

EDUC 317 Curriculum and Instruction in the Secondary School

Principles and methods particular to the teaching of specific disciplines are presented. Each student will participate in lectures and workshops presented by effective practitioners in the student's subject area. Each student will also attend conferences, read journals, evaluate computer software, create individual lessons and units, analyze main intellectual themes of his/her discipline, and develop a plan for remaining current in his/her field. Field experiences required.

Note: This course is offered to Single Subject credential candidates at 2 units. For Mild/Moderate credential candidates, it is offered at 1 unit.

Credits
1/2

Prerequisites

EDUC 320A or EDUC 320M

Corequisites

Concurrent enrollment in EDUC 321, EDUC 322, EDUC 323, EDUC 324, EDUC 326 or EDUC 327.

EDUC 319 Curriculum and Instruction in the Secondary Schools: World Languages

Principles and methods particular to the teaching of world languages are presented. Each student will participate in lectures and workshops presented on world languages. Each student will also attend conferences, read journals, evaluate computer software, create individual lessons and units, analyze main intellectual themes of world languages, and develop a plan for remaining current in the field. Field experiences required.

Credits
2

Prerequisites

EDUC 320A or EDUC 320M

EDUC 320A Teaching in the Secondary School

Teaching models and methods leading to competencies in the organization, interpretation, and presentation of the Single Subject teaching area are presented. Emphasis is given to the observation and critique of teaching situations in a variety of learning environments. Forty-five (45) hours of on-site observations and participation are required.

Credits
3

EDUC 320B Teaching in the Secondary School

The purpose of this course is to provide a supportive forum for single subject credential candidates teaching in their own classrooms. Candidates self-identify teaching strengths and weaknesses, address relevant issues confronting the students in their classrooms, learn effective teaching strategies, and compare teaching approaches, curriculum ideas, specific teaching techniques, and concerns. This course may be taken for credit twice.

Credits
1

EDUC 320C Teaching in the Secondary School

Supervision of the candidate in the student's Single Subject Credential teaching areas. Students will be placed at more than one level in a school which provides a multi-ethnic teaching experience. Student teaching is full-time, Monday through Friday, for one term. The student's schedule must follow that of the school district in which he/she is placed.

Credits
6

Prerequisites

Passage of CSET or the completion of a waivered major, successful completion of EDUC 320A, EDUC 100 or EDUC 101, EDUC 102A or EDUC 102B, and the recommendation of Single Subject Credential Coordinator. Students must complete 10 units of student teaching. Coursework must be completed with a grade of B or higher.

EDUC 320I Internship Teaching

Supervision of candidates employed as teachers at the secondary school level. Seminar includes reflection on domains of teaching identified in California Teaching Performance Expectations.

Credits
6

Prerequisites

Passage of CSET and the recommendation of the Single Subject Coordinator. Coursework must be completed with a grade of B or higher.

EDUC 320M Teaching in the Secondary School for Special Education Teachers

Teaching models and methods leading to competencies in the organization, interpretation, and presentation of the Single Subject teaching area are presented. Emphasis is given to the observation and critique of teaching situations in a variety of learning environments. Forty-five (45) hours of on-site observations and participation are required.

Credits
2

EDUC 321 Curriculum and Instruction in the Secondary Schools: Mathematics

An examination of the California State Frameworks, curricula, instructional materials, and teaching strategies in mathematics. Research findings regarding effective teaching and learning, promising practices of classroom teachers, and an interdisciplinary approach are included. Field experience required.

Note: This course is offered to Single Subject credential candidates at 3 units. For Mild/Moderate credential candidates, it is offered at 2 units.

Credits
2/3

Prerequisites

EDUC 320A or EDUC 320M

Corequisites

EDUC 317

EDUC 322 Curriculum and Instruction in the Secondary School: Social Studies/History

An examination of the California State Frameworks, curricula, instructional materials, and teaching strategies in social studies/history. Research findings regarding effective teaching and learning, promising practices of classroom teachers, and an interdisciplinary approach are included. Field experience required.

Note: This course is offered to Single Subject credential candidates at 3 units. For Mild/Moderate credential candidates, it is offered at 2 units.

Credits
2/3

Prerequisites

EDUC 320A or EDUC 320M

Corequisites

EDUC 317

EDUC 323 Curriculum and Instruction in the Secondary School: Science

An examination of the California State Frameworks, curricula, instructional materials, and teaching strategies in science. Research findings regarding effective teaching and learning, promising practices of classroom teachers, and an interdisciplinary approach are included. Field experience required.

Note: This course is offered to Single Subject credential candidates at 3 units. For Mild/Moderate credential candidates, it is offered at 2 units.

Credits
2/3

Prerequisites

EDUC 320A or EDUC 320M

Corequisites

EDUC 317

EDUC 324 Curriculum and Instruction in the Secondary School: English

This course is a comprehensive study of English and language arts. In this course, candidates will be acquainted with the objectives, content and methods associated with teaching English and language arts at the secondary level.  A balanced approach to English instruction, including vocabulary development and strategies for understanding text is stressed. Included in the topics of study are the writing process, the direct, explicit teaching of spelling, and the identification of quality secondary student literature. Field experience required.



Note: This course is offered to Single Subject credential candidates at 3 units. For Mild/Moderate credential candidates, it is offered at 2 units.

Credits
2/3

Prerequisites

EDUC 320A or EDUC 320M

Corequisites

EDUC 317

EDUC 325 Curriculum and Instruction in the Secondary Schools: Art

Principles and methods particular to the teaching of art are presented. Each student will participate in lectures and workshops presented on art. Each student will also attend conferences, read journals, evaluate computer software, create individual lessons and units, analyze main intellectual themes of art, and develop a plan for remaining current in the field. Field experiences required.

Note: This course is offered to Single Subject credential candidates at 3 units. For Mild/Moderate credential candidates, it is offered at 2 units.

Credits
2

Prerequisites

EDUC 320A or EDUC 320M

Corequisites

EDUC 317

EDUC 326 Curriculum and Instruction in the Secondary School: Physical Education

This course provides single subject candidates with the background required to implement the PE curriculum in secondary schools, to use effective teaching methods to enhance student learning and to manage the adolescent learners effectively. Upon completion of this course students must demonstrate they have the knowledge and ability to teach physical education classes at the secondary school level; they must also display commitment to the values underlying the goal of lifetime participation in physical activity.

Note: This course is offered to Single Subject credential candidates at 3 units. For Mild/Moderate credential candidates, it is offered at 2 units.

Credits
2/3

Prerequisites

EDUC 320A or EDUC 320M

Corequisites

EDUC 317

EDUC 327 Curriculum & Instruction Secondary School: Music

This course includes an examination for the California State Frameworks, curricula, instructional materials, and teaching strategies in Visual Performing Arts with a focus on music. This course will also cover study of philosophies, principles, and practices related to general music instruction in elementary and secondary schools. Examination of contemporary approaches to teaching general music will be incorporated throughout the class as well. Analysis of skills, concepts, and materials appropriate to elementary and secondary music programs will be studied. In addition, the implementation of a comprehensive general music curriculum will be studied incorporated into this course.

Credits
2

EDUC 328 CalTPA 1

This course introduces students to the structure and requirements of the Teaching Event for the Performance Assessment for California Teachers. The Plan, Instruct, Assess, Reflect cycle is explained. Students are also introduced to the technology they will need in order to complete the CAL TPA: video-recording, transferring the video clip to a computer, creating a 15 minute clip using one or two segments from recorded work and preparing the DVD or submission to the scorer. Multiple and Single Subject candidates attend separate sections of this course.



Credits
1

EDUC 329 CalTPA 2

This one unit course is designed to prepare candidates as they work on the completion of the Teaching Event (TE), one component of the California Teaching Performance Assessment (CAL TPA) that is required by the California Teaching Commission for all credential candidates. The Teaching Event consist of a learning segment in which candidates plan, teach, assess and reflect on a 3 to 5 lesson sequence during their full-time student teaching or intern teaching placements. Multiple and Single Subject candidates attend separate sections of this course.



Credits
1

EDUC 330A Teaching in the Elementary School

In this course, credential candidates focus on the development of teaching skills related to planning, instruction, assessment, and reflection on instruction. Candidates complete 15 hours of observation in a variety of educational settings and an additional 30 hours in active participation in one classroom. Candidates keep a Theory/Practice log throughout the class, integrating readings and class discussions with observations and participation in the field.

Credits
3

EDUC 330B Internship Teaching in the Elementary School

For first year interns. The purpose of this course is to provide a supportive forum for Multiple Subject Credential candidates teaching in their own classrooms. Candidates self-identify teaching strengths and weaknesses, address relevant issues confronting the students in their classrooms, learn effective teaching strategies and compare teaching approaches, curriculum ideas, specific teaching techniques and concerns. This course may be repeated for credit with approval of the Multiple Subject coordinator.

Credits
1

EDUC 330C Teaching in the Elementary School

Supervised student teaching in elementary schools. Two student teaching assignments are made at two differing grade levels for six to ten weeks in multi-ethnic schools that also reflect the student diversity in California. One of the two placements must be in a public school.  Student teaching is full-time, Monday through Friday. The student’s schedule must follow that of the school district. All students must complete 8 units of student teaching. Coursework must be completed with a grade of B or higher.

Credits
6

Prerequisites

EDUC 330A, EDUC 334, EDUC 331, either EDUC 332 or EDUC 333, either EDUC 100 or EDUC 101, either EDUC 102A or EDUC 102B. Passage of CBEST and CSET and the recommendation of the Multiple Subject Credential Coordinator required. All students must complete 8 units of student teaching. Coursework must be completed with a grade of B or higher.

EDUC 330I Internship Teaching

Supervision of candidates employed as teachers at the elementary school level or middle school CORE. Seminar includes reflection on domains of teaching identified in California Teaching Performance Expectations. Consult with Coordinator and Credential Analyst on specific requirement for obtaining the Internship Credential. Coursework must be completed with a grade of B or higher.

Credits
8

Prerequisites

Passage of CBEST and CSET and the recommendation of the Multiple Subject Coordinator.

EDUC 330M Teaching in the Elementary School for Special Education Teachers

In this course, credential candidates focus on the development of teaching skills related to planning, instruction, assessment, and reflection on instruction. Candidates complete 15 hours of observation in a variety of educational settings and an additional 30 hours in active participation in one classroom. Candidates keep a Theory/Practice log throughout the class, integrating readings and class discussions with observations and participation in the field.

Credits
2

EDUC 331 Curriculum and Instruction in the Elementary Schools: Mathematics

An examination of the California State Frameworks, curricula, instructional materials, and teaching strategies in mathematics. Research findings regarding effective teaching and learning, promising practices of classroom teachers, and an interdisciplinary approach are included. Field experience required.

Credits
2

Prerequisites

EDUC 330A or EDUC 330M

EDUC 332 Curriculum and Instruction in the Elementary School: Social Studies

An examination of the California State Frameworks, curricula, instructional materials, and teaching strategies in social studies. Research findings regarding effective teaching and learning, promising practices of classroom teachers, and an interdisciplinary approach are included. Field experience required.

Credits
2

Prerequisites

EDUC 330A and EDUC 334

EDUC 333 Curriculum and Instruction in the Elementary School: Science

An examination of the California State Frameworks, curricula, instructional materials, and teaching strategies in science. Research findings regarding effective teaching and learning, promising practices of classroom teachers, and an interdisciplinary approach are included. 

Credits
2

Prerequisites

EDUC 330A

EDUC 334 Curriculum and Instruction in the Elementary School: Reading

This course is a comprehensive study of reading as an essential communication process for all learners. A balanced approach to reading instruction including the direct explicit teaching of decoding skills, vocabulary development, and strategies for understanding text is stressed. Instructional strategies and activities promoting automatic, fluent, constructive, strategic, and motivated lifelong reading are introduced. Fieldwork is required. Field experience required.

Credits
3

Prerequisites

EDUC 330A or EDUC 330M

EDUC 335 Curriculum and Instruction in the Secondary School: Reading

A comprehensive study of reading as a communication process within the broad-based reading program with an emphasis on teaching study skills and reading in different content areas in the secondary school. Students will be introduced to numerous techniques for increasing comprehension and retention. Field experience required.



Credits
2

Prerequisites

EDUC 320A or EDUC 320M

EDUC 337 Curriculum & Instruction in the Elementary School: Music

This course includes an examination for the California State Frameworks, curricula, instructional materials, and teaching strategies in Visual Performing Arts with a focus on music. This course will also cover study of philosophies, principles, and practices related to general music instruction in elementary and secondary schools. Examination of contemporary approaches to teaching general music will be incorporated throughout the class as well. Analysis of skills, concepts, and materials appropriate to elementary and secondary music programs will be studied. In addition, the implementation of a comprehensive general music curriculum will be studied incorporated into this course.

Credits
2

EDUC 340 Introduction to Internship Teaching

The modules designed for this course for intern teachers only include: communications skills in reading, classroom management, developmentally-appropriate pedagogy and teaching practices; discipline-specific pedagogy, and teaching English learners. Candidates complete a minimum of 144 clock hours required for the internship credential. The approval of the Chairperson or Program Coordinator required.

Credits
1-2

EDUC 341 Curriculum and Instruction in the Elementary Schools for Special Education Teachers: Mathematics

An examination of the California State Frameworks, curricula, instructional materials, and mathematics teaching strategies. Research findings regarding effective teaching and learning, promising practices of classroom teachers, and an interdisciplinary approach are included. Field experience required.

Credits
2

Prerequisites

EDUC 320M or EDUC 330M

EDUC 344 Curriculum and Instruction in the Elementary School for Special Education Teachers: Reading

This course is a comprehensive study of reading as an essential communication process for all learners. A balanced approach to reading instruction including the direct, explicit teaching of decoding skills, vocabulary development, and strategies for understanding text is stressed. Instructional strategies and activities promoting automatic, fluent, constructive, strategic, and motivated lifelong reading are introduced. Field experience required.

Credits
2

Prerequisites

EDUC 330M

EDUC 345 Curriculum and Instruction in the Secondary School for Special Education Teachers: Reading

A comprehensive study of reading as a communication process within the broad-based reading program with an emphasis on teaching study skills and reading in different content areas in the secondary school. Students will be introduced to numerous techniques for increasing comprehension and retention. Field experience required.



Credits
2

Prerequisites

EDUC 320M

EDUC 353B Using Computers in the K 12 Classroom

This course is designed to aid candidates in the selection and utilization of media, computers and other forms of technology as a means to enhance and improve learning outcomes in the K-12 classroom.

Credits
1

EDUC 361 Field Studies Practicum for Mild/Moderate Disabilities

This course fulfills the full-time student teaching requirement for the Preliminary Education Specialist: Mild/Moderate Credential . Candidates teach full-time and take over the professional responsibilities of the teacher of record for students with mild/moderate disabilities. One or more placements are made in a variety of settings including a public school program for students with mild/moderate disabilities. 

Credits
3

Prerequisites

EDUC 100, EDUC 102B, EDUC 103, and the approval of the Coordinator of the Education Specialist Mild/Moderate Credential Program, who will verify that additional coursework has been completed. Passage of CBEST, CSET. Coursework must be completed with a grade of B or higher.

EDUC 361I Special Education Internship Teaching

Supervision of candidates employed as special education teachers at the elementary and secondary school level. Seminar includes reflection on domains of teaching identified in the California Standards for the Teaching Profession, special education laws, individualized education plans, and appropriate pedagogical strategies for special education students.

Credits
1-4

Prerequisites

EDUC 103, either EDUC 320M or EDUC 330M, and EDUC 340. Passage of CBEST, CSET and the approval of the Coordinator of the Education Specialist Mild/Moderate Credential program. Offer of employment that is aligned with credential. Coursework must be completed with a grade of B or higher.

EDUC 393A Health Education for Teachers

The goal of this class is to highlight selected concepts to assist the classroom teacher and pre-service teachers in promoting positive health behaviors among students and to learn about resources for working with health issues. Concepts covered in the course include: definitions of health and health education in the schools, current health issues affecting children and adolescents, responsibilities of teachers and the school community in promoting child health. Current information and strategies that contribute to promotion of child heath will be presented. The Health Framework for California and Health Content Standards are used as the foundation documents for the course.

Credits
3