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Early Childhood Studies |
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ECS 462 - Supporting Dual Language Learners: Context and Approaches
Units: 3
Three hours lecture per week
Prerequisite: Senior Standing
Prepares current and future educational professionals to teach and work in multicultural and multilingual early learning programs focused on infancy to third grade. The course responds to a growing need for teachers and early learning professionals to develop skills and knowledge to implement developmentally, culturally and linguistically responsive practices. The focus is on current theory, research, policy and methodology that illuminate powerful practices to support early learning and development for young dual language learners in different programs, models, approaches, initiatives and classroom configurations.
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ECS 463 - Family and School Collaboration: Policies, Resources, and Communication
Units: 3
Three hours of lecture/discussion per week
Prerequisite: Senior Standing
Strategies for effectively collaborating, communicating and working in partnership with individuals with disabilities and their families, other caregivers, school administrators, general and special education teachers, specialists and paraprofessionals and community agency and related service personnel. Planning for transition across the life span for learners with special needs.
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ECS 468 - Early Language Literacy and Math Development Ages 3-8: Multicultural/Multilingual
Units: 3
Three hours lecture per week
Prerequisite: ECS 320 , ECS 325 ,
Corequisite: ECS 470 , ECS 471
Focus on the principles, assessment, and methods of early numeracy and literacy development for children ages three through eight years; with a specific emphasis on English learners, children with special needs, and exceptional learners; issues of multiculturalism and multilingualism are infused throughout the course.
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ECS 470 - Teaching and Learning in Preschool/Primary: Integrated Curriculum and Assessment
Units: 3
Three hours lecture per week
Prerequisite: ECS 320 , ECS 325 , SPED 345
Corequisite: ECS 468 , ECS 471
Focus on the developmental and ecological principles of assessment and teaching strategies for children, three through eight years of age and their families. Prepares students to plan and implement individualized, developmentally and culturally appropriate assessment and curricular/ teaching strategies in preschool and early elementary settings. Assessment and teaching methodologies will focus on the promotion of cognitive and social-emotional development, creative expression and the understanding of social studies and science concepts for diverse children with and without disabilities. Classroom organization and individualized behavioral support strategies will be presented including transition planning from preschool to early elementary settings.
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ECS 471 - Preschool/Primary Student Teaching & Seminar
Units: 4
Fourteen (14) hours activity and one hour seminar per week
Corequisite: ECS 468 , ECS 470
Student teaching in preschool and early elementary school settings. Students practice assessment and instructional strategies with children ages 3 through 8 years.. Seminar is held in conjunction with the student teaching experience to serve as a forum for integrating research, theory, and recommended practices. One full school day of student teaching for the first eight weeks and three full days for the last eight weeks. Fingerprint clearance is required.
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ECS 494 - Independent Research
Units: 1-3
One to three hours per week independent study.
Prerequisite: Consent of Instructor
Students design and implement a study project in conjunction with a faculty member. Repeatable up to 6 units.
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ECS 497 - Directed Study
Units: 1-3
One to three hours per week directed study.
Prerequisite: Consent of Instructor
Provides student credit for curricular activities under the direction of an Education faculty member. Repeatable up to 6 units.
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ECS 521 - Field Experience
Units: 1
Three hours per week in local public schools.
Prerequisite: Senior standing and admission to the ECS Program; Consent of Instructor
Participatory observation in selected schools under the supervision of classroom teacher and university supervisor. Repeatable up to 4 units.
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ECS 562 - Field Experience Early Childhood Studies II
Units: 2
One full school day per week in local public schools.
Prerequisite: Senior standing and admission to the ECS Program
Corequisite: Any of the following: ECS 460 , ECS 468 , or ECS 470
Participatory observation in selected schools under the supervision of classroom teacher and university supervisor. Repeatable up to 8 units.
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Education |
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EDUC 101 - Introduction to Elementary Schooling
Units: 3
Two hours lecture and two hours activity per week
This service learning course provides structured observation and tutoring experiences which reflect a rich array of student diversity in local schools. Emphasis is placed on gaining awareness of connections between discipline knowledge and teaching and learning. This course will help students decide if a career in the elementary teaching profession is the right choice for them. Thirty hours of field experience in elementary schools is required.
GenEd: D
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EDUC 320 - Education in Modern Society
Units: 3
Three hours lecture per week
Survey of educational institutions and practices used in different sectors of society. Includes historical and philosophical foundations of American education.
GenEd: D
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EDUC 330 - Introduction to Secondary Schooling
Units: 3
Two hours lecture/discussion and two hours field observations per week
Prerequisite: Junior Standing or Consent of Instructor
Corequisite: English majors must be concurrently enrolled in at least one upper division English class; other majors are recommended to be concurrently enrolled in a core course in their major.
Through this course students are introduced to secondary school concepts and issues. Topics include middle school and high school organization and structures, the roles of school personnel, and teaching in specific content areas. Students will be placed in local middle and high schools classrooms in their content major and have seminars with university educators and content specialists to discuss subject matter coverage and teaching at various grade levels. It is recommended that students be concurrently enrolled in a core content course in their major. Field experience in secondary schools required.
GenEd: D, UDIGE
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EDUC 342 - The Zoo: Conservation, Education and Recreation (Cross-listed as BIOL 342, BUS 342, ECON 342)
Units: 3
Three hours lecture per week
Prerequisite: Junior Standing or Consent of Instructor
An interdisciplinary study of zoos and zoological gardens from scientific, managerial, business, recreational and educational perspectives. Analyzes how these perspectives are linked within zoo practices. The course will include an in-depth case study of a local zoo. Field trips to local zoos will be required.
Same as: BIOL 342 , BUS 342 , ECON 342
GenEd: D, UDIGE
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EDUC 343 - Teaching Drama to Children (Cross-listed as PATH 343)
Units: 3
Three hours lecture per week
Prerequisite: Junior Standing or Consent of Instructor
Students will participate in theatre games, improvisations, and other tasks that will prepare them to design and implement dramatic activities as a learning tool. Theatre in a broader context will also be examined.
Same as: PATH 343
GenEd: C1, UDIGE
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EDUC 344 - The Library: Collections, Services & Instruction (Cross-listed as BUS 344, ECON 344, LIB 344)
Units: 3
Three hours lecture per week
Prerequisite: Junior Standing or Consent of Instructor
A study of university, school (K-12), public, and special libraries from business, economic, library science, and educational perspectives. Analyzes how these perspectives are linked within library practices. A study of local libraries and field trips.
Same as: BUS 344 , ECON 344 , LIB 344
GenEd: D, UDIGE
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EDUC 345 - Media Literacy and Youth Culture (Cross-listed as COMM 345)
Units: 3
Three hours lecture per week
Prerequisite: Junior Standing or Consent of Instructor
This interdisciplinary course examines the relationship between mass communication, mass media, and youth culture. Topics include the theories and effects of mass communication, in particular the effects of mass media on children and adolescents. To develop media literacy, students will apply these concepts to their own experiences with popular media, including television, print, and film.
Same as: COMM 345
GenEd: A1, D, UDIGE
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EDUC 346 - School Communication (Cross-listed as COMM 346)
Units: 3
Three hours lecture per week
Prerequisite: Junior Standing or Consent of Instructor
Examines written, verbal and nonverbal communication in school settings between teachers and stakeholders. Emphasizes the importance of communication and successful personal interactions.
Same as: COMM 346
GenEd: A1, UDIGE
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EDUC 347 - The University (Cross-listed as BUS 347, ECON 347)
Units: 3
Three hours lecture per week
Prerequisite: Junior Standing or Consent of Instructor
A study of institutions of higher education from multiple perspectives including, but not limited to education, teaching and learning, scholarly and creative activities, community service, management, and public policy. Includes case studies of colleges and universities in the region and may include field trips to these institutions.
Same as: BUS 347 , ECON 347
GenEd: D, UDIGE
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EDUC 404 - Policy Leadership (Cross-listed as POLS 404)
Units: 3
Three hours lecture per week
Prerequisite: POLS 150
Explores policy leadership across all levels of society and across educational and political domains. Exposes students to ideas about policy leadership, requiring students to learn about current leaders in the region, the U.S. and abroad as theories and concepts are applied to the real world of politics and policy.
Same as: POLS 404
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EDUC 431 - Education Policy and Politics (Cross-listed as POLS 431)
Units: 3
Three hours lecture per week
Prerequisite: POLS 150 for POLS students or Consent of Instructor
Examines the roles of political institutions in education policy making, the political factors that shape policy formulation and implementation, the values and assumptions of different types of policies, and the links between policy and local-level implementation. Analyzes current and pending policies’ effect on schools and classrooms to illustrate how education policy reflects American politics.
Same as: POLS 431
GenEd: D, UDIGE
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EDUC 434 - The Museum: Culture, Business and Education (Cross-listed as ART 434, BUS 434)
Units: 3
Three hours lecture per week
An interdisciplinary, in-depth study of a museum from the perspective of art, business, and education. Analyzes how artistic values, business and management issues and educational projects are linked within museum practices. Each term this course is offered it will focus on a specific museum in the area. Repeatable up to 9 units.
Same as: ART 434 , BUS 434
GenEd: C1, D, UDIGE
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EDUC 435 - The Music Museum (Cross-listed as BUS 435, ECON 435, PAMU 435)
Units: 3
Three hours lecture per week
Prerequisite: Junior Standing
An interdisciplinary study of music museums from the perspectives of music history, appreciation and production, business, economics and education. Analyzes how these disciplines are linked within music museum practices. Includes an in-depth study of a local music museum.
Same as: BUS 435 , ECON 435 , PAMU 435
GenEd: D, UDIGE
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EDUC 445 - Chicano Child And Adolescent (Cross-listed as CHS 445)
Units: 4.0
Three hours lecture and two hours service learning per week
Prerequisite: Junior Standing or Consent of Instructor
Examines the socio-cultural experiences and historical political realities pertinent to the daily lives of Chicano, Mexican-origin, and/or Latino children and adolescents. Focus is on historical periods, events, and policies affecting youth populations, its demography, migration and immigration patterns. Consideration of contemporary issues and effective educational and cultural practices will be used as a resource for teacher knowledge and pertinent classroom projects. Field study requirement involves working in a child-centered setting or related service project.
Graded: Graded
Same as: CHS 445
GenEd: C3B, D, UDIGE
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EDUC 475 - Language In Social Context (Cross-listed as ENGL 475)
Units: 3
Three hours lecture/discussion per week
Prerequisite: Upper Division of post baccalaureate standing.
Focus is on first and second language acquisition within social and cultural contexts, investigation and knowledge of the development of English literacy, and understanding the role of primary language literacy in the development of a second language. Instructional methods and assessments effective for English learners will be stressed.
Graded: Graded
Same as: ENGL 475
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EDUC 490 - Special Topics in Education
Units: 1-3
Prerequisite: Consent of Instructor
In-depth analysis of current topics in Education. Topics vary each semester. Repeatable by topic.
Graded: Student Option - Graded or Credit/No Credit
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EDUC 494 - Independent Research
Units: 1-3
Students design and implement a study project in conjunction with a faculty member. Repeatable.
Graded: Student Option - Graded or Credit/No Credit
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EDUC 497 - Directed Studies
Units: 1-3
Variable hours per week.
Provides student credit for curricular activities under the direction of an Education faculty member. Repeatable up to 12 units.
Graded: Student Option - Graded or Credit/No Credit
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EDUC 510 - Learning Theory and Development Applied in Multicultural Contexts
Units: 3
Three hours lecture/discussion per week and participation/observation in the public schools.
Prerequisite: Senior Standing or Enrolled in Post-baccalaureate Pre-Credential Program.
Introduction to psychology of learning and instruction. Major concepts, principles, theories and research related to child and adolescent development; human learning; cognitive, linguistic, social, emotional and physical development. Learning theories and their application to educational practice in multicultural and multilingual classroom settings to creating learning opportunities that support student development. Motivation and learning in a social, cultural, and historical context.
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EDUC 512 - Equity, Diversity and Foundations of Schooling
Units: 3
Three hours lecture/discussion per week
Prerequisite: Senior Standing or Enrolled in post-baccalaureate Pre-Credential program.
Principles for effectively teaching students from diverse linguistic, historical, and cultural backgrounds. Ways of recognizing and minimizing bias in the classroom and creating an equitable classroom community. Emphasizes physical, social, emotional and intellectual safety of all students. Study of gender bias, diverse students, families, schools and communities and implications for daily classroom practice.
GenEd: C3B
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EDUC 520 - Observing and Guiding Behavior in Multilingual/Multicultural and Inclusive Classrooms
Units: 3
Three hours lecture/discussion per a week
Corequisite: EDUC 521
Through this course students observe children’s behavior in multilingual/ multicultural and inclusive classrooms, learn and apply assessment principles and tools, learn how to guide children’s social behavior, and communicate with families. Students learn how to organize and write lesson plans for instruction.
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EDUC 521 - Field Experience
Units: 1
Three hours per week in local public schools.
Corequisite: EDUC 520
Participatory observation in selected schools under the supervision of classroom teacher and university supervisor. Fingerprint clearance is required.
Graded: Credit/No Credit
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EDUC 522 - Creating And Managing Effective Elementary School Learning Environments
Units: 5
Three hours lecture and four hours activity per week
Prerequisite: Senior Standing or Enrolled in post-baccalaureate Pre-Credential program.
Participants observe student’s behavior in multilingual/multicultural and inclusive elementary classrooms, or education specialist settings acquire and apply knowledge of assessment principles and tools learn how to guide childrens social behavior, communicate results with families and create classrooms that facilitate learning for all students. Weekly participatory observation in selected elementary schools under the supervision of a classroom teacher and course instructor precedes the class meeting. Fingerprint and TB clearance is required prior to course start date. Repeat 2 times up to 10 units.
Graded: Graded
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EDUC 524 - Creating and Managing Effective Secondary School Learning Environments
Units: 5
Three hours lecture and four hours activity per week
Prerequisite: Senior Standing or Enrolled in post-baccalaureate Pre-Credential program
Participants observe students’ behavior in multilingual/multicultural inclusive secondary classrooms, or in education specialist settings; acquire and apply knowledge of assessment principles and tools; learn how to guide students’ social behavior, communicate results with families; and create classrooms that facilitate learning for all students. Weekly participatory observation in selected secondary schools under the supervision of a classroom teacher and course instructor precedes the class meeting. Fingerprint and TB clearance is required. Repeatable two times up to ten units.
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EDUC 538 - K-12 Literacy: Multicultural and Multilingual
Units: 4
Four hours lecture per week
Prerequisite: Admission to a Credential Program
Corequisite: SPED 562 , SPED 570 , SPED 580 or SPED 585
Topics include developmental theory and practice of the reading and writing process through the school years K-12; study skills; foundations of reading and writing theory and practice for students who speak English as a first or second language; teaching reading and writing to native English speakers and English language learners in English-only, multilingual and bilingual contexts; literacy and language development needs of English learners and exceptional children, literacy in the content areas; technology for teaching and learning is integrated.
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EDUC 555 - Special Topics In Education Seminar
Units: 1
One hour seminar per week
Prerequisite: Admission to the Multiple Subject, Single Subject or Education Specialist Teaching Credential Program.
Addresses current issues in schooling that impact the planning and provision of rich educational opportunities to meet the diverse needs of learners and that promote effective channels of communication within the school community. Repeatable up to 4 units
Graded: Student Option
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EDUC 561 - Teaching with Technology
Units: 3
Three hours lecture per week
Prepares students to use technology in educational settings and to develop skills for a variety of technology applications.
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EDUC 605 - Education in a Diverse Society
Units: 3
Three hours lecture/discussion per week
Prerequisite: Completion of Baccalaureate Degree
This course focuses on effective leadership in working with diverse communities of teachers, students, and families and strategies for effectively involving families of diverse cultures in support of their child’s educational achievement. Issues of gender, ethnicity, race, language, culture and disability are addressed in the context of promoting equity and excellence in learning opportunities and social interaction.
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EDUC 615 - Principles of Educational Research
Units: 3
Three hours lecture/discussion per week
Prerequisite: Completion of Baccalaureate Degree
This course provides foundational knowledge about the principles of educational research in order to prepare students to conduct independent, disciplined inquiry and applied research in education.
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EDUC 616 - Masters Thesis
Units: 1 - 3
Three to nine hours Thesis Research per week
Prerequisite: Advancement to candidacy
Independent research on topic of choice with advisor approval. Repeat 6 times up to 6 units.
Graded: CR/NC
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EDUC 617 - Action Research
Units: 3
Three hours lecture per week
Prerequisite: EDUC 615
Introduces Action Research using various qualitative and quantitative methods that can be employed to answer research questions. Students will design an action research project that includes a literature review, research questions, methodology and pilot study that can be conducted at a school or community site.
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EDUC 618 - Comprehensive Examination
Units: 1-3
One to three hour seminar per week
Corequisite: Admission to Masters of Arts in Education and Advancement to Candidacy
Seminar to prepare students for the comprehensive examination in the Masters of Arts in Education Program. Culminates with students taking the final examination. Repeatable up to 3 units.
Graded: Credit/No Credit
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EDUC 619 - Masters Project
Units: 1 - 3
Three to nine hours Research per week
Prerequisite: Advancement to Candidacy
Independent action research project with advisor approval. Repeatable up to 6 units. Repeat 6 times up to 6 units.
Graded: CR/NC
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EDUC 650 - Critical Friends Group as Professional Learning Community
Units: 3
Three hours seminar per week
Prerequisite: Consent of Instructor
Developing theoretical and practical knowledge and skills for creating a student-centered culture of evidence in classrooms and schools, cultivating leadership skills, and preparing to lead PK-12 colleagues in creating and implementing professional learning communities in schools.
Graded: Credit/No Credit
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EDUC 661 - Advanced Teaching with Technology
Units: 3
Three hours lecture per week
Focuses on ways teachers use technology to teach K-12 students.
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EDUC 694 - Advanced Independent Research
Units: 1-4
One to four hours independent study per week
Corequisite: Student must be enrolled in Graduate or Post-baccalaureate Program Consent of Instructor Required for Enrollment
Graduate students design and implement a project or study with supervision from a faculty member. Repeatable up to 12 units.
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EDUC 697 - Advanced Directed Studies
Units: 1-4
One to four hours independent study per week
Corequisite: Enrolled in Graduate or Post-baccalaureate Program and Consent of Instructor
Provides a graduate student with credit for curricular activities conducted under the direction of a School of Education faculty member. Repeatable up to 12 units.
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Education - Accelerated Program |
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EDAP 364 - Initial Classroom Apprenticeship
Units: 1
Three hours activity per week, Equivalent of one half-day activity in local public schools and one hour of seminar every other week
Prerequisite: Admission to the Accelerated Program or Consent of Instructor
Service in selected schools under the supervision of classroom teacher.
Graded: Credit/No Credit
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EDAP 365 - Advanced Classroom Apprenticeship
Units: 2
Four hours activity per week, Equivalent of one full day of activity in local public schools
Prerequisite: Admission to the Accelerated Program or EDAP 364
Corequisite: EDUC 520
Service learning in selected schools under the supervision of classroom teacher.
Graded: Credit/No Credit
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EDAP 422 - Literacy 1: Multicultural/Multilingual
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Accelerated Program
Corequisite: Enrolled in a Field Placement or Student Teaching course
Topics include developmental theory and practice of the reading and writing process across the grade levels; study skills; foundations of reading and writing theory and practice for students who speak English as a first or second language; teaching reading and writing to native English speakers and English Language Learners in English-only, Multilingual and Bilingual contexts; literacy and language development needs of English Learners and exceptional children; technology for teaching and learning is integrated.
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EDAP 423 - Literacy 2: Multicultural/Multilingual
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Multiple Subject Accelerated program; EDAP 422
Corequisite: Enrolled in a field placement or student teaching course
Teaching literacy to all children (grades 3-6) with special attention to needs of English Language Learners and exceptional children, technology for teaching and learning are integrated. Topics include reading and writing skills across the content areas and literature-based instruction for native English speakers and English Language Learners in English-only, Multilingual and Bilingual contexts. Differentiated instruction and scaffolding for English language learners, special education (including gifted) and English only students.
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EDAP 425 - Health and Physical Education in Elementary Schools
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Multiple Subject Accelerated Program
Overview of the California elementary health and physical education curricula. Developmentally appropriate motor activities, maximum participation, fitness, nutrition, games, sports; personal, community and social health and safety. Students learn and practice health and physical education pedagogy (K-8). Including needs of English language learners and special needs students.
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EDAP 426 - Teaching Geometry and Measurement in Elementary Schools
Units: 3
Three hours lecture per week
Prerequisite: MATH 208 or Consent of the Program Coordinator; Admission to the Multiple Subject Accelerated Program
Corequisite: EDAP 467 or EDAP 469 Consent of Instructor required for enrollment.
Covers geometry and measurement including geometric interpretation of real numbers, geometric constructions, measurement formulae. Current issues of the modern math curriculum are integrated including problem solving approaches to teaching and learning, problem-based learning tasks, mathematical modeling, authentic assessment and data driven, cognitively guided instructional practices.
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EDAP 427 - Social Studies in Integrated Art
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Multiple Subject Accelerated Program
Focuses on standard based curriculum for the Social Sciences and Arts including needs of English Language Learners, exceptional children, and technology for teaching and learning.
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EDAP 428 - Teaching Data Analysis, Probability and Mathematical Reasoning in Elementary Schools
Units: 3
Three hours lecture per week
Prerequisite: MATH 208 or Consent of the Program Coordinator. Admission to the Multiple Subject Accelerated Program.
Corequisite: EDAP 467 or EDAP 469 Consent of Instructor.
The emphasis in this course is on combining the Probability and Statistics content knowledge with appropriate teaching methods.
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EDAP 429 - Teaching Science in Elementary Schools
Units: 3
Three hour lecture per week
Prerequisite: Admission to the Multiple Subject Accelerated Program
Studies the application of methods for teaching physical, life and earth science to K-8 students based on research and theory. Integrates needs of English Language Learners, exceptional children, and technology for teaching and learning.
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EDAP 467 - Student Teaching I
Units: 3
Twelve weeks of one half-day in schools and four weeks of full-time student teaching
Prerequisite: Admission to the Accelerated program; SPED 345 , EDUC 510 , EDUC 512 , EDUC 520 , and ENGL 475
Participatory observation and teaching in a grade K-3 classroom in a selected school under the supervision of a cooperating classroom teacher and university supervisor, with a student teaching seminar.
Graded: Credit/No Credit
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EDAP 468 - Student Teaching Seminar I
Units: 1
Two hour seminar every other week
Prerequisite: Admission to the Accelerated Program
Corequisite: EDAP 467
Discussion and seminar with Field Placement Coordinator and University Field Placement Supervisors to confer about practical issues relevant to the student teaching experience and the preparation of a portfolio of teaching performance assessment tasks.
Graded: Credit/No Credit
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EDAP 469 - Student Teaching II
Units: 3
Twelve weeks of one half day in schools and 4 weeks of full-time student teaching.
Prerequisite: Admission to the Accelerated Program, EDAP 467
Corequisite: EDAP 470
Participatory observation and teaching in a grade 4 - 6 classroom in a selected school under the supervision of a cooperating classroom teacher and university supervisor, with a student teaching seminar.
Graded: Credit/No Credit
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EDAP 470 - Student Teaching Seminar II
Units: 1
Two hour seminar every other week
Prerequisite: Admission to the Accelerated Program, EDAP 467
Corequisite: EDAP 469
This course facilitates the preparation, implementation and completion of the California Teacher Performance Assessment task. It is a required course in the Accelerated Program in Liberal Studies. It meets the standards set by the California Commission on Teacher Credentialing.
Graded: Credit/No Credit
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EDAP 471 - Student Teaching III
Units: 5
Eight weeks of one day a week in schools and 8 weeks of full time student teaching.
Prerequisite: Admission to the Accelerated Program, EDAP 469
Corequisite: EDAP 472
Participatory observation and teaching in K - 8 classrooms in selected schools under the supervision of a cooperating classroom teacher and university supervisor, with a student teaching seminar.
Graded: Credit/No Credit
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EDAP 472 - Student Teaching Seminar III
Units: 1
Two hour seminar every other week
Prerequisite: Admission to the Accelerated Program, EDAP 469
This course prepares Accelerated Program candidates for the professional job market and for their continued professional training.
Graded: Credit/No Credit
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Education - Curriculum and Instruction |
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EDCI 600 - Curriculum: History and Analysis
Units: 3
Three hours lecture per week
Prerequisite: Admission into the MA in Education
Study of theoretical and historical frameworks for curricular development and decision making. Includes analysis and evaluation of curriculum, reform movements, and impacts on teaching and learning.
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EDCI 605 - Assessment In The Classroom
Units: 3
Three hours lecture per week
Prerequisite: Admission into the MA in Education
An in-depth study of assessment strategies of student learning and an examination of current assumptions about classroom instruction, assessment, and learning. The relationship between theory and practice is emphasized.
Graded: Graded
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EDCI 610 - Research On Teaching
Units: 3
Three hours seminar per week
Prerequisite: EDCI 605
Concepts, methodologies, and findings of both historical and recent research on teaching. Questions that drive inquiry in the field, evolving research to answer these questions, and the knowledge derived from the study of teaching will be uncovered.
Graded: Graded
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EDCI 630 - Advanced Issues in Early Childhood Studies
Units: 3
Three hours lecture per week
Prerequisite: Acceptance into a Masters of Education Program
Investigation into discourses of early childhood development and learning and schooling. The construct of Developmentally Appropriate Practice, supporting consideration of the whole child in research, policy, and educational reforms, will be examined. Culturally Relevant theoretical frameworks and practices, focusing on children’s cultural knowledge, prior experiences, and performance styles to make learning more appropriate and effective, will also be addressed.
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EDCI 635 - Research, Policy, and Practice with Families and Young Children
Units: 3
Three hours lecture per week
Prerequisite: Acceptance in a Masters in Education Program and Consent of Instructor
Examines and conducts field research collaborating with families and communities. Special emphasis on the connections among families, young children, and the educational programs families have access to. Emphasis on the Funds of Knowledge of immigrant families and first and second generation immigrant learners in California communities.
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EDCI 640 - Issues in Elementary Education
Units: 3
Three hours lecture per week
Prerequisite: Admission into the MA in Education
Investigates issues surrounding effective schooling for grades K-6. Includes philosophies of elementary education, school organization and leadership, curriculum content, standards, instructional and assessment practices, demographic trends, and culturally relevant pedagogy.
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EDCI 641 - Advanced Mathematics Teaching Methods
Units: 3
Three hours lecture per week
Prerequisite: Admission into the MA in Education
Investigates effective strategies for planning, learning, teaching, and assessing major mathematical concepts and content found in California and national Mathematics Curriculum Frameworks. Emphasizes deepening understanding and meeting the needs of all students, connections within the mathematics curriculum, communicating mathematical ideas, and incorporating technology.
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EDCI 642 - Advanced Science Teaching Methods
Units: 3
Three hours lecture per week
Prerequisite: Admission to the MA in Education
Focuses on effective science teaching, learning, and assessment strategies aligned to the national science education frameworks and standards. Emphasis is placed on the application of content and pedagogy in a PK-12 curricular context.
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EDCI 643 - Advanced Methods in the Teaching of English in Secondary Schools
Units: 3
Three hours lecture per week
Prerequisite: Admission into the MA in Education
A theoretical and research-based approach to the teaching of literature and writing with practical applications to secondary schools. Emphasizes responsiveness to students’ literacy needs, incorporation of technology, and intentionality in planning curriculum.
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EDCI 645 - Issues in Secondary Education
Units: 3
Three hours seminar per week
Prerequisite: Acceptance into the MA in Education
Recent trends and issues in secondary schools including organization, purposes and functions, curriculum, and programs. Emphasizes school organization, the nature of the student population, standards, school curricula and programs, and issues of teacher and school change. (Formerly EDCI 602)
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EDCI 650 - Cooperative Learning
Units: 3
Three hours lecture per week
Prerequisite: Admission into the MA in Education
Fundamental knowledge of cooperative learning and analysis derived from its use in classrooms. Development of skills for planning, teaching, and assessment through a research-based framework.
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EDCI 655 - Advanced Classroom Management Theory
Units: 3
Three hours lecture per week
Prerequisite: Admission into the MA Education Program
Investigation and discussion of a range of behavior management theories, discipline strategies, organizational procedures, and communication skills. Emphasis will be placed on actual classroom experiences and development of a personal model of discipline.
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Education - Multilingual |
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EDML 563 - Primary Language Schooling in the US, Grades K-12 I
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Multiple Subject, Single Subject or Educational Specialist Credential Program with Bilingual Authorization OR holds a California teaching credential.
The nature of language and literacy teaching and learning in the language of emphasis. Skills related to instruction in two languages. Effective use of primary language, literacy and related curricular materials.
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EDML 564 - Primary Language Schooling in the US, Grades K-12 II
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Multiple Subject, Single Subject or Educational Specialist Credential Program with Bilingual Authorization OR holds a California teaching credential.
The nature of primary language teaching in the content areas and relationship to literacy. Skills related to instruction in two languages. Effective use of content area curricula and assessments.
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EDML 617 - The Socio-Cultural Context of Schooling: Teaching and Learning in a Bilingual-Multicultural Context
Units: 3
Three hours lecture per week
A sociolinguistic approach to the study of verbal and non-verbal elements of communicative competence amongst Latina/o/s, including traditional patterns of communication and use in the United States.
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Education - Multiple Subject |
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EDMS 522 - Literacy 1: Multicultural/Multilingual
Units: 4
Three hours of lecture/discussion per week
Prerequisite: Admission to the Multiple Subject Program
Corequisite: A field placement, student teaching or Consent of Instructor
Topics include developmental theory and practice of the reading and writing process across the grade levels; study skills; foundations of reading and writing theory and practice for students who speak English as a first or second language; teaching reading and writing to native English speakers and English language learners in English-only, multilingual and bilingual contexts; literacy and language development needs of English learners and exceptional children; technology for teaching and learning is integrated.
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EDMS 523 - Literacy 2: Multicultural/Multilingual
Units: 4
Four hours lecture per week
Prerequisite: EDMS 522
Corequisite: Field placement, student teaching
Differentiated literacy instruction and scaffolding for English learners, special needs children (including gifted) and English only students. Topics include reading and writing skills and literature based instruction in multicultural and multilingual contexts; State-adopted reading intervention programs; and integrating appropriate technologies for teaching and learning. Focuses on the English/Language Arts needs of children in grades 3-8.
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EDMS 525 - Modern Methods on Mathematics Teaching to Grades K-3
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Multiple Subject Program
Corequisite: EDMS 562 or EDMS 566 or Consent of Instructor
Applying techniques and materials to teaching mathematics in self-contained classrooms in K-3 school settings. Special attention is given to developing number concepts, modeling mathematics concepts through concrete, verbal, symbolic and graphic representations, and mathematical reasoning. Planning units of study, creating lesson plans, and designing and implementing assessment tools to help differentiate activities for English Language Learners and exceptional children are integrated.
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EDMS 526 - Modern Methods in Mathematics Teaching to Grades 4-6
Units: 2
Two hours lecture per week
Prerequisite: EDMS 525
Corequisite: EDMS 562 , EDMS 565 or EDMS 575 or Consent of Instructor
Applying techniques and materials to teaching mathematics in self-contained classrooms in Grade 4-6 settings. Special attention is given to mathematical reasoning, problem solving skills, modeling concepts through multiple approaches including verbal, concrete, symbolic, and graphic representations. Designing assessment tools and using assessment data to differentiate activities for English Language Learners and exceptional children. Use of digital technology will be stressed.
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EDMS 527 - History, Social Studies and Integrated Arts
Units: 4
Four hours of lecture/discussion per week
Prerequisite: Admission to the Multiple Subject Credential Program
Corequisite: EDMS 562 1-2 units or EDMS 565
Focuses on curriculum for History, Social Sciences and Arts as delineated by the California Content Area Standards and the Curriculum Frameworks. Includes curriculum development, methods, techniques, planning and assessment in history, social studies and integrated arts. Needs of English Language Learners and exceptional children, technology for teaching and learning are integrated.
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EDMS 529 - Science, Health and Physical Education
Units: 4
Four hours lecture/discussion per week
Prerequisite: Admission to the Multiple Subject Credential Program
Corequisite: EDMS 562 1-2 units or EDMS 575
Study of the application of recommended methods for teaching physical, life and earth science, health and physical education to students (K-8) based on research and theory. Students reflect upon their personal development and abilities to integrate theory and practice in science, health and physical education with other subject areas. Needs of English Language Learners and exceptional children, technology for teaching and learning are integrated.
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EDMS 562 - Field Experience Multiple Subject (part-time Program)
Units: 1
Three hours per week
Prerequisite: Admission to the Multiple Subject Credential Program
Corequisite: Any of the following two: EDMS 522 , EDMS 523 , EDMS 526 , EDMS 527 , or EDMS 529
Participatory observation in selected schools under the supervision of classroom teacher and university supervisor. Repeatable up to 5 units.
Graded: Credit/No Credit
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EDMS 565 - Initial Student Teaching Multiple Subject
Units: 6
Eight hours per week
Prerequisite: Admission to the Multiple Subject Credential Program
Corequisite: EDMS 566
Participatory observation and teaching in selected schools under the supervision of classroom teacher and university supervisor.
Graded: Credit/No Credit
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EDMS 566 - Initial Student Teaching Seminar Multiple Subject
Units: 2
Bi-weekly two hour discussion
Prerequisite: Admission to the Multiple Subject Credential Program
Corequisite: EDMS 565
Facilitates the preparation for and discussion of issues relevant to the student teaching experience. Prepares candidates for the Teaching Performance Assessment. Repeatable up to 4 units.
Graded: Credit/No Credit
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EDMS 575 - Advanced Student Teaching Multiple Subject
Units: 6
Eight hours per week
Prerequisite: Admission to the Multiple Subject Credential Program
Corequisite: EDMS 576
Participatory observation and teaching in selected schools under the supervision of classroom teacher and university supervisor, with a student teaching seminar.
Graded: Credit/No Credit
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EDMS 576 - Advanced Student Teaching Seminar Multiple Subject
Units: 2
Two hours seminar per week
Prerequisite: Admission to the Multiple Subject Credential Program
Corequisite: EDMS 575
Prepares student teachers for the job market and for the Teaching Performance Assessment. Facilitates the preparation and discussion of practical issues relevant to the student teaching experience. Repeatable up to 4 units.
Graded: Credit/No Credit
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Education - Principals Leadership |
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EDPL 610 - Foundations of Curriculum, Instruction, and Assessment
Units: 3
Three hours lecture/discussion per week
Prerequisite: Admission to the Principals Leadership Program
Theories for design of curriculum, instruction and assessment in an inclusive school environment will be addressed. Topics include standards based curriculum, differentiated instruction, using assessment data to design on-going instruction at the classroom level, dynamics of the curriculum change process. Course results in the development of a deep and internalized understanding of effective teaching, learning and assessment for all students including English Language Learners and students with special needs.
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EDPL 620 - Leadership of the Collaborative Inclusive Educational Institution
Units: 3
Three hours lecture/discussion per week
Prerequisite: Admission to the Master of Arts in Education, Educational Leadership Specialization
Leadership skills needed for implementation and evaluation of programs that meet the needs of all learners. Focus on skills needed to affect systemic change and renewal of educational practice, shared instructional decision making and systematic improvement processes. Topics include skills needed for effective supervision at the program and individual level, development of staff, mentoring, coaching, direct supervision integrated with the personnel decision making process.
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EDPL 621 - Law and School Management
Units: 3
Three hours lecture/discussion per week
Prerequisite: Admission to the Principals Leadership Program
Application of federal, state and local law to school government and management. Topics include legal principles of statutes and case law related to conduct of students, contracts, liabilities, torts, and individual rights; legal framework for the governance of public education; the role of the legislative process in the governance of schools; legal requirements of due process as it relates to students, parents, and school personnel; and special education law and procedures.
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EDPL 622 - School Finance and Principles of Applied Leadership
Units: 3
Three hours lecture/discussion per week
Prerequisite: Admission to the Principals Leadership Program
Application of the principles of leadership and management as found in the research literature to school and finance and management issues. Topics include public school finance, effective management of fiscal resources and business services at the site, budget development and implementation at the site level to support instructional program priorities and needs of instructional staff in meeting the needs of all students. Communication, human relations, power and authority, decision-making, managing conflict, facilitating change in the context of student management, health, safety, security, school community relations, and school support services (food services, custodial services, facilities maintenance.)
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EDPL 623 - Understanding and Influencing Organizations in Diverse Communities
Units: 3
Three hours lecture/discussion per week
Prerequisite: Admission to the Master of Arts in Education, Educational Leadership Specialization
Examines organizational theory and leadership skills required to understand and implement change. Topics include organizational structures, the cultural context of education and ethical leadership.
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EDPL 624 - Human Resource Management in Education Settings
Units: 3
Three hours lecture/discussion per week
Prerequisite: Admission to the Principals Leadership Program
Leadership knowledge and skills needed to manage a Human Resource Program including personnel administration, supervision, assignment monitoring, negotiation and administration of contracts, supervision of risk management programs and all legal aspects of Human Resources administration.
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EDPL 625 - Building Collaborative, Inclusive Learning Communities
Units: 3
Three hours lecture/discussion per week
Prerequisite: Admission to the Master of Arts in Education, Educational Leadership Specialization
Understanding and applying the skills needed to build an inclusive learning community. Topics include roles
and relationships among students, staff, adults and families, professional development, shared decision making,
leadership, supporting special populations within the educational institution (with an emphasis on students with disabilities), designing and implementing strategic plans focused on improved student achievement for all learners.
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EDPL 626 - Introduction To American Higher Education
Units: 3
Three hours lecture
Prerequisite: Admission to the Master of Arts in Education, Educational Leadership Specialization
Provides an overview of American higher education with an emphasis on the historical, philosophical, ethical, and cultural foundations of colleges and universities and the role policy played in shaping institutional development and practices. Issues related to students, faculty, curriculum, governance, and finance will be discussed; the culture of the academy will be examined from various perspectives.
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EDPL 627 - The American College Student
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Master of Arts in Education, Educational Leadership Specialization
Examines a range of human development theories that offer insight into the processes of student learning, growth, and development during the postsecondary years. Special focus is directed toward applying theory to practice.
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EDPL 628 - Organization and Administration of Student Affairs
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Master of Arts in Education, Educational Leadership Specialization
Examines the organization and administration of student affairs in higher education from historical, philosophical and ethical perspectives. Topics include the function of student affairs, essential competencies of a student affairs leaders and future issues impacting student affairs leaders.
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EDPL 629 - Assessment and Evaluation in Higher Education
Units: 3
Three hours lecture per week
Prerequisite: Admission to the Master of Arts in Education, Educational Leadership Specialization
Philosophical foundations and various dimensions of assessment and evaluation in higher education. Explores the multiple methods used in assessment and evaluation, distinguishes between qualitative and quantitative methodologies of inquiry, provides practical experience in designing an assessment project, data collection and analysis, reporting on assessment results and using data for program improvement.
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EDPL 631 - Professional Development/Fieldwork I
Units: 1-4
Variable Credit 1-4 hours (1 hour seminar per week, 1-3 hours hours activity per week)
Prerequisite: Admission to the Master of Arts in Education, Educational Leadership Specialization
Collaborative assessment (student, university instructor, and mentor) of each candidate’s competence for meeting the outcomes of the professional induction plan. Candidates seeking the Preliminary Administrative Services Credential will be required to meet the CCTC Standards. Integration of fieldwork and application of knowledge and skills of entry level administrative positions in program settings. May be repeated for a maximum of four units. For each unit of field studies students will be expected to complete 1 hour of field studies per week. Repeatable up to 4 units.
Graded: Credit/No Credit
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EDPL 632 - Professional Development/Fieldwork II
Units: 1-4
Variable Credit 1 - 4 units (1 hour seminar per week, 1-3 hours hours activity per week)
Prerequisite: Admission to the Master of Arts in Education, Educational Leadership Specialization
Continuing collaborative assessment (student, university instructor, and mentor) of each candidate’s competence for meeting the outcomes of the professional induction plan. Candidates seeking the Preliminary Administrative Services Credential will be required to meet the CCTC Standards. Integration of fieldwork and application of knowledge and skills of entry level administrative positions in program settings. May be repeated for a maximum of two four units. For each unit of field studies students will be expected to complete 1 hour of field studies per week. Repeatable up to 4 units.
Graded: Credit/No Credit
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