General Information | The Program | Requirements | Courses | PDF File Courses in Education (EDU)Lower Division Course92. Internship (1-3)Internship—3-9 hours. Prerequisite: consent of instructor. Enrollment dependent on availability of intern placements. Internship as a teacher's aide or tutor in K-12 classrooms under the supervision of a faculty member. May be repeated for credit. (P/NP grading only.) 98. Directed Group Study (1-5)Prerequisite: consent of instructor. Primarily for lower division students. (P/NP grading only.) Upper Division Courses100. Introduction to Schools (4)Lecture—3 hours; field work—3 hours. Prerequisite: upper division standing. Study of occupational concerns of teachers; skills for observing classroom activities; school organization and finance; school reform movement; observing, aiding, and tutoring in schools.—I, II, III. (I, II, III.) 110. Educational Psychology: General (4)Lecture/discussion—4 hours. Prerequisite: Psychology 1; upper division standing. Learning processes, cognitive development, individual differences, testing and evaluation. GE credit: SocSci, Wrt.—I, II, III. (I, II, III.) Stieff 114. Quantitative Methods in Educational Research (4)Lecture/discussion—4 hours. Prerequisite: two years of high school algebra. Problems and methods in data analysis. Design of research projects. Some consideration of procedures suited to digital computers.—I. (I.) Johnson 115. Educating Children with Disabilities (2)Lecture—2 hours. Prerequisite: upper division standing. Educational issues and processes involved in teaching children with disabilities. The course will focus on the structure of special education, with an emphasis on meeting the educational needs of children who are mainstreamed in regular classes.—I, III. (I, III.) Figueroa 120. Philosophical and Social Foundations of Education (4)Lecture—2 hours; discussion—2 hours. Prerequisite: upper division standing. Philosophical, historical, and sociological study of education and the school in our society. GE credit: SocSci, Wrt.—I, II, III. (I, II, III.) Johnson, Timar 122. Children, Learning and Material Culture (4)Lecture/discussion—3 hours; extensive writing or discussion—1 hour; fieldwork. Prerequisite: upper division standing or consent of instructor. How material artifacts shape what and how children learn in school, at home, and in the community. Artifacts examined include books, computers, household appliances, toys and games, entertainment media, collectibles, sports equipment, clothing, folk arts and crafts, and neighborhood space. Offered in alternate years. GE credit: SocSci, Div, Wrt.—(II.) Wagner 130. Issues in Higher Education (4)Discussion—3 hours; field work—3 hours. Prerequisite: upper division standing or consent of instructor. Analysis of current issues in higher education and of some practical implications of varying philosophical approaches to the role of the university.—III. (III) Gonzalez 151. Language Development in the Chicano Child (3)Lecture/discussion—3 hours. Prerequisite: some knowledge of Spanish and linguistics recommended. Bilingualism, first and second language acquisition, bilingual education, language assessment, Chicano Spanish and the role of dialect varieties in the classroom. Not open for credit to students who have completed course 151T.—III. (III.) Leonard-Fortes 151T. Language Development in the Chicano Child (3)Lecture/discussion—3 hours. Prerequisite: some knowledge of Spanish and linguistics recommended. Bilingualism, first and second language acquisition, bilingual education, language assessment, Chicano Spanish and the role of dialect varieties in the classroom. Not open for credit to students who have completed course 151.—I. Merino 152. Communication Skills for Bilingual Teachers (3)Lecture—2 hours; field work—3 hours. Prerequisite: course 151; Spanish 2, 8A-8B. The development of communication skills of prospective educators with an emphasis on the study and use of standard Spanish and Southwest Spanish dialects in teaching science, mathematics, social science, music, art, and language arts to bilingual elementary school pupils.—III. (III.) Merino 153. Cultural Diversity and Education (2)Lecture/discussion—2 hours. Prerequisite: upper division standing. Analysis of research on learning styles among culturally diverse students with review and evaluation of responsive curricula and classroom teaching techniques. The ethnographic interview as a research tool. Not open for credit to students who have completed course 153T.—II. (II.) Athanases 153T. Cultural Diversity and Education (2)Lecture/discussion—2 hours. Prerequisite: upper division standing. Open to UC Davis Teacher Crednetial candidates only. Analysis of research on learning styles among culturally diverse students with review and evaluation of responsive curricula and classroom teaching techniques. The ethnographic interview as a research tool. Not open for credit to students who have completed course 153.—I, II. (I, II.) Leonard-Fortes, Rosa 160A. Introduction to Peer Counseling (2)Lecture/discussion—2 hours. Prerequisite: upper division standing and consent of instructor. Introduction to peer counseling techniques and development of peer counseling skills. (P/NP grading only.)—I, II, III (I, II, III) 160B. Issues in Peer Counseling (2)Lecture/discussion—2 hours. Prerequisite: upper division standing and consent of instructor; course 160A recommended. In-depth review and development of skills for specific counseling topics. May be repeated once for credit when topic differs. (P/NP grading only.)—I, II, III. (I, II, III.) 163. Guidance and Counseling (4)Lecture—4 hours. Prerequisite: course 110 (may be taken concurrently). Nature and scope of pupil personnel services; basic tools and techniques of guidance; theory and practice of counseling psychology, with emphasis on educational and vocational adjustment.—III. (III.) 180. Computers in Education (3)Lecture—1 hour; seminar—1 hour; laboratory—3 hours. Prerequisite: upper division or graduate standing. Applications of computers in education as instructional, intellectual, and communication tools. Not open for credit to students who have completed course 180T, 181, or 182. 180T. Computers in Education (3)Lecture—1 hour; seminar—1 hour; laboratory—3 hours. Prerequisite: upper division or graduate standing. Applications of computers in education as instructional, intellectual, and communication tools. Not open for credit to students who have completed course 180, 181, or 182.—I, III. (I.III) Bellman, Martindale, Mendle, Pomeroy, White 182. Computer Project for Curricular Integration (1)Seminar—1 hour. Prerequisite: Agricultural Systems and Environment 21 or appropriate microcomputer course, experience with instructional computing and consent of instructor. Design and implementation of a curricular unit to integrate computer technology into a K-12 classroom setting. A project-based seminar intended for students with substantial prior experience with instructional use of computers and related technologies. Not open for credit to students who have completed course 180 or 181. 192. Internship (1-3)Internship—2-8 hours; discussion—1 hour. Prerequisite: upper division standing and consent of instructor. Internship as a tutor, teacher's aide, or peer counselor in a school or educational counseling setting under the supervision of a faculty member. May be repeated for credit. (P/NP grading only.) 197T. Tutoring in Education (1-2)Tutoring—1-2 hours. Prerequisite: upper division standing and consent of instructor. Leading of small voluntary discussion groups affiliated with the School's upper division courses under the supervision of, and at the option of, the course instructor, who will submit a written evaluation of the student's work. May be repeated once for credit for a total of 4 units. (P/NP grading only.) 198. Directed Group Study (1-5)Prerequisite: consent of instructor. (P/NP grading only.) 199. Special Study for Advanced Undergraduates (1-5)Prerequisite: upper division standing and consent of instructor. (P/NP grading only.) Graduate Courses200. Educational Research (4)Lecture—2 hours; discussion—2 hours. Prerequisite: introductory statistics and graduate standing in education or consent of instructor. Defining educational research questions, reviewing relevant literature, developing research designs, developing research instruments, selecting appropriate data analysis procedures, and writing research projects. A case problem will provide practice in designing and reporting research.—I. (I.) Young, Kurlaender 201. Qualitative Research in Education (4)Seminar—2 hours; lecture—2 hours. Prerequisite: graduate standing or consent of instructor. Examines the design and conduct of educational research using non-numerical data (e.g., text, discourse, imagery and artifacts). Focuses on issues (e.g., validity, reliability, generalizability, ethics) and reporting genres (e.g., narrative accounts, case studies, and arguments).—II. (II.) White 202N. Computer Analysis of Qualitative Data (4)Seminar—3 hours; laboratory—2 hours. Prerequisite: graduate standing or upper division standing with consent of instructor. Critical and practical understanding of how to use computer software programs to analyze qualitative data (text, images, and videotape) in conducting social research. Offered in alternate years.—III. (III.) Abedi, Wagner 203. Educational Testing and Evaluation (4)Lecture/discussion—4 hours. Prerequisite: graduate standing or consent of instructor. Introduces the theoretical assumptions underlying traditional test construction, as well as the basic statistical principles involved in the design, evaluation, and interpretation of standardized tests. Also introduces the debates surrounding the uses of different kinds of tests and evaluation tools.—III. (III.) Abedi 204A. Quantitative Methods in Educational Research: Analysis of Correlational Designs (4)Discussion—2 hours; laboratory/discussion—2 hours. Prerequisite: course 114 or the equivalent. Methods for analysis of correlation data in educational research. Topics include multiple correlation and regression, discriminant analysis, logistic regression, and canonical correlation. Emphasis on conceptual understanding of the techniques and use of statistical software. Offered in alternate years.—III. (III.) Kurlaender 204B. Quantitative Methods in Educational Research: Experimental Designs (4)Discussion—2 hours; discussion/laboratory—2 hours. Prerequisite: course 114 or the equivalent. Methods for analysis of experimental data in educational research. Topics include ANOVA, fixed v. random effects models, repeated measures ANOVA, analysis of co-variance, MANOVA, chi square tests, small sample solutions to t and ANOVA.—I. (I.) Abedi 205A. Ethnographic Research in Schools I: Current Theory and Practice (4)Lecture—4 hours. Prerequisite: graduate standing. Current literature from anthropology and society related to schools. Emphasis on the organizational structure of institutions, and the analysis of face-to-face interaction. Will explore the relationship between field-based research and theory development on the acquisition of knowledge in specific social and cultural contexts.—I. (I.) Watson-Gegeo 205B. Ethnographic Research in Schools II: Field-Based Research Projects (4)Discussion—4 hours. Prerequisite: graduate standing and course 205A. Student research projects in specific schools with cooperative critical analysis of the design, data collection, and inferencing by researchers. Students will continue to meet with instructor as a group throughout the quarter to discuss specific projects.—II. (II.) Watson-Gegeo 206A. Inquiry into Classroom Practice: Traditions and Approaches (2)Lecture/discussion—2 hours. Prerequisite: enrollment in teacher credential program. Introduction to traditions and approaches of teachers conducting research in their own classrooms: purposes, focal areas, methods of data collection and analysis, and written genre conventions.—I, II. (I, II.) 206B. Inquiry into Classroom Practice: Intervention and Data Collection (4)Lecture/discussion—2 hours; fieldwork—2 hours. Prerequisite: course 206A. Analysis and application of teacher research through the development, implementation and evaluation of a classroom research-based intervention. Particular attention to research that enhances learning of English language learners and under-performing students.—II, III. (II, III.) 206C. Inquiry into Classroom Practice: Data Analysis, Interpretation, and Reporting (4)Seminar—1 hour; fieldwork—3 hours. Prerequisite: course 206B. Procedures of data analysis. Continuous collaborative inquiry resulting in preparation of a research portfolio.—I. (I.) 207. Concepts of the Curriculum (4)Lecture—2 hours; discussion—2 hours. Prerequisite: graduate standing or consent of instructor. Development of the skills of philosophical analysis and argument for the establishment of a point of view, in the consideration of curriculum theory and practice. Classical and contemporary approaches to subject matter and activity emphases, hidden curriculum, and moral education.—I. (I.) Murphy 208. Presenting Educational Research in Written Reports (4)Seminar—3 hours; extensive writing. Prerequisite: graduate standing or consent of instructor. Rhetorical and substantive challenges of presenting educational research through written reports; research rhetoric and genres; competing discourse conventions of educational research, policy, and practice; the social organization of publishing educational research. May be repeated once for credit. Offered in alternate years.—(III.) Wagner 209. Image-based Field Research (4)Lecture/discussion—3 hours; fieldwork—2 hours. Prerequisite: graduate standing or upper division standing with consent of instructor. Critical and practical understanding of video tape and still photography as resources for enhancing field research in schools and other social setting. Offered in alternate years.—I. (I.) Wagner 210. The Psychology of School Learning (4)Lecture/discussion—4 hours. Study of human learning theory and research related to learning in school. Classical approaches of scholars such as Ausubel, Bruner, Gagne, Piaget, Vygotsky, Skinner. Review of contemporary issues of constructivism, metacognition, problem solving, learning strategies, science and mathematics learning.—II. (II.) Stieff 213. Individual Assessment (4)Lecture—4 hours. Prerequisite: courses 114 and 219, admission to school psychology credential program. Theories of intellectual functioning and the measurement of cognitive abilities in school-aged children. Supervised practice in administration and scoring of contemporary tests for children including the WISC-R, the WAIS-R, the Stanford Binet, the McCarthy Scales of Children's Ability. Offered in alternate years.—III. 215. Research on Achievement Motivation in Education (4)Seminar—3 hours; term paper. Prerequisite: graduate standing in Education or consent of instructor. Analysis and critique of recent research on cognitive processes related to achievement motivation in school settings. Topics include self-determination theory, attribution theory, goal theory, intrinsic and extrinsic motivation, learned helplessness. psychological reactance, gender and culture, and research design. 216. School-Based Prevention Programs (4)Seminar—3 hours; term paper. Prerequisite: graduate standing or consent of instructor. Promotion of health and mental health in schools. Topics include the theoretical base, prevention models, specific examples of techniques and programs designed to prevent learning and adjustment problems, and evaluation issues. Offered in alternate years.—(I.) 218. Testing Minority Children (4)Lecture—3 hours; fieldwork—3 hours. Prerequisite: admission to school psychology program or to M.A. bilingual education program or consent of instructor. Emphasizing tests and techniques that are appropriate for use with Hispanic students. The use of multicultural pluralistic assessment. Review studies and guidelines on use of tests with minority children. Offered in alternate years. 221. Culture and Social Organization of Schools (4)Seminar—4 hours. Prerequisite: graduate standing or consent of instructor. Culture and social organization of schools. Examines perspectives of social researchers, educational policy-makers, and school members and their implications for educational research, policy and practice.—I. (I.) Gandara 222. School Change and Educational Reform (4)Lecture/discussion—2 hours; seminar—2 hours. Prerequisite: graduate standing in Education with course 120 or the equivalent. Analysis of models, processes, and case studies of school change and educational reform with respect to variable characteristics of schools and schooling, planned and unplanned change, the moral evaluation of school change, and the role of educational research.—II. (II.) Heckman 223. Education and Social Policy (4)Seminar—4 hours. Prerequisite: graduate standing in Education or consent of instructor. Focuses on understanding the social and political context of education in the U.S. and California and how education policy is formed in the broader public arena. Develops skills in educational policy analysis. (Former course 237.)—III. (III.) Gandara 226. Culture and Social Organization of Higher Education (4)Seminar—3 hours; field work—1 hour. Prerequisite: graduate standing or consent of instructor. Critical study of culture and social organization of higher education institutions policies and functions in the U.S., with some attention to other countries.—I. (I.) Gonzalez 231. Culture and Learning (4)Seminar—4 hours. Prerequisite: graduate standing in Education with course 120 or the equivalent, or consent of instructor. Analysis of major theories of relationships between learning and the sociocultural context in which learning takes place, issues related to the academic achievement of different language groups, and implications for research and pedagogical reform. 233. Anthropology of Education (4)Seminar—3 hours; term paper. Prerequisite: one of the following courses: Anthropology 117, 127, 129, or 222, or course 231, 201A, or 201B, or consent of instructor. Uses concepts of anthropology to examine education in such settings as family, community, and formal institutions of schooling. Course goal is to raise questions about educational issues often taken for granted and provide a perspective from which problems may be analyzed. (P/NP grading only). 235. Critical Pedagogy (4)Seminar—4 hours. Prerequisite: Critical Theory 200A and graduate standing. A socio-cultural critique, from an interdisciplinary perspective, of educational reform and change. The critique will include an analysis of the influence of text content on the perpetuation of social power differences.—III. (III.) Johnson 242. Research on Text Comprehension (4)Seminar—3 hours; term paper. Prerequisite: graduate standing or consent of instructor. Analysis of recent research related to cognitive processing of written texts. Topics include word decoding, schema theory, background knowledge, assimilation, accommodation, working memory, processing depth, vocabulary acquisition, sentence-level processes, text-level processes, text structure, implications for curriculum and instruction.—III. Uchikoshi 243. Research on the Teaching and Learning of Writing (4)Seminar—4 hours. Prerequisite: graduate standing in Education or consent of instructor. Study of issues in research on composition; history of composition studies; data analysis techniques; product and process approaches; cognitive and social perspectives. Offered in alternate years.—II. (II.) Murphy 244. Topical Seminar in Language, Literacy and Culture (4)Seminar—3 hours; project—1 hour. Prerequisite: graduate standing. Critical study of selected issues of language, literacy, and culture as they relate to education. May be repeated twice for credit when topic differs.—II. (II.) Athanases, Murphy, Uchikoshi 249. Discourse Analysis in Educational Settings (4)Seminar—3 hours; term paper. Prerequisite: graduate standing and at least one previous course in linguistics or sociolinguistics, or consent of instructor. Examines form and type in discourse (e.g., narration, conversation, routines), approaches to discourse analysis, and research on classroom discourse (lessons, teaching/learning interactional sequences). Final term paper is an analysis of discourse data tape-recorded by student in a field setting.—II. (II.) Watson-Gegeo 251. Research in Bilingual and Second Language Education (3)Seminar—3 hours. Prerequisite: course 151; knowledge of a foreign language. Discussion and analysis of recent research in bilingual and second language education. Topics include: language acquisition in second language learners and bilinguals, second language teaching methods, language-use models in bilingual education, interaction analysis in bilingual/cross-cultural classrooms, use of the vernacular in classrooms. Merino 252. Multicultural Teaching and Curriculum (3)Seminar—2 hours; field work—3 hours. Prerequisite: graduate standing or consent of instructor. Cross-cultural research on socialization, motivation, language acquisition and cognition and its application to effective classroom strategies and curriculum development for minority students. Students will develop and implement multicultural curriculum as well as use ethnographic research techniques in an educational setting. Merino 253. Language and Literacy in Linguistic Minorities (3)Seminar—2 hours; field work—3 hours. Prerequisite: familiarity with another language and culture; graduate standing. Analysis and application of research on oral language development and literacy in language minority students, through the development, implementation, and evaluation of research-based language arts curriculum.—II. (II.) Merino 255. Curriculum Development and Evaluation in Mathematics (4)Seminar—4 hours. Prerequisite: graduate standing in Education with upper division course work in mathematics or consent of instructor. Analysis of curricular issues and goals in mathematics education, including long-term trends, current status and influences, proposed changes, and evaluation issues. Selected curriculum projects will be examined.—II. Ambrose 256A. Research in Mathematics Education (4)Seminar—4 hours. Prerequisite: graduate standing in Education with upper division course work in mathematics, or consent of instructor. Examination of research process in mathematics education; review of critical productive problems identified by researchers; evolution of trends, issues, theories and hypotheses in various areas of mathematics education research. Course emphasizes foundations. Offered in alternate years.—II. Ambrose, White 256B. Research in Mathematics Education (4)Seminar—4 hours. Prerequisite: graduate standing in Education with upper division course work in mathematics, or consent of instructor. Current research issues and activities in mathematics education: status, trends, theories and hypotheses. Formulation of research questions and design of studies. Projection of future directions for research. Offered in alternate years.—(II.) Ambrose, White 257. Computer Technology in Mathematics Education (4)Seminar—4 hours. Prerequisite: graduate standing in Education with mathematics course work; or consent of instructor. The roles of calculators, computers, and graphing calculators in mathematics education will be addressed, with emphasis on the impact of these technologies on curriculum reform. Selected efforts to integrate technology into mathematics instruction will be examined. Offered in alternate years.—(III.) White 260. The Modern History of Science Education (4)Seminar—4 hours. Prerequisite: graduate standing in Education with upper division coursework in science, or consent of instructor. History of curricular issues and goals in science education from the late 19th century forward, including long-term trends, current status and influences, proposed changes, and evaluation issues. National science standards and curriculum projects. Offered in alternate years.—II. Passmore 262A. Research Topics in Science Education I (4)Seminar—4 hours. Prerequisite: graduate standing in Education with upper division coursework in science, or consent of instructor. Research process and product in science education; review of critical science education issues; evolution of trends, theories and hypotheses in various areas of science education research. Survey of current major research in science education. Passmore, Stieff 262B. Research Topics in Science Education II (4)Seminar—4 hours. Prerequisite: course 262A and graduate standing in Education with upper division coursework in science. Current research issues and activities in science education: status, trends, theories and hypotheses. Formulation of research questions, design of studies and critical, in-depth review of literature related to the student's research interests.—III. Passmore, Stieff 264. Scientific Literacy and Science Education Reform (4)Seminar—4 hours. Prerequisite: graduate standing in Education with upper division coursework in science, or consent of instructor. Current trends in science education reform locally, regionally, and nationally focusing on scientific literacy. Equity, access and "science for all." Offered in alternate years.—(III.) Trexler 270. Research on Teacher Education and Development (4)Seminar—3 hours; project. Prerequisite: graduate standing. Experience with formal or informal teaching recommended. Research on teacher preparation in university credential programs and on professional development of in-service teachers, with special attention to teacher preparation for work with culturally and linguistically diverse youth.—III. (III.) Athanases 275. Effective Teaching (4)Seminar—4 hours. Review of research on the relationship of effective teacher behavior and student learning. Use of research on teacher effectiveness to develop teaching strategies. Ways to decide on the most appropriate instructional strategies in specific teaching situations.—I, II. (I, II.) 290C. Research Conference in Education (1)Discussion—1 hour. Prerequisite: graduate standing. Presentations and critical discussions of research in education by graduate students with their major professor. May be repeated twice for credit. (S/U grading only.) 291. Proseminar in Education (3)Seminar—3 hours. Prerequisite: admission to the Ph.D. graduate program in Education. Seminar for first-year education doctoral students. The study of multi-disciplinary research approaches to educational issues. Reports and discussions of recent advances in education . Speakers from the graduate group faculty in Education. May be taken twice for credit.—I, II. (I, II.) 292. Special Topics in Education (2-4)Variable—2-4 hours. Prerequisite: completion of doctoral core courses in Education or consent of instructor. Selected topics in education. Designed to facilitate preparation for the qualifying examination or dissertation. Students will critically analyze scholarly work including their own works in progress. May be repeated for credit.—(I, II, III.) 293. Topical Seminar in School Psychology (3)Seminar—3 hours. Prerequisite: graduate standing in Education and consent of instructor. Critical study of selected issues in education and school psychology related to the learning and mental health of children and adolescents in schools. May be repeated once for credit. 298. Group Study (1-5)299. Individual Study (1-6)Independent study—3-18 hours. Individual study under the direction of a faculty member. (S/U grading only.) 299D. Research (1-12)Independent study—3-36 hours. Research for individual graduate students. (S/U grading only.) Professional Courses300. Reading in the Elementary School (4)Lecture—3 hours; fieldwork—3 hours. Prerequisite: graduate standing. Principles, procedures, and curriculum materials for teaching of reading. Includes decoding skills with a special emphasis on phonics, comprehension skills, study skills, and reading in the content areas.—I. (I.) Galli-Banducci 301. Reading in the Secondary School (4)Discussion—4 hours. Prerequisite: graduate standing, enrollment in the secondary credential program, or consent of instructor. Principles, procedures, and materials to help secondary school teachers improve the reading competence of students. Strategies for enhancing learning through reading and writing in all disciplines, with special attention to linguistically diverse populations.—I, II. (I, II.) 302. Language Arts in the Elementary School (2)Lecture—2 hours. Prerequisite: graduate standing. Principles, procedures, and materials for the teaching of oral and written expression, listening skills, drama, and children's literature in elementary schools.—I. (I.) Galli-Banducci, Leonard-Fortes 303. Art Education (3)Lecture/discussion—2 hours; laboratory—2 hours. Prerequisite: admission to multiple subject credential program. Understanding the principles of education in the arts through participation. Development of concepts, introduction to media, and techniques suitable for the elementary school with emphasis on cross-discipline exploration.—III. (III.) 304A. Teaching in the Elementary Schools (2-18)Lecture/discussion—2 hours; fieldwork—9-48 hours. Prerequisite: acceptance into a teacher education program. Supervised teaching in regular classrooms in elementary schools. Selection and organization of teaching materials. Introduction to techniques of diagnosing school achievement of children.—I. (I.) 304B. Teaching in the Elementary Schools (2-18) Lecture/discussion—2 hours; fieldwork—9-48 hours. Prerequisite: acceptance into a teacher education program. Supervised teaching in regular classrooms in elementary schools. Current conceptions of elementary school curriculum, emphasis on contributions from the social, biological, and physical sciences. Emphasis on effective teaching methods. 304C. Teaching in the Elementary Schools
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Updated: June 19, 2008 7:28 AM