Education theory is considered to be the foundation for undergraduates to elect as a minor if they wish to (1) major in an allied program, (2) obtain a teaching credential, (3) obtain a master's degree in education or related field, (4) obtain a Ph.D. degree in education, (5) enter a profession that focuses on work with people, (6) seek employment in a governmental or industrial training program, or (7) obtain a better understanding of the issues and concerns of public and private education.
At least 16 units of the 20-unit minimum for the minor must be in Education. One course in a related field is acceptable for the minor.
| UNITS | ||
|---|---|---|
| Education | 20 | |
| Education 100, 110, 120 | 12 | |
| Elective courses | 8 | |
The remaining 8 units may be taken from the following courses in Education, with the option of selecting one course from the list of approved elective courses outside of Education:
| ||
Minor Advisers. A designated faculty member in the Division of Education may advise students and give final approval on the minor. For additional advising and information, contact D. Wampler (530-752-3196; e-mail: drwampler@ucdavis.edu), or the Student Services Office, 2078 Academic Surge.
The Division of Education, in conjunction with the Graduate Group in Education, offers programs of study and research leading to the M.A. and Ph.D. degree in Education. The Ph.D. is offered by the Education Graduate Group. Detailed information regarding graduate study may be obtained by writing the Graduate Coordinator, Division of Education, 2078 Academic Surge.
Graduate Coordinator. K. Bray.
Graduate Advisers (M.A. and Ph.D. degree). J. Sandoval, P. Gandara, J. Wagner.
For a statement of complete requirements and appointments with credential advisers, contact the Student Services, 2078 Academic Surge. Interested students are urged to do this as early as possible in their academic career.
Applicants to the elementary or secondary teaching credential programs should contact Student Services for forms and procedural information early in the fall quarter of their senior year.
Teacher Education Faculty Advisers--Elementary. D.R. Wampler.
Bilingual Emphasis. B.J. Merino.
Teacher Education Faculty Advisers--Secondary. P. Holmes, R. Van Dyne.
Graduate Adviser. B. Merino, B. Goldman (Teaching Credential Program).
The Collaborative Elementary Credential Program offers accelerated course work for the CLAD or BCLAD elementary credential during the summers; the supervised field experience is completed during the academic year. This program is designed to meet the needs of emergency credential holders and working professionals who are changing careers.
The joint (UCD/CSU Fresno) doctoral program leads to the Doctorate in Education (Ed.D.) in Educational Leadership. Contact the CSU Fresno Program Office for information and application materials.
| Upper Division Courses | Graduate Courses | Professional Courses |
*Course not offered this academic year.
General Education (GE) credit: ArtHum = Arts and Humanities; SciEng = Science and Engineering; SocSci = Social Sciences; Div = Social-Cultural Diversity; Wrt = Writing Experience. Select this link to information on the General Education requirement.
98. Directed Group Study (1-5) I, II, III. The Staff (Director in charge)
Prerequisite: consent of instructor. Primarily for lower division students. (P/NP grading only.)
100. Introduction to Schools (4) I, II, III. Wampler
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.
110. Educational Psychology: General (4) I, II, III. The Staff (Director in charge)
Lecture/discussion--4 hours. Prerequisite: Psychology 1; upper division standing. Learning processes, cognitive development, individual differences, testing and evaluation. GE credit: SocSci, Wrt.
*114. Quantitative Methods in Educational Research (4) I. The Staff (Director in charge)
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.
115. Educating Children with Disabilities (2) II, III. Figueroa, Sandoval
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.
120. Philosophical and Social Foundations of Education (4) III. Wagner
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.
130. Issues in Higher Education (4) III. The Staff (Director in charge)
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.
151. Language Development in the Chicano Child (3) I. Merino
Lecture--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.
152. Communication Skills for Bilingual Teachers (3) III. The Staff (Merino in charge)
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.
*153. Cultural Diversity and Education (2) III. The Staff (Director in charge)
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.
160A. Introduction to Peer Counseling (2) I, II. Counseling Center Staff
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.)
160B. Issues in Peer Counseling (2) I, II, III. Counseling Center Staff
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.)
*163. Guidance and Counseling (4) III. Figueroa, Sandoval
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.
*180. Computers in Education (3) I, II, III. Dugdale
Lecture--1 hour; seminar--1 hour; laboratory--1 hour. Prerequisite: upper division standing or graduate student. Applications of computers in education as instructional, intellectual, and communication tools. Not open for credit to students who have taken course 181 or 182.
*181. Instructional Applications of Computers (2)
Lecture/discussion--1 hour; seminar--1 hour. Prerequisite: Agricultural Systems and Environment 21 or appropriate microcomputer course, and consent of instructor. Applications of computers in K-12 instruction, with emphasis on software selection and use, subject and grade level focus, and curricular integration. Intended for students who already possess experience and skill with a variety of microcomputer applications, this course does not include the more general topics covered in course 180. Not open for credit to students who have completed course 180 or 182.
*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) I, II, III. The Staff
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 once for credit. (P/NP grading only.)
197T. Tutoring in Education (1-2) I, II, III. The Staff (Director in charge)
Tutoring--1-2 hours. Prerequisite: upper division standing and consent of instructor. Leading of small voluntary discussion groups affiliated with the Division'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) I, II, III. The Staff (Director in charge)
Prerequisite: consent of instructor. (P/NP grading only.)
199. Special Study for Advanced Undergraduates (1-5) I, II, III. The Staff (Director in charge)
Prerequisite: upper division standing and consent of instructor. (P/NP grading only.)
200. Educational Research (4) III. Sandoval
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.
201. Qualitative Research in Education (4) III. Wagner
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). (Former course 203.)
*202. Philosophy of Education: Models and Methods (4) III. The Staff (Director in charge)
Seminar--4 hours. Prerequisite: graduate standing and consent of instructor. Examples of some major philosophical points of view about educational aims, illustrations of several types of philosophical discourse and argumentation, and an opportunity for students to locate and critique some contemporary studies in the philosophy of education. Offered in alternate years.
203. Educational Testing and Evaluation (4) II. Gandara
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.
205A. Ethnographic Research in Schools I: Current Theory and Practice (4) I. Watson-Gegeo
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. (Former course 201A.)
205B. Ethnographic Research in Schools II: Field-Based Research Projects (4) II. Watson-Gegeo
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. (Former course 201B.)
207. Concepts of the Curriculum (4) I. The Staff (Director in charge)
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.
210. The Psychology of School Learning (4) I. Sandoval
Lecture/discussion--4 hours. Study of human learning theory and research related to learning in school. Classical approaches of scholars such as Ausubel, Brunner, Gagne, Piaget, Vygotsky, Skinner. Review of contemporary issues of constructivism, metacognition, problem solving, learning strategies, science and mathematics learning.
*211. Psychopedagogics (4) II. The Staff (Director in charge)
Seminar--4 hours. Prerequisite: graduate standing or consent of instructor. Phenomenological approach to the psychological aspects of the educational situation (psychopedagogics). A critical consideration of how psychopedagogics contributes to the theory and practice of education.
*213. Individual Assessment (4) III. Sandoval
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.
*214. Assessment of Children's Personality (4) III. Sandoval
Lecture--3 hours; field work--3 hours (minimum). Prerequisite: admission to school psychology credential program; courses 213 and 218; and familiarity with basic personality theory and theories of motivation. Study of the projective hypothesis; concepts of personality and its measurement; legal and ethical issues in personality assessment; interviewing techniques in assessment of social and affective functioning; specific measures in personality assessment; reporting on personality assessments; school interventions. Offered in alternate years.
215. Research on Achievement Motivation in Education (4) II. Spring
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) III. Sandoval
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.
*218. Testing Minority Children (4) I. Figueroa
Lecture--3 hours; field work--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) I. Wagner, Gandara
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.
*222. School Change and Educational Reform (4) II. Wagner
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. (Former course 204.)
*223. Education and Social Policy (4) III. Gandara
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. Offered in alternate years. (Former course 237.)
226. Culture and Social Organization of Higher Education (4) II. Wagner, Sandoval, Gandara
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. Offered in alternate years.
*231. Culture and Learning (4) II. Delgado-Gaitan
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.
*232. Families and Communities as Educational Contexts (4) I. Delgado-Gaitan
Seminar--4 hours. Prerequisite: graduate standing in Education or consent of instructor. Families and cultural communities are important social contexts of education for children. An interdisciplinary perspective is presented in an attempt to understand how learning in these social contexts influences the schooling of children.
*233. Anthropology of Education (4) I. Delgado-Gaitan
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. Offered in alternate years. (P/NP grading only.)
*235. Critical Pedagogy (4) III. Delgado-Gaitan
Seminar--4 hours. Prerequisite: Critical Theory 200A and graduate standing. A sociocultural 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.
*241. Research on Reading and Spelling Acquisition (4) III. Murphy
Seminar--4 hours. Prerequisite: graduate standing in Education or consent of instructor. Analysis and critique of research on psychological processes in learning to read and spell. Topics include writing systems, theories of processes and acquisition, emergent reading, readiness, decoding, word reading, oral text reading, spelling stages, instructional methods, disability, dialect. Offered in alternate years.
242. Research on Text Comprehension (4) III. The Staff (Director in charge)
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.
243. Research on the Teaching and Learning of Writing (4) III. Murphy
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.
249. Discourse Analysis in Educational Settings (4) II. Watson-Gegeo
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. (Former course 239.)
*251. Research in Bilingual and Second Language Education (3) III. Merino
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. Offered in alternate years.
*252. Multicultural Teaching and Curriculum (3) III. Merino
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. Offered in alternate years.
253. Language and Literacy in Linguistic Minorities (3) II. Merino, Watson-Gegeo
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.
255. Curriculum Development and Evaluation in Mathematics (4) I. Dugdale
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.
256A. Research in Mathematics Education (4) II. Dugdale
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.
*256B. Research in Mathematics Education (4) II. Dugdale
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.
*257. Computer Technology in Mathematics Education (4) III. Dugdale
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.
*275. Effective Teaching (4) I. The Staff (Director in charge)
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.
290C. Research Conference in Education (1) I, II, III. The Staff (Director in charge)
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) I, II. Sandoval
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.
292. Special Topics in Education (2-4) I, II, III. The Staff (Director in charge)
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.
*293. Topical Seminar in School Psychology (3) I, III, Sandoval
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) I, II, III. The Staff (Director in charge)
(S/U grading only.)
299. Individual Study (1-6) I, II, III. The Staff (Director in charge)
Independent study--3-18 hours. Individual study under the direction of a faculty member. (S/U grading only.)
299D. Research (1-12) I, II, III. The Staff (Director in charge)
Independent study--3-36 hours. Research for individual graduate students. (S/U grading only.)
300. Reading in the Elementary School (4) III. The Staff (Merino in charge)
Lecture--3 hours; field work--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.
301. Reading in the Secondary School (4) I, II. Murphy
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.
302. Language Arts in the Elementary School (2) I. The Staff (Merino in charge)
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.
303. Art Education (3) III. The Staff (Merino in charge)
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.
304A. Teaching in the Elementary Schools (2-18) I. Director of Teacher Education in charge
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.
304B. Teaching in the Elementary Schools (2-18) II. Director of Teacher Education in charge
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
(2-18) III. Director of Teacher Education in charge
Lecture/discussion--2 hours; fieldwork--9-48 hours. Prerequisite: acceptance into a teacher education program. Supervised teaching in regular classrooms in elementary schools. Evaluation of teaching materials including instructional technology. Current elementary school curriculum with emphasis on contributions from fine arts and humanities.
*305A. Teaching in the Middle Grades (5-8) I. The Staff (Merino in charge)
Lecture--2 hours; seminar--2 hours; student teaching--15-30 hours. Prerequisite: acceptance into a teacher education program. Supervised teaching in regular or special education classrooms in middle grades. Current conceptions of the middle-grades curriculum with emphasis on social, biological, and physical sciences. Effective teaching methods.
*305B. Teaching in the Middle Grades (5-8) II. The Staff (Merino in charge)
Lecture--2 hours; seminar--2 hours; student teaching--15-30 hours. Prerequisite: course 305A; acceptance into a teacher education program. Supervised teaching in regular or special education classrooms in intermediate grades. Selection, organization, and evaluation of teaching materials including audio-visual aids. Effective teaching methods in grades 4-9.
*305C. Teaching in the Middle Grades (5-8) III. The Staff (Merino in charge)
Lecture--2 hours; seminar--2 hours; student teaching--15-30 hours. Prerequisite: course 305B; acceptance into a teacher education program. Supervised teaching in regular or special education classrooms in junior high school. Current conceptions of the junior high school with emphasis on effective teaching methods, and selection of curriculum materials. Alternative programs.
306A306B306C. Teaching in the Secondary Schools (2-18) I-II-III. Director of Teacher Education in charge
Lecture/discussion--2 hours; fieldwork--9-48 hours. Prerequisite: acceptance into a teacher education program. Supervised teaching in regular secondary classrooms. Techniques for classroom communications; constructing goals and objectives; assessment of learning; special problems of adolescents; instructional technology.
307. Methods in Elementary Science (2) III. Wampler
Lecture/discussion--2 hours. Prerequisite: acceptance into teacher education program. Principles, procedures, and materials for teaching the biological and physical sciences in elementary schools.
308. Methods in Elementary Social Studies (2) III. Wampler
Lecture/discussion--2 hours. Prerequisite: acceptance into a teacher education program. Principles, procedures, and materials for teaching history and the social sciences in elementary schools.
309. The Teaching of Mathematics, K9 (3) I. Dugdale
Lecture/discussion--3 hours. Prerequisite: acceptance into a teacher education program. Mathematics curriculum and teaching methods for K9 reflecting the needs of California's diverse student populations.
*322. Methods in Secondary Social Studies (4) I. The Staff (Merino in charge)
Lecture--4 hours. Prerequisite: acceptance into credential program or consent of instructor. Methods and materials of teaching concepts and thinking skills. Recent developments in applying basic skills to the teaching of social studies.
323A. Physical Science in the Secondary School (3) I. The Staff (Merino in charge)
Laboratory/discussion--2 hours; discussion/laboratory--1 hour. Prerequisite: acceptance into a teacher education program. Activity-based overview of concepts and processes in secondary school physical sciences. Emphasis upon philosophy, appropriate teaching methods, materials, assessment and evaluation of learning.
323B. Life Sciences in the Secondary School (3) II. The Staff (Merino in charge)
Laboratory/discussion--2 hours; discussion/laboratory--1 hour. Prerequisite: acceptance into a teacher education program. Activity-based overview of concepts and processes in secondary school biology and life sciences. Emphasis on philosophy, appropriate teaching methods, materials, assessment and evaluation of learning, and issues.
324A. Methods and Technology in Secondary Mathematics I (4) I. Dugdale, Van Dyne
Lecture/discussion--4 hours. Prerequisite: admission into a teacher education program or consent of instructor. Introduction to methods and curriculum for teaching mathematics at the secondary level. Introduction to applications of computer technology as instructional, intellectual, and communication tools for mathematics teachers.
324B. Methods and Technology in Secondary Mathematics II (4) II. Dugdale, Van Dyne
Lecture/discussion--4 hours. Prerequisite: admission into a teacher education program or consent of instructor. Expansion of methods and curriculum for teaching mathematics at the secondary level. Intermediate applications of computer technology as instructional, intellectual, and communication tools in mathematics teaching.
325. Research and Methods in Secondary English Language Arts (4) III. The Staff
Discussion--4 hours. Prerequisite: admission to graduate standing or credential program in Education or consent of instructor. Research on teaching and learning in the language arts. Principles, procedures and materials for improving the writing, reading and oral language of secondary students, with special attention to students from culturally and linguistically diverse populations.
326. Teaching Language Minority Students in Secondary Schools: Methods and Research (4) II. Merino
Seminar--3 hours; field work--3 hours. Prerequisite: graduate standing in Education of consent of instructor. Research on principles, procedures and curricula for teaching discipline-specific concepts to language-minority students in secondary schools. Second-language acquisition principles and instructional strategies.
*351. Advanced Fieldwork in Bilingual Education: Teaching (3-5) I. The Staff (Merino in charge)
Seminar--2 hours; field work--3-9 hours. Prerequisite: acceptance into a bilingual education specialist program. Discussion, analysis, and implementation of methods, techniques, and material in the bilingual/cross-cultural classroom, including team teaching with paraprofessionals, implementation of language-use models in the classroom, lesson planning, selection and use of bilingual/cross-cultural materials.
*352. Advanced Fieldwork in Bilingual Education: Evaluation and Supervision (3-5) II. Merino
Seminar--2 hours; field work--3-9 hours. Prerequisite: upper division standing; acceptance into a bilingual/cross-cultural specialist credential program. Provides opportunity to acquire evaluation and supervisory skills in the field under the supervision of University staff and an experienced program evaluator/supervisor in bilingual/cross-cultural education.
*361A-361B-361C. School Psychology: Introduction (3-3-3) I-II-III. Sandoval and staff
Seminar--2 hours; field work--3 hours (minimum). Prerequisite: admission to school psychology credential program. History and theory of school psychology. Application of psychological theory to educational problems. Reading and mathematics curriculum for school psychologists. Crisis intervention and counseling in the schools. Fieldwork in schools and other institutions serving children. (S/U grading only.)
*362A-362B-362C. School Psychology: Advanced (3-3-3) I-II-III. Sandoval, Figueroa, Gandara
Seminar--2 hours; field work--4 hours. Prerequisite: courses 361A-361B-361C, 213, 218, 219. Theory and techniques of school-based mental health consultation and non-biased assessment. Legal principles related to special education practice and school psychology. Advanced case study techniques. (S/U grading only.)
*363A-363B-363C. School Psychology: Internship (8-12) I, II, III. Sandoval, Figueroa, and staff
Seminar--2 hours; internship--18-32 hours. Prerequisite: admission to school psychology credential program; courses 361A-361B-361C, 362A-362B-362C, 213, 218, 219. Individual assessment and program evaluation, mental health consultation, intervention strategies to promote the school learning and adjustment of children. Selected topics in school psychology. (S/U grading only.)
398. Group Study (1-5) I, II, III. The Staff (Director in charge)
(S/U grading only.)
399. Individual Study (1-5) I, II, III. The Staff (Director in charge)
(S/U grading only.)
UC Davis 1998-99 Online General Catalog. Posted July 31, 1998.
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Keitha Hunter and Barbara Anderson, Editors
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