Education Grad (EDUG)
This course surveys the acquisition and use of first and second languages. It examines the relationship of language to culture, language acquisition, and language analysis or linguistics, emphasizing the utility of such knowledge for educators. Stress is given to understanding language's reciprocal relation with culture, the nature of language systems and linguistic analysis to enable educators a better comprehension of second language acquisition within learning environments. This course requirement can be fulfilled by ENGL-453: Language, Culture and Linguistics.
Terms Typically Offered: Fall and Spring.
Teacher candidates analyze the philosophical and historical background of public education in California. Candidates acquire a range of positive behavioral supports for students with the basic knowledge, skills and strategies for engaging and supporting diverse learners, including students with special needs, English learners, Standard English Learners, and students with other learning needs in the least restrictive environment. Candidates develop a plan to establish an inclusive and culturally responsive learning environment.
Terms Typically Offered: Fall and Spring.
This course covers theories, principles and instructional practices of reading/language arts instruction in the elementary classroom and includes: language acquisition; four communication skills of listening, speaking, reading and writing; diagnostic and early intervention techniques; and key themes of a balanced, comprehensive, instructional program. Specific content knowledge needed in preparation for RICA is aligned in this course.
Terms Typically Offered: Fall and Spring.
In this course candidates strengthen their subject matter expertise and application by familiarizing themselves with subject matter content standards and appropriate pedagogical strategies for teaching specific subject matter disciplines (math, science, social studies, etc.). Working with the cohort faculty leader and expert practitioners, teacher candidates develop lessons for the diverse populations of students in today's classrooms using the Backward Design planning strategy that focuses on integrating subject-specific content standards, English Language Arts standards, and English Language Development standards. Candidates develop in-depth lesson plans using Inductive, Deductive, and Cooperative methodologies.
Terms Typically Offered: Fall and Spring.
This course provides the philosophical and historical foundations of education. Teaching candidates begin the development of a reflective professional classroom philosophy. Candidates evaluate their philosophical bias related to the classroom and examine the professional and ethical behaviors, which contribute to teacher success in a school community. Additionally, this course prepares candidates with basic knowledge, skills and strategies for teaching diverse and special populations, including students with disabilities, students on behavior plans, and gifted and talented students in the general education classroom. Individuals become familiar with the cultural and individual diversity of the school community.
Terms Typically Offered: Fall and Spring.
This early supervised field experience provides the candidate with an opportunity to work directly with learners in a University assigned elementary school classroom with a Master Teacher two days per week during the semester. Candidates observe and apply instructional strategies under the leadership of the Master Teacher to learn to manage and deliver instruction in the elementary classroom. Lab fee: Master Teacher stipend
Terms Typically Offered: Fall and Spring.
In this course, candidates strengthen their subject matter expertise and application by familiarizing themselves with subject matter content standards and appropriate pedagogical strategies for teaching specific subject matter disciplines (math, science, social studies, etc.). These strategies focus on the candidate's prospective subject-specific credential and the diverse populations of students in today's classrooms. Working with the cohort faculty leader and expert practitioners, teacher candidates develop lessons using the Backward Design planning strategy that focuses on integrating subject-specific content standards, English Language Arts standards, and English Language Development standards. Candidates develop in-depth lesson plans using Inductive, Deductive, and Cooperative methodologies.
Terms Typically Offered: Fall and Spring.
California law requires all Multiple and Single Subject teacher preparation programs to include a California Teaching Performance Assessment (CalTPA). The purpose of this course is to provide support for teacher candidates to demonstrate their knowledge, skills, and abilities learned through the teacher credentialing program to successfully pass this state assessment. This course is taken concurrently with EDUG 525 or EDUG 535.
Terms Typically Offered: Fall and Spring.
California law requires all Multiple and Single Subject teacher preparation programs to include a California Teaching Performance Assessment (CalTPA). The purpose of this course is to provide support for teacher candidates to demonstrate their knowledge, skills, and abilities learned through the teacher credentialing program to successfully pass this state assessment. This course is taken concurrently with EDUG 587 or EDUG 589.
Terms Typically Offered: Fall and Spring.
This course helps candidates to connect the subject matter content and standards to appropriate performance tasks and instructional strategies, as they learn to plan curriculum units. Candidates learn to model and assist students to integrate technology and media into content-specific literacy when conducting research, producing and publishing writing, creating multimedia presentations, and interacting and collaborating with others in this and other disciplines. Through cooperative methods, candidates learn that after a discovery activity, students need the opportunity to independently apply their learning.
Terms Typically Offered: Fall and Spring.
This early supervised fieldwork experience provides the candidate with an opportunity to work directly with learners in a University assigned secondary classroom with a Master Teacher two days per week during the semester. Candidates observe and apply instructional strategies under the leadership of the Master Teacher to learn to manage and deliver instruction in the secondary classroom. Lab fee: Master Techer stipend. Terms
Terms Typically Offered: Fall and Spring.
Teacher candidates develop an interdisciplinary unit plan, integrating knowledge of subject-specific pedagogical skills including Health and Physical Education. Teacher candidates collect and analyze student assessment data from multiple measures and reflect on their teaching practices and level of subject matter and pedagogical knowledge to plan and implement instruction.
Terms Typically Offered: Fall and Spring.
This course explores the definition of culture, its mechanisms for adaptation, acculturation, and assimilation. This course fosters an appreciation of cultural diversity as a product of cross-cultural contact, raises issues for teaching within a multicultural classroom, and demonstrates appropriate responses, communication techniques and strategies suited to educating those with differing worldview ideologies.
Terms Typically Offered: Spring.
A study of the educational philosophy of evangelical schools. Major philosophies are discussed and related to teaching within the context of a Christian worldview. Distinctive of Christian philosophy is emphasized. This course meets the Association of Christian Schools International (ACSI) certification requirements for philosophy.
Terms Typically Offered: Fall.
This course focuses on how to move middle and high school students who are non-English speakers into and through English language literacy. Teacher candidates read and discuss first and second language acquisition theories and the various programs appropriate for students at each level of fluency. By practicing methods of teaching English language development, teacher candidates engage in using strategies, techniques, and methods that have proved successful in fostering high achievement.
Terms Typically Offered: Fall and Spring.
Single Subject candidates focus on theories and methods which enhance learning across the curriculum for middle and high school students. The course assists candidates in developing teaching methods that ensure students are successfully comprehending course content, accessing long-term memory, taking effective notes, and communicating learning concepts. Candidates learn to teach to the strength of each personality type. Candidates also learn the basics of explicit reading instruction at the secondary level.
Terms Typically Offered: Fall and Spring.
Single Subject candidates learn to write lesson plans for middle and high school students in their particular subject matter area integrating reading, writing, listening, speaking and thinking. Candidates explore the role of language fluency in comprehension and teach an integrated lesson which enhances content mastery.
Terms Typically Offered: Fall and Spring.
A study of the nature and use of technology in the educational process. An emphasis is placed on Computer Assisted Instruction (CAI) and the selection of software with a hands-on approach to the use of word processing, spreadsheets, and other programs that are of assistance to educators or are currently used with students in K-12 classrooms. This course meets the CCTC standards for the level 1 technology requirement.
Terms Typically Offered: Fall and Spring.
Special topics in education: curriculum, assessment, instruction, community partnerships, classroom management and research.
Terms Typically Offered: Fall and Spring.
This seminar course includes reflection on advanced clinical practice experiences in elementary education and their connection with the Teaching Performance Expectations (TPE's). This course focuses on the connection between the community, family, school and classroom, and prepares candidates for the professional job market and continued professional growth and development.
Terms Typically Offered: Fall and Spring.
During clinical practice, credential candidates work directly with learners in a University assigned elementary classroom with a Master Teacher, five full days per week during the semester. Candidates experience the daily responsibilities of running a culturally and linguistically diverse classroom. Candidates practice under the expert monitoring of a Master Teacher with mentoring from a University Supervisor. Lab Fee: Master Teacher stipend
Terms Typically Offered: Fall and Spring.
Clinical practice experiences are designed to provide the candidate with a developmental and sequential set of activities that are integrated with the coursework and extend the candidate's learning through application of theory to practice with secondary students in California public school classrooms. This seminar course enhances the teach-reflect-revise cycle by allowing candidates to reflect on lessons taught in clinical practice, collaborate with peers, and revise their instruction for improved student learning.
Terms Typically Offered: Fall and Spring.
During clinical practice fieldwork, credential candidates work directly with learners in a University assigned secondary classroom with a Master Teacher, five full days per week during the semester. Candidates experience the daily responsibilities of running a culturally and linguistically diverse classroom. Candidates practice under the expert monitoring of a Master Teacher with mentoring from a University Supervisor. Lab Fee: Master Teacher stipend
Terms Typically Offered: Fall and Spring.
Mutual investigation of one topic in education of particular relevance to graduate students in education.
Terms Typically Offered: Fall and Spring.
This unit does not count toward Master's degree or credential requirements. Fee is equivalent to one unit of Graduate Education tuition. Candidates who have not met all testing and/or other credential requirements to continue to Advanced Student Teaching are required to register for EDUG-599. During this semester, the candidate conferences with a faculty cohort leader and/or University Supervisor. Continuous registration ends when the candidate is formally recommended for Advanced Student Teaching or withdraws from the program. EDUG-599 carries a grade of CE (Continuing Enrollment) until all requirements are met, at which time the grade is changed to CR (Credit).
Terms Typically Offered: Fall and Spring.
This course provides an in-depth investigation of current problems and issues that affect education in America. Students focus on current trends in curriculum, instructional pedagogy, and school organization. To this end, students develop a literature review relevant to current educational issues to inform the effectiveness of teaching and learning, and the quality of life in the school community. This is the first course in the MA Core sequence. MA Core requirement.
Terms Typically Offered: Fall and Spring.
This course enables graduate students in education to focus on literature about research methodologies, and to develop an understanding of both qualitative and quantitative research designs to inform valid educational research. The goal is to become a critical reader of research reports, and a consumer and producer of educational research. To this end, students develop a research proposal to reflect in-depth understanding of research literature, research designs, and research analysis. MA Core requirement.
Terms Typically Offered: Fall.
This course provides students with the opportunity to examine historical, philosophical, and sociopolitical influences on the development of curriculum in American public education. Curriculum design, implementation and evaluation strategies are considered. The role of teachers and others in curriculum decision making are explored, particularly as it relates to educational change. Particular emphasis is given to state curriculum documents and curricular recommendations of professional associations. MA Core requirement.
Terms Typically Offered: Spring.
This course focuses on developing reliable and valid qualitative and quantitative assessment instruments to evaluate the potential and progress of children throughout the instructional process. The course focuses on assessment for learning, but covers both formative and summative assessment principles. MA Core requirement.
This course explores varied strategies of instruction, culminating in the identification and study of various models of teaching to support student achievement. Students examine theoretical frameworks that best inform learning and instructional models of teaching.
Terms Typically Offered: Fall and Spring.
This course uses an interdisciplinary approach to examine principles of learning and best practice. To this end, theoretical frameworks from the social science will be examined, including behavioral, cognitive, and social theories.
Terms Typically Offered: Fall.
This course focuses on teacher learning, evaluating, and organizing high quality professional development. Students examine research-based literature about professional development models. Candidates study and practice high yield strategies for improving professional practice including peer coaching, collaboration, study groups and learning teams. Well-designed evaluations inform candidates about the effectiveness of professional development practices and guide the content, form and structure for creating a teacher-led learning community.
Terms Typically Offered: Spring.
This course focuses on developing an understanding of the research-based literature that informs the history and development of content specific subject matter. Teachers will explore and analyze the literature, including historical key defnitions of content-specific subject matter, in light of the major theories and methodological approaches that have shaped each discipline. Special attention will be given to disciplinary research questions that have been addressed and questions for future research purpose. This content-specific literature exploration provides a foundation for the formulation of important research questions in the candidate's future capstone research focus completed in the MA Core.
Terms Typically Offered: Fall and Spring.
Special topics in education: curriculum, assessment, instruction, community partnerships, classroom management, and research.
Terms Typically Offered: Fall and Spring.
An individual study initiated by the student, who must develop a written prospectus of the proposed study and secure an appropriate sponsoring faculty member to supervise and evaluate the study. Up to a maximum of six credits of individual study may be applied toward degree requirements.
Terms Typically Offered: Fall and Spring.
Mutual investigation of one topic in education of particular relevance to graduate students in education.
Terms Typically Offered: Fall and Spring.
Continuation of independent project study. Credit does not count toward Master's degree requirements. Fee is equivalent to one unit of Graduate Education tuition. EDUG-699 carries a grade of CE (Continuing Enrollment) until all course requirements are met, at which time the grade is changed to CR (Credit).
Prerequisite: EDUG-610
Terms Typically Offered: Fall and Spring.