Education (EDUC)
EDUC 24 Freshman Seminar 1 Unit
Department: Education
Course level: Undergraduate
Terms course may be offered: Fall and spring
Grading: The grading option will be decided by the instructor when the class is offered.
Hours and format: 1 hour of Seminar per week for 15 weeks.
The Freshman and Sophomore Seminar program has been designed to provide new students with the opportunity to explore an intellectual topic with a faculty member in a small seminar setting. Freshman Seminars are offered in all campus departments, and topics vary from department to department and semester to semester. Limited to 15 freshmen.
Course may be repeated for credit as topic varies. Course may be repeated for credit when topic changes.
EDUC 30AC Race and Ethnicity inside Schools 4 Units
Department: Education
Course level: Undergraduate
Term course may be offered: Fall
Grading: Letter grade.
Hours and format: 4 hours of lecture/discussion per week.
Racial and ethnic minorities in American schools and colleges through case studies of Native Americans, Italian Americans, and Mexican Americans. Policies, practices, ideologies, experiences, and outcomes from the perspective of both the dominant and minority groups.
Satisfies the American Cultures requirement
Formerly known as 40AC taken before fall 2004.
EDUC 39D Freshman/Sophomore Seminar 3 Units
Department: Education
Course level: Undergraduate
Terms course may be offered: Fall and spring
Grading: The grading option will be decided by the instructor when the class is offered.
Hours and format: 3 hours of Seminar per week for 15 weeks.
Prerequisites: Priority given to freshmen and sophomores.
Freshman and sophomore seminars offer lower division students the opportunity to explore an intellectual topic with a faculty member and a group of peers in a small-seminar setting.
Course may be repeated for credit when topic changes.
EDUC 40AC Experiencing Education: Diversity and (In)Equality in and Beyond Schools 5 Units
Department: Education
Course level: Undergraduate
Term course may be offered: Fall
Grading: Letter grade.
Hours and format: 3 hours of Lecture and 2 hours of Discussion per week for 15 weeks.
Explores the complex relationship among diversity, equality, inequality, and educational systems by focusing on the conceptual categories of race, class, and gender in the organization of educational opportunity. Explores the ways in which these categories intersect in people's lives. Incorporates a semester-long project that enables students to develop research skills as they apply their new understandings to the educational challenges facing local districts and communities.
Satisfies the American Cultures requirement
EDUC N40AC Experiencing Education: Race and Ethnicity Inside Schools 3 Units
Department: Education
Course level: Undergraduate
Term course may be offered: Summer
Grading: Letter grade.
Hours and format: 7.5 hours of lecture/discussion per week for 6 weeks.<BR/>5.5 to 6 hours of lecture/discussion per week for 8 weeks.
Racial and ethnic minorities in American schools and colleges through case studies of African Americans, Mexican Americans, Native Americans, and selected Asian American groups. Policies, practices, ideologies, experiences, and outcomes will be analyzed and compared.
Satisfies the American Cultures requirement
EDUC 52 Understanding Language in Society 3 Units
Department: Education
Course level: Undergraduate
Terms course may be offered: Fall, spring and summer
Grading: Letter grade.
Hours and format: 3 hours of lecture/discussion per week.
This course explores how language is influenced by social factors. The topics include dialects and standard English, slang, and the influence of gender, identity, and bilingualism on language use, highlighting the diverse ways in which people use language to communicate with one another. A secondary objective is to teach strategies that are proven effective for successful and efficient reading, writing, learning, and studying. These strategies will be applied to the content of this class and be useful in students' other classes.
Instructor: Van Rheenen
EDUC 75AC American Sports, Culture, and Education 3 Units
Department: Education
Course level: Undergraduate
Terms course may be offered: Fall, spring and summer
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks. 7.5 hours of Lecture per week for 6 weeks.
American sports and athletes have come to signify a complex of variegated meanings that include desire, but also disdain. Through the work of a variety of scholars, researchers, and journalists, this course explores the nature and motives of societal structures and practices (embodied in both institutions and individuals) to illuminate the intersections and reciprocal influences of society and sports. The central framework of this course draws on the notion that the space of sports is defined by highly structured societal practices and consumptions. By critically analyzing a variety of these practices, this course attempts to ground a partial reading of other societal forces in American culture. In particular, the course examines the nuanced intersections of sport, race, ethnicity, social class and gender, highlighting the ways in which American sports provide a potential vehicle for social mobility and integration while simultaneously reproducing existing cultural stereotypes and structures of inequality.
Satisfies the American Cultures requirement
Instructor: Van Rheenen
EDUC 97 Field Studies 1 - 4 Units
Department: Education
Course level: Undergraduate
Terms course may be offered: Fall, spring and summer
Grading: Offered for pass/not pass grade only.
Hours and format: Field study.
Prerequisites: Restricted to freshman and sophomores. Consent of instructor.
University organized and supervised field programs involving experiences in schools and school-related activities.
Course may be repeated for credit. Course may be repeated for credit when topic changes.
EDUC 98 Directed Group Study 1 - 4 Units
Department: Education
Course level: Undergraduate
Terms course may be offered: Fall, spring and summer
Grading: Offered for pass/not pass grade only.
Hours and format: 1 to 4 hours of directed group study per week. 1.5 to 6 hours of directed group study per week for 10 weeks. 1.5 to 7.5 hours of directed group study per week for 8 weeks. 2.5 to 10 hours of directed group study per week for 6 weeks.
Prerequisites: Consent of instructor.
Course may be repeated for credit. Course may be repeated for credit when topic changes. Enrollment is restricted; see the Course Number Guide in the Berkeley Bulletin.
EDUC 99 Supervised Independent Study 1 - 4 Units
Department: Education
Course level: Undergraduate
Terms course may be offered: Fall, spring and summer
Grading: Offered for pass/not pass grade only.
Hours and format: Tutorial.
Prerequisites: Consent of instructor, lower division standing.
Supervised independent study or research on topics relevant to Education that are not covered in depth by other courses. Topics to be initiated by students.
Course may be repeated for credit as topic varies. Course may be repeated for credit when topic changes. Enrollment is restricted; see the Introduction to Courses and Curricula section of this catalog.
EDUC 112 Reforms in Elementary Education: Psychological and Sociocultural Foundations 3 Units
Department: Education
Course level: Undergraduate
Term course may be offered: Spring
Grading: Letter grade.
Hours and format: 1 hour of lecture, 1 hour of structured discussion, and 1 hour of group work per week.
Prerequisites: Background in psychology. Consent of instructor.
The course introduces students to relationships between research on cognitive development and reforms in elementary teaching. The syllabus is organized in modules that link research and classroom practice. For example, in a module on children's mathematics, we analyze research on children's strategies for solving math problems and consider how this research has reformed teaching practices. Students complete a project for each module that links research and observations in elementary classrooms through concurrent enrollment in one unit of 197.
Instructor: Gearhart
EDUC 114A Early Development and Education 4 Units
Department: Education
Course level: Undergraduate
Terms course may be offered: Fall, spring and summer
Grading: Letter grade.
Hours and format: 3 hours of Lecture and 2 hours of Fieldwork per week for 15 weeks. 5 hours of Lecture and 5 hours of Discussion per week for 8 weeks.
Theory and research on psychological development from birth through childhood with special attention to relations between developmental theory and educational practice. Directed field observation of developmental phenomena and educational practices.
Instructor: Holloway
EDUC 114D Practicum in Early Development and Education, Children Birth to Age 5 4 Units
Department: Education
Course level: Undergraduate
Term course may be offered: Spring
Grading: Letter grade.
Hours and format: 2 hours of Lecture and 6 hours of Fieldwork per week for 15 weeks.
Prerequisites: 114A recommended.
This course will provide students with an understanding of theories and practices in early care and education, specifically focused on children from infancy to age 5. It will also provide an opportunity for students to apply knowledge and reflect upon experiences teaching in a high-quality environment for young children. Course topics will span infant, toddler, and preschool early care and education programs and the age groups for whom such programs are designed. Special attention will be given to 1) curriculum approaches and theories in early care and education programs, 2) educational practices related to culturally, linguistically, and economically diverse student populations, and 3) child observation and classroom organization and practices. In addition, the course will cover changing expectations for children and their teachers, programming for children with special needs, teacher relations with children, parents and other staff, peer relationships, managing challenging child behaviors and identifying quality. Field experience will include working with young children in an infant, toddler or preschool quality program on the UC Berkeley campus or in the surrounding area.
EDUC 130 Knowing and Learning in Mathematics and Science 3 Units
Department: Education
Course level: Undergraduate
Term course may be offered: Spring
Grading: Letter grade.
Hours and format: 3 hours of lecture and 1 hour of fieldwork per week. 6 hours of lecture and 4 hours of fieldwork per week for 8 weeks.
Prerequisites: Any one of the following: Undergraduate Interdisciplinary 81A, 81B, 82.
This course offers a sequence of collaborative problem-solving and reflection activities through which students will be able to appreciate and develop a coherent, effective approach to the teaching and learning of any mathematical or scientific conceptual domain. Issues of cognition, culture, and pedagogy will emerge from participants' struggles to explain their own reasoning. In-class problem solving experiences will provide grist for reflection. Extensive readings are discussed in a bSpace forum. Students are placed in, and do course projects in, local classrooms.
Course may be repeated for credit when topic changes. Instructor: Abrahamson
EDUC 131 Classroom Interactions in Science and Mathematics: A Focus on Equity and Urban Schools 3 Units
Department: Education
Course level: Undergraduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Seminar per week for 15 weeks.
Prerequisites: Education 130.
This course continues the process of preparing students to teach science and mathematics in secondary schools by providing opportunities to evaluate challenges they face in instructional settings. We will explore frameworks for thinking abut equity issues in the classroom and beyond school settings, learn strategies for teaching students of diverse backgrounds, and consider how classroom interactions enable students to develop a deep conceptual understanding of the subject matter.
Instructor: Nasir
EDUC 140AC Literacy: Individual and Societal Development 3 Units
Department: Education
Course level: Undergraduate
Terms course may be offered: Fall, spring and summer
Grading: Letter grade.
Hours and format: 3 hours of lecture/discussion and workshops per week. 8 hours of lecture/discussion and workshops per week for 6 weeks.
This course combines theory and practice in the study of literacy and development. It will introduce sociocultural educational theory and research focused especially on literacy teaching and learning, and this literature will be examined in practice through participation in computer-based after-school programs. In addition, the course will contribute to understanding of race, culture, and ethnicity in the United States. We will develop a view of literacy, not as a neutral skill, but as embedded within culture and as depending for its meaning and its practice upon social institutions and conditions.
Satisfies the American Cultures requirement
Instructor: Hull
EDUC N140 Literacy: Individual and Societal Development 4 Units
Department: Education
Course level: Undergraduate
Term course may be offered: Summer
Grading: Letter grade.
Hours and format: 8 hours of lecture/discussion per week for 6 weeks, and 7 hours of fieldwork per week for 6 weeks.
This course combines theory and practice in the study of literacy and development, while simultaneously introducing students to socio-cultural educational theory and research. This research perspicaciously and critically analyzes extant literature on literacy teaching and learning. This literature will be examined in practice through participation in tutoring and technology-oriented summer programs. In addition, this course satisfies the American Cultures requirement and will contribute to understanding of race, cultures, and ethnicity in the United States. We will develop a view of literacy, not as a neutral skill, but as embedded within culture and as depending for its meaning and its practice upon social institutions and conditions. In addition to lecture, students are to participate in field work hours.
Satisfies the American Cultures requirement
Instructor: Hull
EDUC 142 Education in a Global World 3 Units
Department: Education
Course level: Undergraduate
Term course may be offered: Spring
Grading: Letter grade.
Hours and format: 3 hours of lecture/discussion per week.
What is globalization? What are the implications of living in a "global world" for education? How can education be used as a tool to promote global social justice and prosperity? In this course, we will address these and other related questions through collective reading assignments, class discussions, and online collaboration through our learning platform (bSpace or other).
Instructor: Murphy-Graham
EDUC 143 Introduction to the Teaching of English 3 Units
Department: Education
Course level: Undergraduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 2 hours of Lecture and 3 hours of Fieldwork per week for 15 weeks.
Prerequisites: Upper division standing or consent of instructor.
Exploration of issues confronting English and English language arts teachers today; curriculum trends and teaching practices; influence or reform efforts since the 1950s on English and language arts curriculum and practice; course assignments to include field work, interviews, reading and reports.
Instructor: Sterling
EDUC C145/GERMAN C106 Literacy through Literature 3 Units
Department: Education; German
Course level: Undergraduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks.
Exploration of the role that literature can play in the acquisition of literacy in a first and second language. Linguistic and psycholinguistic issues: orality and literacy, discourse text, schema theory, and reading research. Literary issues: stylistics and critical reading, reader response, structure of narratives. Educational issues: the literary text in the social context of its production and reception by intended and non-intended readers.
Instructor: Kramsch
EDUC C148/IAS C148 Education and International Development 4 Units
Department: Education; International and Area Studies
Course level: Undergraduate
Term course may be offered: Fall
Grading: Letter grade.
Hours and format: 3 hours of lecture per week.
This course is designed to provide a comprehensive overview of international development education. Through the use of lectures, discussions, and multimedia presentations, students will examine three core themes: 1) the purpose of education; 2) how contemporary development policy conceptualizes education; 3) education as a tool for social transformation. To the extent possible, the course draws connections between theory and practical case studies of international education programs, policy statements, and initiatives.
Instructor: Murphy-Graham
EDUC 149 Foundations for Teaching Language Arts 2 Units
Department: Education
Course level: Undergraduate
Term course may be offered: Summer
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks. 4 hours of Lecture per week for 8 weeks.
Prerequisites: Admission to Developmental Teacher Education program or consent of instructor.
Lectures and workshops on curriculum, instructional theory, and methods for teaching language arts in elementary schools. Incorporates competencies for Reading Instruction Competency Assessment (RICA) and for teaching children whose primary language is not English.
Instructor: Pearson
EDUC 158 Foundations for Teaching Reading in Grades K-8 2 - 3 Units
Department: Education
Course level: Undergraduate
Terms course may be offered: Fall, spring and summer
Grading: Letter grade.
Hours and format: 2 hours of Lecture per week for 15 weeks. 6 hours of Lecture and 6 hours of Fieldwork per week for 6 weeks.
Prerequisites: Admission to a teaching credential program (summer session excluded).
Introduction to reading and writing instruction in elementary school settings, basic literacy skills, instructional methods and approaches, assessment procedures, and reading and writing theories.
Formerly known as 258A-258B. Instructor: Cunningham
EDUC 160 Foundations for Teaching Social Studies 2 Units
Department: Education
Course level: Undergraduate
Term course may be offered: Spring
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 10 weeks.
Prerequisites: Admission to a teaching credential program.
Lectures and workshops on curriculum, instructional theory, and methods for teaching social studies methods in elementary schools.
Instructor: Perlstein
EDUC 162A Teachers' Work 3 Units
Department: Education
Course level: Undergraduate
Term course may be offered: Spring
Grading: Letter grade.
Hours and format: 3 hours of lecture/discussion per week.
This course is offered as part of the undergraduate education minor, examines the multiple dimensions of teachers' work by drawing on theories of teacher socialization and teacher professional learning, and exploring representations of teachers in the media and popular culture, as well as in relevant academic literature. Students will be introduced to the current policy, social, cultural, historical, professional, employment and legal context of teachers' professional lives in the United States. Students will have the opportunity to examine these aspects of teachers' work by interacting with teachers in the field.
Instructor: Little
EDUC 180 Logic of Inquiry 3 Units
Department: Education
Course level: Undergraduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks.
An analysis of the logical and epistemological foundations of empirical research with the aim of developing a critical and vigorous approach to empirical inquiry, deductive and inductive logic, the structure of scientific theories, justification, falsification, the role of values, prediction and the nature of causality.
EDUC C181/AFRICAM C133A Race, Identity, and Culture in Urban Schools 3 Units
Department: Education; African American Studies
Course level: Undergraduate
Term course may be offered: Spring
Grading: Letter grade.
Hours and format: 3 hours of seminar/discussion per week.
This course will focus on understanding urban schools as a part of a broader system of social stratification and the process by which students in urban schools come to a sense of themselves as students, as members of cultural and racial groups, and as young people in America. Topics include racial identity; race/ethnicity in schools; urban neighborhood congtexts; and schooling in the juvenile justice system. Students will also integrate course readings with their own first-hand experience working in one of several off-campus sites. This course has a mandatory community engagement component for which students will earn 1 unit of field study (197) credit.
Instructor: Suad-Bakari
EDUC 182AC The Politics of Educational Inequality 4 Units
Department: Education
Course level: Undergraduate
Term course may be offered: Spring
Grading: Letter grade.
Hours and format: 3 hours of Lecture and 1 hour of Discussion per week for 15 weeks.
This course explores the state of U.S. public education, particularly how success within that system varies by race, class, and gender. It explores educational attainment across different groups within the U.S. and then looks at how the structure of educational policymaking affects different types of students. It concludes by investigating the varied impact of different approaches to reform, with an eye toward identifying how best to reduce educational inequality in the United States.
Satisfies the American Cultures requirement
Instructor: Garcia Bedolla
EDUC 183 High School, The Movie 3 Units
Department: Education
Course level: Undergraduate
Terms course may be offered: Fall and summer
Grading: Letter grade.
Hours and format: 3 hours of Lecture and 1.5 hours of Discussion per week for 15 weeks. 6 hours of Lecture and 3 hours of Discussion per week for 8 weeks.
High school plays a pivotal role in American life. It both serves as a gatekeeper of educational and economic success and embodies hopes of transcending social divisions. Like high school itself, movies about it have fostered youth culture and helped Americans make sense of the intersection of democratic aspirations and social divisions. This course examines how the reality and representation of high schools combine to reflect and define American society and the lives of American youth.
Instructor: Perlstein
EDUC 184 Philosophical Foundations of Education 3 Units
Department: Education
Course level: Undergraduate
Terms course may be offered: Fall, spring and summer
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks. 7.5 hours of Lecture per week for 6 weeks.
Systematic survey of educational thought with emphasis on the epistemological, logical and ethical foundations of the major philosophies of education.
EDUC 185 Gender and Education: International Perspectives 3 Units
Department: Education
Course level: Undergraduate
Term course may be offered: Spring
Grading: Letter grade.
Hours and format: 3 hours of lecture/seminar per week.
This course is designed to provide an overview of the major discussions and debates in the area of gender and education, from a global perspective. Examines theoretical understandings of gender, and the intersection of gender, schooling, global poverty, and social justice. Explores strategies to "undo" gender, including the role of international donor agencies, the state, NGOs, popular education, the media, sport, and innovative curricula.
Instructor: Murphy-Graham
EDUC 186AC/ETH STD 159AC/GEOG 159AC The Southern Border 4 Units
Department: Education; Ethnic Studies; Geography
Course level: Undergraduate
Terms course may be offered: Fall, spring and summer
Grading: Letter grade.
Hours and format: 4 hours of lecture/discussion per week.
Prerequisites: Upper division standing.
The southern border--from California to Florida--is the longest physical divide between the First and Third Worlds. This course will examine the border as a distinct landscape where North-South relations take on a specific spatial and cultural dimension, and as a region which has been the testing ground for such issues as free trade, immigration, and ethnic politics.
Satisfies the American Cultures requirement
Instructors: Manz, Shaiken
EDUC 188 Latinas/os and Education: Critical Issues and Perspectives 3 Units
Department: Education
Course level: Undergraduate
Terms course may be offered: Fall and summer
Grading: Letter grade.
The course engages a selection of themes examining the academic achievement of Latinas/os in K-12 and in higher education. The course aims to foster an awareness of the complex issues influencing the education of Latinas/os and of ways to work towards supporting and advancing the educational experiences of Latinas/os in schools and society.
EDUC 189 Democracy and Education 4 Units
Department: Education
Course level: Undergraduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 4 hours of Lecture per week for 15 weeks.
Prerequisites: Junior standing or consent of instructor.
Education as a vehicle for furthering the ideals of democratic societies--critical study of principles, philosophies, theories, and practices designed to develop understanding, commitment, and skills to empower a citizenry dedicated to achieving equality, justice, and peace in the world.
Instructor: Hurst
EDUC 190 Critical Studies in Education 3 Units
Department: Education
Course level: Undergraduate
Terms course may be offered: Fall, spring and summer
Grading: Letter grade.
Hours and format: 3 hours of lecture per week. 6 hours of lecture per week for 6 weeks.
This course examines how learning environments can empower and disempower individuals and explores the role of education in the social construction of hierarchy, inequality, difference, identity, and power. It embodies a democratic philosophy and practice, creating a learning community that encourages students to take responsibility for their own education and learn through theory, experience, and dialogue. They must engage in a community project equivalent to 1 field unit (credit optional).
Instructor: Hull
EDUC 190B Unraveling Education: A Participatory Inquiry 4 Units
Department: Education
Course level: Undergraduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 4 hours of Lecture per week for 15 weeks.
Prerequisites: 190.
Course builds upon 190. Through dialogue, students will further explore critical issues and their connections. Students will form small working groups to identify, develop, investigate, and teach a topic of their choice. We will develop and emphasize multiple perspectives.
Instructor: Hurst
EDUC 191B Gender Issues in Education 3 Units
Department: Education
Course level: Undergraduate
Term course may be offered: Summer
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks. 5.5 hours of Lecture per week for 8 weeks.
This course will examine the role of gender in education and the influences on classroom discourse, curriculum, and teaching and learning styles. We will also look at current trends in school reform, how schools and alternative programs address issues of gender bias. This course will provide on opportunity to consider the experiences of students and teachers as "gendered" beings in the educational system.
Instructor: Woody
EDUC C193A/ESPM C193A Environmental Education 3 Units
Department: Education; Environ Sci, Policy, and Management
Course level: Undergraduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 5.5 hours of lecture/discussion and 6 hours of fieldwork per week.
Theory and practice of translating ecological knowledge, environmental issues, and values into educational forms for all age levels and all facets of society, including schools. Concentrated experience in participatory education.
Instructor: Hurst
EDUC 195B Special Topics in the Foundations of Teaching 1 - 4 Units
Department: Education
Course level: Undergraduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 1 hour of seminar per week per unit.
Prerequisites: Consent of instructor.
Reading and language arts.
Course may be repeated for credit when topic changes.
EDUC 195C Special Topics in the Foundations of Teaching 1 - 4 Units
Department: Education
Course level: Undergraduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 1 hour of seminar per week per unit.
Prerequisites: Consent of instructor.
Mathematics and science.
Course may be repeated for credit when topic changes.
EDUC 197 Field Studies 1 - 4 Units
Department: Education
Course level: Undergraduate
Terms course may be offered: Fall, spring and summer
Grading: Offered for pass/not pass grade only.
Hours and format: 1 to 4 hour of Fieldwork per week for 15 weeks. 1 to 4 hour of Fieldwork per week for 8 weeks. 1 to 5 hour of Fieldwork per week for 6 weeks.
Prerequisites: Consent of instructor.
University organized and supervised field programs involving experiences in schools and school-related activities.
Course may be repeated for credit. Course may be repeated for credit when topic changes.
EDUC S197 Field Studies 1 - 4 Units
Department: Education
Course level: Undergraduate
Term course may be offered: Summer
Grading: Offered for pass/not pass grade only.
Hours and format: Field study.
Prerequisites: Consent of instructor.
University organized and supervised field programs involving experiences in schools and school-related activities.
Course may be repeated for credit. Course may be repeated for credit when topic changes.
EDUC 198 Directed Group Study 1 - 3 Units
Department: Education
Course level: Undergraduate
Terms course may be offered: Fall, spring and summer
Grading: Offered for pass/not pass grade only.
Hours and format: 1 to 3 hour of Directed group study per week for 15 weeks. 1.5 to 4.5 hours of Directed group study per week for 10 weeks. 2 to 6 hours of Directed group study per week for 8 weeks. 2.5 to 7.5 hours of Directed group study per week for 6 weeks.
Prerequisites: Consent of instructor, upper division standing.
Group discussion, research, and reporting on selected topics. Student initiation in choice of subjects is solicited and welcomed.
Course may be repeated for credit as topic varies. Course may be repeated for credit when topic changes. Enrollment is restricted; see the Introduction to Courses and Curricula section of this catalog.
EDUC 199 Supervised Independent Study and Research for Undergraduates 1 - 4 Units
Department: Education
Course level: Undergraduate
Terms course may be offered: Fall, spring and summer
Grading: Offered for pass/not pass grade only.
Hours and format: Independent study.
Prerequisites: Consent of instructor.
Course may be repeated for credit. Course may be repeated for credit when topic changes. Enrollment is restricted; see the Introduction to Courses and Curricula section of this catalog.
EDUC 200A Culture and Cognitive Development: Theoretical Perspectives 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Seminar per week for 15 weeks.
Prerequisites: Consent of instructor.
The seminar explores Piaget's and Vygotsky's seminal frameworks for the analysis of cognitive development and recent extensions of their work. A focus will be on culture and its representation in treatments of cognition.
Instructor: Saxe
EDUC 200B Social Development 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks.
Prerequisites: Consent of instructor.
An examination of theory and research on social development from childhood to early adulthood. Review of different theoretical orientations to social cognition, morality, psychosexual development, and the role of social-environmental factors.
Instructor: Turiel
EDUC 200C Culture and Cognitive Development 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of lecture/discussion per week.
Prerequisites: 200A and consent of instructor.
This course explores advanced topic in Piaget's and Vygotsky's frameworkers for the analysis of cognition development. Of particular concern is the representation of cultural processes in each treatment. Reading will include primary sources from these authors and contemporary writers who extend and critique the treatment of culture in each.
Instructor: Saxe
EDUC 200D Psychosocial Development: Identity, Culture, and Education 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Fall
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks.
Prerequisites: One course in statistics.
This course is a doctoral seminar in developmental psychology, with a broad focus on psychosocial development and its impact on children in educational contexts. The course begins with a discussion of Erikson's psychosocial theory and the sociocultural perspectives of Vygotsky and other theorists. We then review some of the major psychosocial variables related to educational achievement, including competence, motivation, self-concept, self-efficacy, self-regulation, and volition. We touch briefly on moral development and values as psychosocial factors affecting correlates. We examine (a) how social and personal identity factors are used to explain underachievement (e.g., cultural ecological theory and stereotype threat), (b) the role of identity in different cultural groups, (c) the impact of these factors on teacher and student behavior, and (d) the role that identity plays in helping students develop a sense of future.
Instructor: Worrell
EDUC 201A Psychology of Reading 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks.
Comparison and analysis of the psychological and linguistic evidence underlying whole language and skills methods of reading instruction. Topics include reading readiness, emergent literacy, the English spelling system and decoding, vocabulary development, models of reading, individual differences, and comprehension and schema theory.
Instructor: Cunningham
EDUC 201B Seminars in Intellectual Development 2 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 2 hours of Seminar per week for 15 weeks.
Prerequisites: Relevant courses from the 200 sequence and consent of instructor.
Intensive examination of advanced topics, which will vary from year to year in the areas denoted by the titles of the following sections: # (1) Cognitive Development # (2) Learning and Memory Development # (3) Language.
Course may be repeated for credit. Course may be repeated for credit when topic changes. Instructor: Cunningham or Gearhart
EDUC 202D Seminars in Social and Personality Development 2 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 2 hours of Seminar per week for 15 weeks.
Prerequisites: Relevant courses from the 200 sequence and consent of instructor.
Intensive examination of advanced topics, which will vary from year ton (1) Social Development # (2) Motivation # (3) Personality Development.
Course may be repeated for credit. Course may be repeated for credit when topic changes. Instructor: Turiel
EDUC 204C Research Seminars: Inquiry in Educational Psychology 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Seminar per week for 15 weeks.
Prerequisites: Consent of instructor.
The doctoral program in Educational Psychology requires that students complete extensive projects of documentary and empirical research. As they engage in these projects, students will enroll (ordinarily during alternate years) in appropriate sections of this seminar. At each meeting, participants will present their own projects, and analyze those presented by others.
Course may be repeated for credit. Course may be repeated for credit when topic changes. Instructor: Worrell
EDUC 205 Instruction and Development 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks.
Prerequisites: consent of instructor.
An examination of cognitive developmental approaches to instruction. Review of different theoretical orientations to learning and memory, metacognition, emergent literacy, reading, writing, mathematics, science, computer literacy, motivation, self regulated learning, and classroom organization.
Instructor: Metz
EDUC 207B Individual Appraisal of Intelligence 4 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Lecture and 6 hours of Fieldwork per week for 15 weeks.
Prerequisites: Consent of instructor.
Theories of intelligence as applied to the assessment of intelligence, measurement concepts applied to intelligence tests, development, administration and interpretation of the WISC-R, Stanford-Binet, and other issues pertaining to intelligence testing. Current controversial issues in testing, including issues pertaining to test bias and legal aspects of testing.
EDUC 207C Diagnosis of Human Handicaps 4 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Lecture and 6 hours of Fieldwork per week for 15 weeks.
Prerequisites: Consent of instructor.
Reviews current criteria for eligibility for programs for the handicapped and evaluates available procedures for making diagnostic decisions. Special topics may include diagnosis of learning disabilities, mental retardation, neurological handicaps, emotional and behavioral disorders.
EDUC 207D Assessment and Education of Exceptional Pupils in Regular Classes 2 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall, spring and summer
Grading: Letter grade.
Hours and format: 4 hours of lecture/discussion per week for 8 weeks.
Methods for assessment of handicapped children and implication for their education in regular classes. Such topics as nondiscriminating testing, least restrictive environments, alternative programs, parent communication, interpersonal relationships, characteristics, behavior of exceptional pupils are covered in studies of individual exceptional children in regular classes.
EDUC 211A Development, Learning, and Instruction in Cultural Contexts 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Fall
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks.
Prerequisites: Admission to Developmental Teacher Education program or consent of instructor.
Introduction to theories of human development and their application to elementary and preschool education. Topics include cognitive development, moral and social development, language acquisition, psycho-social perspectives on social-emotional development and a developmental analysis of classroom organization. Also supervised child study, individual and small group tutoring, and field experiences.
Instructor: Gearhart
EDUC 211B Social and Emotional Development 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Summer
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks. 5 hours of Lecture per week for 8 weeks.
Prerequisites: Admission to Developmental Teacher Education program or consent of instructor.
Introduction to theories of human development and their application to elementary and preschool education. Topics include cognitive development, moral and social development, language acquisition, psycho-social perspectives on social-emotional development and a developmental analysis of classroom organization. Also supervised child study, individual and small group tutoring, and field experiences.
Instructor: Gearhart
EDUC 211C Advanced Human Development and Education 4 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of lecture/discussion and 3 hours of fieldwork per week.
Prerequisites: Admission to Developmental Teacher Education Program or consent of instructor.
Advanced principles of human development and their application to teaching and learning school subjects. Also supervised child study, individual and small group tutoring, field experiences.
Instructor: Saxe
EDUC 211D Advanced Human Development and Education 4 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of lecture/discussion and 3 hours of fieldwork per week.
Prerequisites: Admission to Developmental Teacher Education Program or consent of instructor.
Advanced principles of human development and their application to teaching and learning school subjects. Also supervised child study, individual and small group tutoring, field experiences.
Instructor: Saxe
EDUC 212 Adolescent Development and the Teaching of Secondary English 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall, spring and summer
Grading: Letter grade.
Hours and format: 8 hours of lecture/discussion per week for 6 weeks. 3 hours of lecture/discussion per week.
Prerequisites: Enrollment in the Multicultural Urban Secondary English Teaching Credential Program.
This graduate seminar relates the goals of secondary English teaching to three major themes in the study of adolescent development: rationality, morality, and identity. These themes are then explored with reference to urban youth, along with other themes emerging from research in urban settings. The theme of identity is pursued further through a consideration of adolescents' "self-theories" and their motivational consequences. Students write papers on related topics for a class anthology.
Instructor: Ammon
EDUC 213A Theoretical and Scientific Bases for School Psychology, Part I: Childhood 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 2 hours of Lecture and 3 hours of Fieldwork per week for 15 weeks.
Historical and contemporary overview of the professional specialty of school psychology. Examines the empirical evidence for developmental and learning models in relation to the school curriculum and school organization for birth through pre-adolescence.
Instructor: Perry
EDUC 213B Theoretical and Scientific Bases for School Psychology, Part II: Adolescence 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Spring
Grading: Letter grade.
Hours and format: 2 hours of Lecture and 3 hours of Fieldwork per week for 15 weeks.
Historical and contemporary overview of the professional specialty of school psychology. Examines the empirical evidence for developmental and learning models in relation to the school curriculum and school organization for birth through pre-adolescence.
Instructor: Donohue
EDUC 213C School-Based Consultation 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks.
Theories of consultation, consultation methods, and research on consultation applicable to primary and secondary prevention of school failure and school psychology practice.
Instructor: Worrell
EDUC 213D Educational Interventions for the School Psychologist 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks.
Theories and procedures for individual and group assessment of children's learning and behavior problems as applied to the design of individual and group programs in the classroom.
EDUC 213L Laboratory for School Psychology 1 Unit
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Offered for satisfactory/unsatisfactory grade only.
Hours and format: 1 hour of Discussion and 6 hours of Fieldwork per week for 15 weeks.
Laboratory section to evaluate field work records and for supervision of school assignment. Must be taken concurrently with 213A-213B-213C-213D.
EDUC 214 Human Development and Education Seminar 1 Unit
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Offered for satisfactory/unsatisfactory grade only.
Hours and format: 1.5 hours of Seminar per week for 15 weeks.
Prerequisites: Graduate standing and consent of instructor.
Reports and discussion of original research in the area of human development and education. Not all participants are required to report in any given semester, but all are expected to attend and to enter into the discussions. Strongly recommended for all students in the graduate program in human development and education.
Course may be repeated for credit. Course may be repeated for credit when topic changes. Instructor: Holloway
EDUC 215 Socialization Processes Within the Family 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks.
This course provides an overview of theoretical perspectives on family socialization. We review the literature on parental beliefs and child-rearing practices and study how families affect children's social development. We also examine familes in the context of culture and social class. The course concludes by focusing on the relationship between families and schools. Course requirements: class participation, three short papers, reaction notebook.
Instructor: Holloway
EDUC 221A Towards Ambitious Instruction in Mathematics: Research Into Practice 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Seminar per week for 15 weeks.
Prerequisites: Graduate standing or consent of instructor.
In this course, students learn to turn mathematics education research into practice through the vehicle of lesson design. Students work in collaborative teams consisting of one beginning mathematics teacher in a teaching credential program and one or more doctoral student researchers. Together each team is responsible for designing, justifying, implementing, researching, and re-designing a lesson that seeks to embody one key aspect of the teacher's vision of effective mathematics instruction.
Instructor: Engle
EDUC 221C Scientific Cognition: Development, Learning, and Instructional Design 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Spring
Grading: Letter grade.
Hours and format: 3 hours of Seminar per week for 15 weeks.
Prerequisites: Consent of instructor.
Examination of the relation between development, learning, and instruction of scientific cognition, from the perspective of the cognitive developmental and cognition and instruction research literatures. The course project takes the form of the design, implementation and microgenetic analysis of a short-term educational design experiment. Emphasis on K-8.
Instructor: Metz
EDUC 223B Special Problems in Mathematics, Science and Technology Education 2 - 6 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 2 to 6 hours of lecture/discussion per week.
Study of special problems and issues in education related to mathematics, science and technology. Sections may vary from semester to semester.
Consent of instructor required. Course may be repeated for credit. Course may be repeated for credit when topic changes.
EDUC 224A Mathematical Thinking and Problem Solving 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks.
This course explores contemporary research on mathematical cognition, with a particular emphasis on "higher order thinking skills" and mathematical problem solving. We discuss various frameworks for characterizing mathematical behavior and various methodologies for examining it. As an "action oriented" course in the EMST curricular sequence, this course includes a major course project. In their project, students engage in research incorporating the main ideas studied in the course.
Instructor: Schoenfeld
EDUC 224B Paradigmatic Didactical Mathematical Problematic Situations 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Fall
Grading: Letter grade.
Hours and format: 3 hours of seminar per week.
Paradigmatic Didactical Mathematical Problematic Situations are contexts for collaborative inquiry into the practice, epistemology, and pedagogy of mathematics. Building on the Learning Sciences literature, the course creates opportunities for students to engage in interesting mathematical problems from secondary-school content. Final projects include design, implementation, and analysis of a lesson. Meets the "Discipline" programmatic requirement of graduate students in EMST and MACSME.
Instructor: Abrahamson
EDUC 224C Gender, Mathematics and Science 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Seminar per week for 15 weeks.
The course explores commonly asked questions concening gender, mathematics, and science. We will discuss whether these are appropriate questions and examine evidence related to the questions. This course will also consider whether policies and practices concerning gender, mathematics, and science should be changed and, if so, identify some of the steps that could be taken to improve the current situation.
Instructor: Linn
EDUC 224D Survey of Current Research and Issues in Mathematics Education 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Spring
Grading: Letter grade.
Hours and format: 3 hours of Seminar per week for 15 weeks.
This course builds foundational knowledge of important contemporary issues and research in mathematics education. The seminar is designed around readings, discussion, and course activities aimed at developing a comprehensive grounding in the literature on current research and innovations in mathematics education as well as historical debates surrounding student achievement, curriculum, teaching practice, and teacher preparation.
Instructor: Suad-Bakari
EDUC 226 Constructive Epistemology 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks.
Many approaches to education take the knowledge to be taught as fixed, and the manipulable objects to be things like methods. By focusing on knowledge per se: what is it; how is it organized and encoded in humans, we are led to questions about what should be taught, based on principles of learnability, etc., rather than just "effective methods." This tactic is valuable in view of the radical changes information technology may have on what we need to teach and what general areas are teachable.
Instructor: diSessa
EDUC 228A Qualitative Methodology 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of lecture/discussion per week.
The course will be organized by principal activities: group readings, book reports, expert and novice methodology presentations, in-class research and analysis, and student research. For each activity, we will look at the full breadth of methodology, from "how-to" methods and specific areas of concern to general questions including: what constitutes objective data, what are strengths and weaknesses of methods in regard to various issues, and what are the relations between theory and data?
Instructors: Metz, Saxe
EDUC C229A/PSYCH C223 Proseminar: Problem Solving and Understanding 3 Units
Department: Education; Psychology
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks.
Prerequisites: Consent of instructor.
Students will examine problem solving in children and adults, from a predominantly cognitive science perspective, beginning with an examination of thinking involved in diverse problem types. Students will then analyze the literature concerning cognitive issues that transcend problem types, including representation, "understanding," access and availability of knowledge, access to one's own cognitive processing, categorization, the architecture of knowledge, and the control of cognition.
EDUC 229D Discourse and Learning in Math and Science Classrooms 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Seminar per week for 15 weeks.
Prerequisites: Graduate standing, or advanced major in Linguistics, Cognitive Science, or related field with consent of instructor.
This seminar is an introduction to research on how language and other forms of communication influence what and how people learn. Students are introduced to influential theories of discourse from sociolinguistics, psycholinguistics, and the philosophy of language and learn about how they have been used to understand learning, especially in math and science classrooms. Students take turns helping lead discussion and complete a project relevant to the topic and their own research interests.
Instructor: Engle
EDUC 229F Conceptual Change 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks.
"Conceptual change" concerns broad and deep changes in a person's knowledge about a domain. This opposes it, for example, to the learning of facts and skill acquisition. The course emphasizes recent cognitive science-oriented approaches to: defining "broad and deep" learning; understanding its properties. It draws on diverse other approaches including developmental psychology; analogies to the history of science; "misconceptions;" computational and epistemological approaches.
Instructor: di Sessa
EDUC 231 Introduction to Secondary School 2 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 2 hours of Lecture per week for 15 weeks.
Prerequisites: Admission to a credential program.
Seminars, lectures, workshops to meet requirements for the single subject credential. Subject areas include educational psychology; instructional strategies; learning processes; and secondary school mathematics, science, and technology.
Course may be repeated for credit. Course may be repeated for credit when topic changes.
EDUC 235 Elementary Teaching in Mathematics and Science 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Spring
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks.
Prerequisites: Admission to Developmental Teacher Education Program or consent of instructor.
Curriculum, instructional theory, and methods for teaching mathematics and science in elementary schools.
EDUC 236A Science Education for Elementary School Children 2 Units
Department: Education
Course level: Graduate
Term course may be offered: Summer
Grading: Letter grade.
Hours and format: 4 hours of Lecture per week for 8 weeks.
Prerequisites: Admission to Developmental Teacher Education program.
This course examines how to effectively teach science to elementary school children through analyses of what it means to think scientifically, the goals of science instruction, the nature of children's scientific reasoning and its relation to instructional opportunities, critical study and revision of different curricula, and examination of excellent instruction.
Instructor: Metz
EDUC 236B Elementary Teaching in Mathematics 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Spring
Grading: Letter grade.
Hours and format: 1 hour of Lecture and 2 hours of Discussion per week for 15 weeks.
Prerequisites: 211A, 236A, and 390C.
This course is designed to strengthen methods for students' mathematical development. Students will gain facility with methods that support the learning of children with diverse instructional needs. The course emphasizes an inquiry-based approach that includes the use of rich problems, appropriate tools and representations, various discourse formats, and ongoing assessment.
Instructor: Gearhart
EDUC 240A Language Study for Educators 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall, spring and summer
Grading: Letter grade.
Hours and format: 8 hours of lecture/discussion per week for 6 weeks. 3 hours of lecture/discussion per week.
This course will introduce students to the broad areas of language study and explore the implications of such study for teaching and learning. Among course topics are: the nature of language, the meanings of "grammar," the varieties of English, the development of language in the preschool and school years. This course will be required for all Ed.D. students and recommended as an introductory course to all students who have had no formal coursework in linguistics.
Instructor: Baquedano-Lopez
EDUC 240B Theoretical Issues in the Study of Literacy 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Seminar per week for 15 weeks.
Students will review trends in literacy theory, and then will examine current theories of written language acquisition and literacy learning. Connections will be made between research, theory, and practice.
Formerly known as 242. Instructors: Hull, Mahiri
EDUC 240C Issues in First and Second Language Acquisition 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Seminar per week for 15 weeks.
Prerequisites: Course in linguistics or language acquisition.
This course deals with issues related to language learning and development in school-age children. How do they acquire the language skills needed for literacy and academic development? How do children make the transition from home to school language use? How do children learn a second language? What happens when learning a second language results in the loss of the first language? We will consider the educational, social and cognitive implications of these issues.
Formerly known as 254C.
EDUC 240D Foundations of Curriculum Theory in the United States: A Survey 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Fall
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks.
This course explores the development of curriculum theory and the role of the curriculum specialist in the United States since the Progressive Period. Emphasizing a survey of classic texts and key figures, the course covers the development of three schools of thought: social efficiency approaches, child-centered approaches, and social reconstructionist approaches. It concludes with a study of curriculum theory since the Reconceptualists.
EDUC 241B Language Socialization 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Fall
Grading: Letter grade.
Hours and format: 3 hours of Seminar per week for 15 weeks.
Throughout the lifespan we are socialized through language to become competent participants and members of various groups and communities, including schooling institutions. For the past 20 years, this theory and method for analyzing human development has made important contribution to our understanding of how we learn to become competent members of community, how we learn through language, and how we are socialized into language. This course will provide opportunities to overview the theoretical cornerstones of language socialization as a field of study, as well as review current studies and chart future research trajectories. Course participants are expected to collect and analyze audio/video data from any educational and other learning context where language socialization might be taking place.
Instructor: Baquedano-Lopez
EDUC 241C Narrative across Learning Contexts 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Fall
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks.
The study of narrative has solidified into an important body of literature that is of particular relevance to educators. Across learning contexts, narrative is a ubiquitous literacy tool, and as such, it underlies many learning activities. We tell narratives for their potency to explain, rationalize, and delineate past, present, and possible experience. This narrative act is a collaborative undertaking, co-told and designed with the audience's input, addressing an audience's present and future concerns. Narrative can thus potentially create shared understandings and community among those participating in narrative activity, yet narratives can become sites for rejection and contestation. Narrative is also a socializing tool. The course will also address methodological approaches to the study of narrative that are relevant to the field of education. Students enrolled in this course are expected to collect narrative samples from naturally occurring interactions (video and audio-taped conversation, classroom interaction), written narrative texts, or other.
Instructor: Baquedano-Lopez
EDUC 241D Perspectives on Classroom Discourse 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Spring
Grading: Letter grade.
Hours and format: 1 hour of Lecture and 2 hours of Discussion per week for 15 weeks.
This course is designed to provide opportunities for students to observe and analyze classroom talk and interaction, and the language of classroom material and ideological artifacts. In this course we will survey the classic literature on classroom discourse and we explore new orientations to the study of classroom talk. We will draw from literature from interrelated disciplinary perspectives that include linguistics, language socialization, linguistic anthropology, conversation analysis, ethnomethodology, and the enthnography of speaking.
Instructor: Baquedano-Lopez or Sterponi
EDUC 241E Design, Practice, and Policy in Educational Settings for English Language Learners 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Summer
Grading: Letter grade.
Hours and format: 6 hours of Lecture per week for 8 weeks.
Prerequisites: Good standing in LEEP.
We will examine the instructional design, practice, and policies that shape educational contexts for English Language Learners (ELLs) in urban schools. The topics address the relationship between language policy, immigration, language development, and the intersections of race and ethnicity. The course will also survey key research on language use, bilingualism, and second language acquisition and how the findings of this research are reflected on educational practices and policies.
Instructor: Baquedano-Lopez
EDUC 244B Methods for Teaching English in the Secondary Schools 4 Units
Department: Education
Course level: Graduate
Term course may be offered: Fall
Grading: Letter grade.
Hours and format: 4 hours of Lecture per week for 15 weeks.
Prerequisites: Enrollment in CLAD/Secondary Schools credential program.
This methods course introduces the teaching of secondary English. It focuses on theories for grounding classroom decisions and connects theory and practice. The course models effective approaches to teaching English and introduces issues in constructing a secondary English curriculum. Students gain a foundation for developing plans for lessons and units of instruction as well as a sense of how to build academic communities of diverse learners, including non-native speakers of English.
Instructors: Freedman, Cziko
EDUC 244C Methods for Teaching English in the Secondary Schools 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Spring
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks.
Prerequisites: Enrollment in CLAD/Single Subject English Credential Program and 244B.
The second semester of the methods course is designed to continue introducing the teaching of English, with a focus on strategies grounded in an understanding of theories of teaching and learning. Besides considering the English curriculum in general, the course focuses special attention on several topics, such as second language learners and the uses of technology in the English classroom. It also explores the uses of portfolios for tracking student learning and for assessing teachers' growth. By the end of the term, students will have a repertoire of theoretically grounded strategies to use to meet the learning needs of diverse student populations.
Instructors: Freedman, Cziko
EDUC 245A Approaches in Teaching English as a Second Language 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall, spring and summer
Grading: Letter grade.
Hours and format: 3 hours of lecture per week plus field work assignment. 7.5 hours of lecture per week for 6 weeks plus fieldwork assignment. 6 hours of lecture per week for 8 weeks plus field work assignment.
Prerequisites: Applied linguistics course or a course in second language acquisition.
This course is primarily concerned with methods of teaching English as a second language (ESL) to K-12 students and adults. Traditional methods emphasizing the development of structural knowledge, and new methods focused on the development of communications skills, will be examined. Topics include teaching English through content instruction, "structured English immersion," syllabus and curriculum design, second language reading, and language testing for placement and evaluation.
Formerly known as 243B.
EDUC 246A Teaching Linguistic and Cultural Minority Students 1 - 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 1 to 3 hours of lecture/discussion per week depending on unit value.
Prerequisites: Admission in a teaching credential program.
The objective of this course is to prepare teachers to work with linguistic minority students. We will consider ways in which different groups socialize children for learning and ways in which learning patterns acquired in the home can conflict with the culture of school. Student teachers will consider instructional approaches for working with linguistically and culturally diverse students in their classrooms.
Course may be repeated for credit when topic changes.
EDUC 247C New Literacies of Digital Youth 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Spring
Grading: Letter grade.
Hours and format: 3 hours of lecture/discussion per week.
This course explores new practices of literacy by contemporary youth enabled by digital technologies in places beyond schools. It also assesses how these practices work to enhance or impede literacy and social development in schools. It develops a New Literacy Studies conceptual framework and an ethnography of communications methodological framework for students to understand and analyze these new literacy practices.
Instructor: Mahiri
EDUC 249A Strategies for Teaching Students with Reading/Language Arts Difficulties 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Summer
Grading: Letter grade.
Hours and format: 6 hours of Lecture and 8 hours of Fieldwork per week for 6 weeks.
249A is closely related to and dependent upon 249B. 249A examines the development of curricula in reading and the language arts that addresses the strengths and weaknesses determined in the assessment process developed in 249B. Emphases include: formal and informal assessment procedures in reading for majority/minority populations, diagnostic teaching (including issues of cultural diversity,) individual and group instructional strategies for scaffolding learning, including cooperative learning/interactivae strategies, and thematic instruction, content area reading strategies, and parent involvement. The class explores theoretical models of language acquisition and models of bilingual education.
Formerly known as 246.
EDUC 249B Evaluation and Assessment in Reading and Literacy Instruction 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Summer
Grading: Letter grade.
Hours and format: 9 hours of Lecture per week for 6 weeks.
Explores both formal (e.g., standardized measures) and informal (e.g., reading inventories, portfolios) measures of assessing reading and writing ability. The course is designed to familiarize students with the most widely used reading measures, to develop competency in administering and interpreting these measures, and to develop an understanding of current issues in the assessment of reading comphrehension. Students will explore the issues of cultural bias in testing, the organization and display of student knowledge in different formats, and expectations for the achievement of cultural and linguistic minority students.
Formerly known as 257.
EDUC 249C Foundations in Reading (Learning from Text) for Secondary Schools 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall, spring and summer
Grading: Letter grade.
Hours and format: 3 hours of Lecture and 1 hour of Fieldwork per week for 15 weeks. 6 hours of Lecture and 2 hours of Fieldwork per week for 8 weeks. 8 hours of Lecture and 3 hours of Fieldwork per week for 6 weeks.
Introduction to reading and writing in secondary school settings, basic literacy skills, instructional materials and approaches, and assessment procedures appropriate for use in secondary content area courses. Learning from text theory to practice.
EDUC 250A Qualitative Research in Language/Literacy Education 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks.
Prerequisites: 241A (formerly 244B) or 240A (formerly 245B); or consent of instructor.
Focuses on students' and teachers' use of language from interrelated perspectives, particularly developmental, sociolinguistic, and ethnographic. Designed to provide students with a view of the classroom as a unique setting whose aims are fostered or rendered problematic by the nature of language use. Students conduct small-scale studies in classroom settings.
Formerly known as 256B. Instructor: Baquedano-Lopez
EDUC 250B Second Language Acquisition: Concepts and Theories 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Spring
Grading: Letter grade.
Hours and format: 3 hours of Seminar per week for 15 weeks.
Psycholinguistic theory and research on the acquistion of second languages by learners at secondary and post-secondary institutions. How do adults learn languages other than their own in instructional settings? What skills can they transfer from their native languages, and literacy in L1 transfer to the way the L2 is used in its spoken and written forms? Exploration of various hypotheses and theories that consider language learning from a linguistic, cognitive and discourse perspective. Topics include: interlanguage hypothesis, input, transfer and variation in second language acquisition, interlanguage strategies, affective and cultural variable, schema theory, speech act and discourse theory, and cross-cultural pragmatics.
Formerly known as 253A. Instructor: Kramsch
EDUC 250C Discourse Analysis 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Seminar per week for 15 weeks.
Examination of the major linguistic, psycho- and sociolinguistic concepts and theories of discourse and their application to the analysis of spoken and written texts in education. Topics include: coherence and cohesion, deixis, speech acts, genres, systematics of conversation and ritual constraints, scripts and frames, information structure, narrative structure.
Instructor: Kramsch
EDUC 250D Language and Identity 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Spring
Grading: Letter grade.
Hours and format: 3 hours of lecture/discussion per week.
Relationship between language as social practice and the construction of individual and collective identity, and its significance in educational contexts. Topics covered include language as embodied practice, language and subjectivity, pedagogy and symbolic control, language learning as mediated action and as the social symbolic construction of identity, writing and textual identity, authorship and voice, language learning memoirs as acts of identity, the politics of recognition, linguistic human rights.
Instructor: Kramsch
EDUC 250E Multilingualism 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Fall
Grading: Letter grade.
Many people today grow up, live and work in different languages and cultures. How do they experience the superdiversity of today's world? This course gives a multidisciplinary overview of individual and societal multilingualism with particular focus on: language standardization, linguistic diversity and hybridity, language rights and ideologies, the challenges presented by heteroglossia, multimodality, multiliteracy and the multilingual identity of the multilingual individual.
Instructor: Kramsch
EDUC 252A Reading Research: Sociocognitive Perspective 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Seminar per week for 15 weeks.
An examination of selected topics on reading research including historical aspects of reading research, word recognition, reading comprehension, the relationship between decoding and comprehension, attitudes toward reading, and models of the reading process.
Course may be repeated for credit. Course may be repeated for credit when topic changes. Formerly known as 251. Instructor: Cunningham
EDUC 252B The Ethnography of Reading 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Fall
Grading: Letter grade.
Hours and format: 3 hours of Seminar per week for 15 weeks.
This course approaches reading as a socio-cultural activity and considers recent ethnographic work on reading practices in different educational settings, communities, and historical epochs. By considering how reading is differently conceived and realized in a wide range of contexts, this course will shed light on reading as a historically contingent, ideologically shaped, and socio-culturally organized practice. More specifically, this course has a twofold aim: 1) to introduce students to recent ethnographic research on reading practices; 2) to familiarize them with ethnographic methodology. To this scope, in addition to reading exemplary studies of reading practices, students will also conduct a small-scale ethnographic research project in settings of their choice.
Instructor: Sterponi
EDUC 253A Research in Writing 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Seminar per week for 15 weeks.
Prerequisites: 240B (formerly 242) or consent of instructor.
Critical examination of major theories and approaches to research in writing. Preparation for designing and conducting research projects on the written language.
Course may be repeated for credit. Course may be repeated for credit when topic changes. Formerly known as 252. Instructor: Freedman
EDUC 257 Theoretical Foundations for the Cultural Study of Sport in Education 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Fall
Grading: Letter grade.
Hours and format: 3 hours of Seminar per week for 15 weeks.
The cultural study of sport examines the ways in which institutionalized physical activity embodies and reflects social meanings and identities. The social practice of sport provides a space in which dominant discourses of race, gender, and social class are reproduced and resisted. As these physical activities become institutionalized, commercialized, and embedded within educational institutions themselves, individuals must navigate a nuanced and often conflicted terrain in their respective participation and performance. This course, then, examines the role of sport in society broadly and the relationship of sport and education more specifically. The curriculum reviews the writing and research on sport and education from a sociological, psychological, and philosophical perspective, with a particular focus on the constructed divide of mind and body, as manifested in the institutional conflicts between school and sport.
Instructor: Van Rheenen
EDUC 258 Academic Support Services for Student Athletes 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Spring
Grading: Letter grade.
Hours and format: 3 hours of lecture/discussion per week.
The increased institutionalization and regulation of intercollegiate athletics have created a new and specialized career field composed of counselors, academic advisers, learning specialists, tutors, and technological and administrative support staff. This course will investigate the historical, philosophical, and ethical foundation of these services, focusing in particular on the analysis of an academic advising and tutorial program for student athletes.
Instructor: Van Rheenen
EDUC 260A Issues in Educational Administration and Policy 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks.
(Required of all students in the Division of Educational Administration and Evaluation.) Concepts, theories, and issues related to administration and evaluation. Application is made to governmental policy for school systems.
Instructor: Fuller
EDUC 260C Issues in Urban Educational Leadership I 1 Unit
Department: Education
Course level: Graduate
Term course may be offered: Summer
Grading: Letter grade.
Hours and format: 2.5 hours of Seminar per week for 6 weeks.
This course gives candidates an opportunity to pull together the four concentration areas of the master's program: Teaching and Learning (TI), Educational Organizational Leadership and Management (EOLM), Education Change and Reform (ECR), and Issues in Urban Education (IUE). Graduate candidates will deepen their inquiry through the use of problem-solving and reflection as they apply the theory of course work to the daily reality of becoming leaders in schools.
Instructor: Treadway
EDUC 260D Issues in Urban Educational Leadership 1 Unit
Department: Education
Course level: Graduate
Term course may be offered: Summer
Grading: Letter grade.
Hours and format: 2.5 hours of Seminar per week for 6 weeks.
Prerequisites: Admission to the Principal Leadership Program.
This course will provide students the opportunity to make connections between theory and practice as candidates look forward to positions as site-based leaders.
Instructor: Tredway
EDUC 260E Good Schools for All Children 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Spring
Grading: Letter grade.
Hours and format: 3 hours of Seminar per week for 15 weeks.
The course brings together three bodies of knowledge, developed by people who often work quite separately in the academy: philosophical discourses on the aims of education; research on effective schools and instruction; socio-cultural critiques of schooling inequities. Our quest in this course is to derive from these bodies of theory a conceptualization of the good school around the aims of performance, understanding, and justice.
Instructor: Mintrop
EDUC 261A Organization Theory in Education and Other Social Services 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks.
Concepts of power, authority, legitimacy, professions, controls, incentives, etc., as they apply to education or other social services.
Instructor: Fuller
EDUC 262A Urban School Leadership and Management 1 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Summer
Grading: Letter grade.
Hours and format: 8 hours of lecture per week for 6 weeks.
Prerequisites: Admission to the Principal Leadership Institute Program.
The purpose of this course is to ground aspiring urban leaders in the essential ideas and values that guide their work in schools and their studies in the Principal Leadership Institute. It provides opportunities for future school leaders to deepen their notions of what socially just schools look like, and why; to analyze the challenges to creating socially just schools in urban centers; and to imagine the possible actions that leaders can take to promote such schools.
Instructor: Trujillo
EDUC 262B School Supervision: Theory and Practice 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Fall
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks.
Concepts and practices associated with the analysis of teaching and clinical supervision of teachers in urban systems. The role of the urban school leader in supervising teachers.
Instructor: Tredway
EDUC 262C Personnel Administration in School Systems and Social Organizations 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Spring
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks.
Concepts and practices related to the administration of personnel services in urban school systems and social organizations.
Instructor: Tredway
EDUC 262D Research Group on the Working Lives of Teachers 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Lecture per week for 15 weeks.
Prerequisites: Consent of instructor.
Research group for graduate students specializing in research on teachers' work and organizational and policy contexts of teaching. Complements but does not substitute for foundational course work in research methods or substantive areas of specialization. Strengthens preparation for research through (a) consultation and feedback on research design, data collection, analysis, and writing; and (b) reading and discussion on selected topics related to teachers' work.
Course may be repeated for credit. Course may be repeated for credit when topic changes. Instructor: Little
EDUC 262F Organizational Policy and Teachers' Work 3 Units
Department: Education
Course level: Graduate
Terms course may be offered: Fall and spring
Grading: Letter grade.
Hours and format: 3 hours of Seminar per week for 15 weeks.
Students will examine the ways in which state, district, and workplace policy bears upon various aspects of teachers' work. Special emphasis is given to the way in which policy choices--at whatever level--shape the experience of teaching and the organization of schooling. Among the policy areas considered are those governing membership in the teaching occupation, teaching assignments, classroom autonomy regarding curriculum and instruction, performance evaluation, and opportunities for professional development. This course is a requirement for students in educational administration and those students completing the Professional Administration Services Credential. It is open to all other interested students.
Instructor: Little
EDUC 262G Research on the Education of Teachers 3 Units
Department: Education
Course level: Graduate
Term course may be offered: Fall
Grading: Letter grade.
Hours and format: 3 hours of Seminar per week for 15 weeks.
The course focuses on research on the education of prospective and practicing teachers, and on the institutional, organizational and policy contexts in which that research has been pursued. It is designed for students who are interested in doing research in this field or in becoming teacher educators, and is built on several organizing questions. What is the work (and workplace) for which teachers are being prepared? What is the occupational conception of teaching that underpins practice, policy, and research? What is the significance of teacher education's fluctuating fortunes and shifting institutional forms? What is the field's capacity for research on teacher education? By comparison with research on teaching and learning, research on the education of teachers has been under-developed both conceptually and methodologically. Throughout the course, we will be judging the accomplishments and limitations of this field of practice and study, and locating opportunities for future research and development.
Instructor: Little
EDUC 262H Urban School Leadership and Management 2 2 Units
Department: Education
Course level: Graduate
Term course may be offered: Summer
Grading: Letter grade.
The purpose of this course is to build on the essential ideas and values discussed in EDUC 262A: Urban School Leadership and Management I by focusing on effective teaching. This instructional vision guides the work of leaders in schools. It provides opportunities for future school leaders to deepen their notions of what socially just schools look like, and why; to analyze the challenges to creating socially just schools in urban centers; and to imagine the possible actions that leaders can take to promote such schools. The course will be framed by one major question. Goals have been listed under each question.
Students will receive no credit for Education 262H after taking Education 262A. Instructor: Cheung
EDUC 263A Legal Issues in Educational Practice 1 - 3 Units