EDUC-Education

EDUC 40 Identity and Schooling

Examines history and philosophy of U.S. public education system and its impact on identity formation. Introduces basic frameworks for understanding school and society.

Credits

5

Instructor

Ronald Glass

Requirements

Enrollment restricted to first-year, incoming Bridge/EOP students.

Quarter offered

Fall

EDUC 92A The Evolution of Education

Introduction to educational theory, Plato through Freire. A survey of major ideas and issues in education, ranging from the purposes of education and the organization of knowledge to the nature of teaching, compulsion in schooling, and questions concerning developmental theory, moral education, and aesthetic education. Course enrollment is unrestricted.

Credits

5

Instructor

The Staff

EDUC 92B Introduction to Theories of Education

A general survey of theories and partial theories of education organized into three recurrent topics: teaching and learning, schooling, and education in society. Each is considered in terms of the partial theories of James, Dewey, and Skinner; cognitive constructivism, particularly the theories of cognitive science; and, finally, an integrated sociocultural theory of education.

Credits

5

Instructor

The Staff

EDUC 92C Introduction to Issues in Diversity and Education

Examines the impact on schools and students of social/ethnic status, social class, and gender, with attention to historical, cultural, and psychological variables. An introduction to the theory, research, and reform movements in education in response to our state's and our nation's increasing diversity.

Credits

5

Instructor

The Staff

EDUC 113 Educational and Documentary Video

Combines a theoretical and practical approach to educational and documentary video and film. Through lectures, viewings, and discussions analyzes documentary theories, structures, and criticism. Students develop video production techniques and produce educational documentaries.

Credits

5

EDUC 131 Issues in Bilingual-Multicultural Education

This seminar focuses upon the main currents in bilingual-multicultural education in the United States, beginning with a review of the history of bilingual education programs in the United States and the local service area and emphasizing philosophy and program experience. Specifically examines the following as they relate to bilingual-multicultural education: assimilation, acculturation, cultural pluralism, ESL/SSL, the relationship between language and culture, parent participation in developing policy and programs, language shift vs. language maintenance programs, biculturalism, bilingualism, racism, legislation.

Credits

5

EDUC 136 Third World Women: Family, Work, and Empowerment

Examines contemporary lives of women in poorer countries of Asia, Africa, and Latin America, focusing on different family structures, the concept of work and women's role as invisible laborers, and organizing efforts of women to transform their lives. Meets clear credential theory requirement or curriculum requirement.

Credits

5

EDUC 145 Classroom Tutorial

Students learn about the schooling process through a field placement of ten to twelve hours per week in local classrooms. Weekly seminars focus on teaching techniques and aspects of classroom management such as keeping students on task and positive reinforcement strategies.

Credits

5

EDUC 155 Minorities in Higher Education

Historical review and contemporary examination of the educational experience of U.S. minorities in higher education. Includes historical overview of the treatment of minority groups within higher education with special attention to Native Americans, Chicanos, Latinos, African Americans, and Asian Americans.

Credits

5

Instructor

Francisco Hernandez

EDUC 164L Urban Education Fieldwork

Fieldwork in diverse schools and/or communities which involves interviews and/or tutoring and research. Must be taken concurrently with course 164, Urban Education.

Credits

2

Instructor

June Gordon

Quarter offered

Fall

EDUC 170L Schools and Asian Cultures Fieldwork

Fieldwork in diverse schools and/or communities which involves interview and/or tutoring and research. Must be taken concurrently with course 170, Schooling and Asian Cultures.

Credits

2

Instructor

June Gordon

Quarter offered

Winter

EDUC 175 Language, Culture, and the Classroom

Offers students an opportunity to think about the ways that language and culture intersect with classroom learning. Includes the linguistic and cultural diversity of students and teacher alike. Implications for practice, research, and policy will be discussed.

Credits

5

Instructor

Julianne Scott

Requirements

Enrollment is restricted to juniors and seniors.

Quarter offered

Spring

EDUC 176 Learning to Talk and Talking to Learn

Learning to talk and talking to learn are closely related. They are also the chief medium of education. Through practical work combined with reading and discussion, investigates ways in which adults can help children/students to learn.

Credits

5

Instructor

C. Wells

Requirements

Enrollment is restricted to juniors and seniors.

EDUC 193 Advanced Field Study

Students submit petition to sponsoring agency.

Credits

5

Quarter offered

Fall, Winter, Spring

EDUC 209 Introduction to Technology in Schools

This course is required for prospective teachers. It provides an overview of the use of technology in the K–12 classroom. Topics covered include using the Internet and the web, building a web page, and using resources for educators on the web. Students will review software applications in a particular content area, use technology to develop lesson plans, and create integrated, thematic curricula in which technology is utilized to promote higher-order thinking, creativity, and problem-solving.

Credits

2

Instructor

The Staff

Requirements

Enrollment is restricted to MA/credential students.

Quarter offered

Fall, Summer

EDUC 223 Writing Across the Curriculum in Middle and Secondary Classrooms

Reviews issues of literacy and writing in secondary content areas. Students write in several genre and prepare lesson plans for teaching writing within the discourse of their respective curricular area.

Credits

2

Instructor

The Staff

Requirements

Concurrent enrollment in EDUC 225 is required; enrollment restricted to MA/credential students.

Quarter offered

Fall, Summer

EDUC 224 Learning and Teaching Writing in Elementary Classrooms

Explores the practical application of teaching and learning writing in elementary school classrooms, and considers the theoretical ideas that underpin these current practices. Guest teachers speak about their own inquiries, challenges, and successes in teaching writing.

Credits

2

Instructor

The Staff

Requirements

Enrollment restricted to MA/credential students.

Quarter offered

Spring, Summer

EDUC 260A Math Education and Latinos

Introduction to research literature relevant to mathematics education and Latinos and topics such as Language and Mathematics Learning and Teaching Mathematics in Bilingual Classrooms. Intended for education Ph.D. students working with the Center for Mathematics Education and Latinos (CEMELA). Seminar extends over three quarters (fall, winter, spring).

Credits

2

Instructor

Judit Moschkovich

Requirements

Enrollment is restricted to graduate students.

Quarter offered

Fall

EDUC 260B Math Education and Latinos

Introduction to research literature relevant to mathematics and Latinos and topics such as Language and Mathematics Learning and Teaching Mathematics in Bilingual Classrooms. Intended for education Ph.D. students working with the Center for Mathematics Education and Latinos (CEMELA). Seminar extends over three quarters (fall, winter, spring).

Credits

2

Instructor

Judit Moschkovich

Requirements

Enrollment is restricted to graduate students.

Quarter offered

Winter

EDUC 260C Math Education and Latinos

Introduction to research literature relevant to mathematics education and Latinos and topics such as Language and Mathematics Learning and Teaching Mathematics in Bilingual Classrooms. Intended for education Ph.D. students working with the Center for Mathematics Education and Latinos (CEMELA). Seminar extends over three quarters (fall, winter, spring).

Credits

2

Instructor

Kip Tellez

Requirements

Enrollment is restricted to graduate students.

Quarter offered

Spring

EDUC 269A First-Year Doctoral Proseminar

This three-quarter seminar supports professional development for first-year doctoral students. Students develop essential skills for success as scholars, discuss issues in educational research and practice, and are introduced to research by Education Department faculty.

Credits

2

Instructor

George Bunch

Requirements

Enrollment is restricted to education graduate students.

Quarter offered

Fall

EDUC 269B First-Year Doctoral Proseminar

This three-quarter seminar supports professional development for first-year doctoral students. Students develop essential skills for success as scholars, discuss issues in educational research and practice, and are introduced to research by Education Department faculty.

Credits

2

Instructor

George Bunch

Requirements

Enrollment is restricted to education graduate students.

Quarter offered

Winter

EDUC 269C First-Year Doctoral Proseminar

This three-quarter seminar supports professional development for first-year doctoral students. Students develop essential skills for success as scholars, discuss issues in educational research and practice, and are introduced to research by Education Department faculty.

Credits

2

Instructor

George Bunch

Requirements

Enrollment is restricted to education graduate students.

Quarter offered

Spring

EDUC 270 Graduate Seminar in Education

Advanced seminar on special educational topics. Focus will be in faculty areas of expertise; e.g., school reform, bilingualism, social class and education.

Credits

5

EDUC 270A Second-Year Professional Development Seminar

Three-quarter seminar supports professional development for second-year doctoral students. Activities include preparation of research and conference proposals, presentation of second-year project findings, and attendance at department colloquia.

Credits

2

Instructor

Judith Scott

Requirements

Enrollment is restricted to second-year Ph.D. students.

Quarter offered

Fall

EDUC 270B Second-Year Professional Development Seminar

Three-quarter seminar supports professional development for second-year doctoral students. Activities include preparation of research and conference proposals, presentation of second-year project findings, and attendance at department colloquia.

Credits

2

Instructor

Judith Scott

Requirements

Enrollment is restricted to second-year Ph.D. students.

Quarter offered

Winter

EDUC 270C Second-Year Professional Development Seminar

Three-quarter seminar supports professional development for second-year doctoral students. Activities include preparation of research and conference proposals, presentation of second-year project findings, and attendance at department colloquia.

Credits

2

Instructor

Judith Scott

Requirements

Enrollment is restricted to second-year Ph.D. students.

Quarter offered

Spring

EDUC 275G Research Seminar in Educational Reform: Supporting Data Collection 277C

Familiarizes students with the basic concepts of educational research and facilitates progress toward completion of dissertation while identifying faculty and community resources available to assist in research.

Credits

5

Instructor

Ronald Glass

Requirements

Enrollment is restricted to Ed.D. graduate students.

Quarter offered

Winter

EDUC 275H Research Seminar in Educational Reform: Supporting Data Collection 277D

Familiarizes students with the basic concepts of educational research and facilitates progress toward completion of dissertation while identifying faculty and community resources available to assist in research.

Credits

5

Instructor

Ronald Glass

Requirements

Enrollment is restricted to Ed.D. graduate students.

Quarter offered

Spring

EDUC 275I Research Seminar in Educational Reform: Supporting Dissertation Writing 279A

Familiarizes students with the basic concepts of educational research and facilitates progress toward completion of dissertation while identifying faculty and community resources available to assist in research.

Credits

5

Requirements

Enrollment is restricted to Ed.D. graduate students.

Quarter offered

Fall, Summer

EDUC 277A Second-year Doctoral Proseminar

This three-quarter seminar supports professional development for second-year doctoral students as they prepare their qualifying materials and begin dissertation work.

Credits

2

Requirements

Prerequisite(s): EDUC 269A, EDUC 269B, and EDUC 269C. Enrollment is restricted to graduate students.

EDUC 277B Second-year Doctoral Proseminar

This three-quarter seminar supports professional development for second-year doctoral students as they prepare their qualifying materials and begin dissertation work.

Credits

2

Requirements

Prerequisite(s): EDUC 269A, EDUC 269B, and EDUC 269C. Enrollment is restricted to graduate students.

EDUC 277C Second-year Doctoral Proseminar

This three-quarter seminar supports professional development for second-year doctoral students as they prepare their qualifying materials and begin dissertation work.

Credits

2

Requirements

Prerequisite(s): EDUC 269A, EDUC 269B, and EDUC 269C. Enrollment is restricted to graduate students.