Education
2013-14 General Catalog
217 Social Sciences I Building
Advising: (831) 459-2589
education@ucsc.edu
http://education.ucsc.edu
Lower-Division Courses
50A. CAL Teach 1: Science and Mathematics (2 credits).
Introductory seminar exploring secondary students, teaching, and schools in the context of science and/or mathematics instruction. Concurrent participation in a secondary school internship required. Course material supports and enhances students' placement experiences. Prerequisite(s): Acceptance into CAL Teach and concurrent participation in a secondary school internship in a science or math classroom. Enrollment limited to 25. (General Education Code(s): PR-S.) The Staff
50B. CAL Teach 1: Mathematics (2 credits). F,W
Introductory seminar exploring secondary students, teaching, and schools in the context of mathematics instruction. Concurrent participation in a secondary school internship required. Course material supports and enhances students' placement experiences. Prerequisite(s): Acceptance into CAL Teach and concurrent participation in a secondary school internship in a math classroom. Enrollment limited to 25. (General Education Code(s): PR-S.) The Staff
50C. CAL Teach 1: Science (2 credits). F,W
Introductory seminar exploring secondary students, teaching, and schools in the context of science instruction. Concurrent participation in a secondary school internship required. Course material supports and enhances students' placement experiences. Prerequisite(s): Acceptance into CAL Teach and concurrent participation in a secondary school internship in a science classroom. Enrollment limited to 25. (General Education Code(s): PR-S.) The Staff
60. Introduction to Education: Learning, Schooling, and Society. F,S
Explores the foundations of learning and teaching, the social and political forces within schools and school systems in the U.S., and the educational policies and practices in culturally and linguistically diverse communities. (General Education Code(s): IS, E.) L. Bartlett, D. Ash
96. Theory and Practice of Peer-Guided Learning for Tutors and Learning Assistants (2 credits). F,W
Provides first-time tutors and supplemental-instruction learning assistants with the theoretical background and practical interactive teaching and learning strategies essential for planning, implementing, and evaluating effective peer-guided learning. Employment by Learning Support Services required. H. Gritsch De Cordova
99. Tutorial. F,W,S
Students submit petition to sponsoring agency. May be repeated for credit. The Staff
Upper-Division Courses
100A. Cal Teach 2: Science and Mathematics (2 credits). F
Examines students, schools, and science and/or mathematics instruction with emphasis on developing an instructional project aligned with state-mandated content standards. Concurrent participation in a secondary school internship required. Course content supports and enhances students' internship experience. (Formerly course 75A.) (General Education Code(s): W satisfied by taking this course and course 185L.) Prerequisite(s): satisfaction of the Entry Level Writing and Composition requirements; course 50A, 50B, or 50C; and acceptance into the Cal Teach program. Enrollment restricted to sophomores, juniors, and seniors. Enrollment limited to 25. The Staff
100B. Cal Teach 2: Mathematics (2 credits). S
Examines students, schools, and mathematics instruction with emphasis on developing an instructional project aligned with state-mandated content standards. Concurrent participation in a secondary school internship required. Course content supports and enhances students' internship experience. (Formerly course 75B.) (General Education Code(s): W satisfied by taking this course and course 185L.) Prerequisite(s): satisfaction of the Entry Level Writing and Composition requirements; course 50A, 50B, or 50C; and acceptance into the Cal Teach program. Enrollment restricted to sophomores, juniors, and seniors. Enrollment limited to 25. The Staff
100C. Cal Teach 2: Science (2 credits). S
Examines students, schools, and science instruction with emphasis on developing an instructional project aligned with state-mandated content standards. Student must concurrently participate in a K-12 school internship. Concurrent participation in a secondary school internship required. Course content supports and enhances students' internship experience. (Formerly course 75C.) (General Education Code(s): W satisfied by taking this course and course 185L.) Prerequisite(s): satisfaction of the Entry Level Writing and Composition requirements; course 50A, 50B, or 50C; and acceptance into the Cal Teach program. Enrollment restricted to sophomores, juniors, and seniors. Enrollment limited to 25. The Staff
102. Education, Media, and Society. *
Focusing on ways the media (both news and the entertainment industry) portrays schools, teachers, and students to the public, investigates the way society views education, the way education is presented in the media, and the way education is influenced by society. Enrollment restricted to juniors, seniors, or education minors. Enrollment limited to 50. (General Education Code(s): IM.) B. Olsen
104. Ethical Issues and Teaching. W
Emphasizes a philosophical exploration of the moral complexities of teaching. Students read theoretical investigations of these complexities, and examine case studies that pose difficult moral questions and illuminate the dilemmas of everyday life in classrooms. Course is grounded in a dialogical approach to learning. Enrollment restricted to juniors, seniors, or education minors. Enrollment limited to 50. R. Glass
115. K–12 Student Assessment. F
Provides an overview of educational testing. Appropriate use and interpretation of standardized, classroom achievement and special needs assessments are examined. Issues on fair testing of diverse populations of students are discussed within each topic area. Enrollment restricted to juniors, seniors, or education minors. Enrollment limited to 50. The Staff
120. The Arts in Schools: Aesthetic Education Theory and Practice. *
Explores the historical legacy of the arts within education; considers aesthetic education as an inter-arts philosophical and practical endeavor; studies alternatives to the current situation of the arts in education; develops theory, curricula and methods necessary to teach the arts. Addresses both elementary and secondary teaching in the arts. Meets third-course requirements. Enrollment restricted to juniors, seniors, or education minors. Enrollment limited to 50. (General Education Code(s): IM.) B. Olsen
125. Multicultural Children's Literature for Elementary Classrooms. S
Offers opportunities for undergraduate and graduate students to learn about fundamental aspects of children's literature, increase their knowledge of range and quality of children's literature, enhance their understanding of multicultural children's literature, and develop ways to integrate children's literature into elementary- and middle-school curriculum areas. (Formerly Introduction to Teaching Children's Literature in Grades K–8.) Enrollment restricted to juniors, seniors, or education minors. Enrollment limited to 50. The Staff
128. Immigrants and Education. F
Research and theory on the education of immigrant students. Major topics include the Americanization movement and America's changing demography, identity maintenance and change, home-school relations, and educators' roles in meeting the needs of culturally and linguistically diverse student populations. Enrollment restricted to juniors, seniors, or education minors. Enrollment limited to 50. (General Education Code(s): ER, E.) The Staff
135. Gender and Education. W
Addresses the changing but continuing patterns of unequal expectations, opportunities, and treatment throughout the educational system for all students, female and male, who do not match a standard model of gender performance. Enrollment restricted to juniors, seniors, or education minors. Enrollment limited to 50. C. Cruz
140. Language, Diversity, and Learning. S
Explores the intersection between language, diversity, and education to examine the education of youth who have been historically underserved by schools. Topics include dialect and register variation; language policy; and sociocultural perspectives on learning/teaching of language. Enrollment restricted to junior and senior students. Enrollment limited to 50. (General Education Code(s): ER, E.) L. Pease-Alvarez
141. Bilingualism and Schooling. W
Introduces participants to issues related to the schooling of students who speak languages other than or in addition to English. Uses a multidisciplinary perspective to understand the circumstances these students face in schools and considers approaches and policies that best meet their needs. Enrollment restricted to juniors, seniors, or education minors. Enrollment limited to 50. (General Education Code(s): E.) G. Bunch, L. Pease-Alvarez
160. Issues in Educational Reform. W
Explores a variety of perspectives on key educational policy issues including desegregation, bilingual education, affirmative action, charter schools, national and state curriculum standards, student assessment and the assessment and certification of teachers. Enrollment restricted to juniors, seniors, or education minors. Enrollment limited to 50. R. Ogawa
164. Urban Education. F
Focuses on urban schooling through critical readings, fieldwork, group projects, and extensive writing. Students explore how socialization, marginalization, and assimilation impede or support academic success, how class intersects with "race", and how "culture" affects one's orientation to education. Enrollment restricted to juniors, seniors, or education minors. Enrollment limited to 50. Satisfies American History and Institutions Requirement. (General Education Code(s): E.) E. Mosqueda
170. East Asian Schooling and Immigration. F
Focuses on an historical and contemporary study of education in Japan, China, Korea, Hong Kong, and Taiwan, and the adaptation to schooling in the U.S. of immigrant families from those cultures. Topics include the effects on schooling of language acquisition, religion and cultural practices, family patterns, socioeconomic status, career aspirations, and parental expectations. (Formerly Schools and Asian Cultures.) Prerequisite(s): Enrollment restricted to juniors, seniors, or education minors. Enrollment limited to 50. (General Education Code(s): CC.) J. Gordon
171. South and Southeast Asian Schooling and Immigration. S
Historical and contemporary study of education in India, Vietnam, Cambodia, Laos, and the Philippines, and the adaptation to schooling in the U.S. of immigrant families. Topics include: effects of language acquisition; religion and cultural practices; family patterns; socioeconomic status; career aspirations; and parental expectations. Prerequisite(s): Enrollment restricted to juniors, seniors, or education minors. Enrollment limited to 50. (General Education Code(s): CC.) J. Gordon
173. Seminar in Critical Pedagogy. S
Philosophical and pedagogical exploration of relationships among oppression, power, society, education, and change. Examines how history, power, economics, and discrimination shape societal perspectives and schooling practices, and considers ways to transform education. Enrollment restricted to juniors, seniors, or education minors. Enrollment limited to 50. May be repeated for credit. K. Tellez
177. Teaching Culturally and Linguistically Diverse Students Math and Science. S
Examines equity issues in the learning and teaching of math and science in culturally and linguistically diverse school settings. Draws on multicultural, bilingual, and math/science education perspectives. Intended for undergraduate majors considering a K–12 teaching career. Satisfies an elective requirement for the minor in education program. Prior completion of course 180 is advised. Enrollment restricted to juniors, seniors, or education minors. Enrollment limited to 50. (General Education Code(s): ER.) E. Mosqueda
178. Advanced Educational Studies. F,W,S
Advanced academic development, field research, and guided experiential learning for students planning to work in education. Enrollment by interview only. Enrollment restricted to juniors and seniors. May be applied only once to the minor. May be repeated for credit. L. Lopez, J. Scott, K. Tellez
180. Introduction to Teaching. F,W
Designed to encourage students to think about teaching in new ways. Assumptions about teaching and schooling are examined as well as considering what it takes to teach so that children learn and understand. Not a course in how to teach, but an opportunity to reconsider what teaching should try to accomplish and what kinds of learning teachers should foster. Practicum in the schools of 30 hours per quarter required. Prerequisite(s): previous or concurrent enrollment in course 60. Enrollment restricted to juniors, seniors, or education minors. Enrollment limited to 120. (General Education Code(s): PR-S.) K. Tellez
181. Race, Class, and Culture in Education. F
Examines the schooling experience and educational attainment of racial/ethnic minority students in the U.S. Focuses primarily on domestic minorities. Addresses issues of variability between and within minority groups and the role of cultural, structural, and psychological factors in the educational attainment of these students. Enrollment restricted to juniors, seniors, or education minors. Enrollment limited to 50. (General Education Code(s): ER, E.) The Staff
182. American Teacher. S
Examines multiple and competing images of "teachers" and, more specifically, notions of the "good teacher"; also explores social, cultural, historical, and policy context of teachers' work in the U.S. Enrollment restricted to juniors, seniors, or education minors. Enrollment limited to 50. The Staff
183. Children's Mathematical Thinking. S
Provides an introduction to children's mathematical thinking and an overview of major themes, issues, and questions that researchers in mathematics education have studied in relation to children's mathematical thinking. Prerequisite(s): course 60. Enrollment restricted to junior and senior education minors. Enrollment limited to 50. J. Moschkovich
185B. Introduction to Mathematics Education. W
Provides an introduction to principles and practices for mathematics education; examines how research on learning and teaching mathematics informs approaches to teaching mathematics; provides an introduction to national and state standards, mathematics curricula, and other current issues in mathematics education. (Formerly Introduction to Teaching Mathematics.) Enrollment restricted to majors in mathematics, physics, Earth sciences, computer science, computer engineering, and electrical engineering or to STEM minors. Enrollment limited to 50. J. Moschkovich
185C. Introduction to Teaching Science. W
An introduction to the principles and practices for teaching science in secondary classrooms. Course examines theoretical and practical approaches to teaching science, provides an introduction to national and state standards and an overview of science curricula and current issues in science teaching. Enrollment restricted to juniors, seniors, or education minors. Enrollment limited to 50. The Staff
185L. Introduction to Teaching: Cal Teach 3 (3 credits). W
Supplements theoretical and practical introduction to the teaching of science or mathematics with subject-pedagogical approaches. Concurrent participation in an advanced Cal Teach internship provides context to apply theory and practical techniques. (Formerly course 180A.). (General Education Code(s): W satisfied by taking this course and one of the following: courses 100A, 100B, and 100C.) Prerequisite(s):satisfaction of the Entry Level Writing and Composition requirements; course 50A,50B, or 50C; previous or concurrent enrollment in courses 100A,100B, or 100C; 185B or 185C. Enrollment restricted to juniors and seniors or education minors. Enrollment limited to 30. The Staff
187. Cognition and Instruction. *
Addresses the question, "How do people learn?" by examining theories of learning and research on cognition, learning, and instruction. Enrollment restricted to juniors, seniors, or education minors. Enrollment limited to 60. The Staff
194. Group Projects. F,W,S
Students submit petition to sponsoring agency. May be repeated for credit. The Staff
194F. Group Projects (2 credits). F,W,S
Students submit petition to sponsoring agency. May be repeated for credit. The Staff
197A. Cal Teach Special Project (1 credit). F,W,S
Work with K-12 students on science or math projects, ideally involving inquiry-based learning. Site supervision provided by a credentialed teacher. Project-dependent reading and writing assignments negotiated with instructor. Projects will be offered as available or initiated by student. Enrollment by interview only. Pre-requisite(s): course 50A, 50B, or 50C. Enrollment restricted to majors in the physical and biological sciences and majors in the school of engineering. May be repeated for credit. The Staff
197B. Cal Teach Special Project (2 credits). F,W,S
Work with K-12 students on science or math projects, ideally involving inquiry-based learning. Site supervision provided by a credentialed teacher. Project-dependent reading and writing assignments negotiated with instructor. Projects will be offered as available or initiated by student. Enrollment by interview only. Pre-requisite(s): course 50A, 50B, or 50C. Enrollment restricted to majors in the physical and biological sciences and majors in the school of engineering. May be repeated for credit. The Staff
197C. Cal Teach Special Project (3 credits). F,W,S
Work with K-12 students on science or math projects, ideally involving inquiry-based learning. Site supervision provided by a credentialed teacher. Project-dependent reading and writing assignments negotiated with instructor. Projects will be offered as available or initiated by student. Enrollment by interview only. Pre-requisite(s): course 50A, 50B, or 50C. Enrollment restricted to majors in the physical and biological sciences and majors in the school of engineering. May be repeated for credit. The Staff
198. Independent Field Study. F,W,S
Students submit petition to sponsoring agency. May be repeated for credit. The Staff
198F. Independent Field Study (2 credits). F,W,S
Students submit petition to sponsoring agency. May be repeated for credit. The Staff
199. Tutorial. F,W,S
Students submit petition to sponsoring agency. May be repeated for credit. The Staff
199F. Tutorial (2 credits). F,W,S
Students submit petition to sponsoring agency. May be repeated for credit. The Staff
Graduate Courses
200. Beginning Student Teaching. F
A required course that introduces students to the diverse cultural and linguistic settings of today's classrooms. Classroom practices, instructional strategies, and analysis are emphasized. First course in the student teaching placement series. Placements are used to examine and apply teaching methods while developing classroom management skills. Class meetings include discussion and demonstration of teaching methods. (Formerly Applied Classroom Analysis and Methods: Beginning Student Teaching.) Enrollment restricted to MA/credential students. The Staff
201. Intermediate Student Teaching. W
Designed to provide students enrolled in the UCSC teacher education program a coherent, integrated, pre-professional experience in public school classrooms. Students assume part-time student teaching responsibilities totalling 14–16 hours per week under the direct supervision of an exemplary classroom teacher. Weekly seminars and ongoing supervision by department staff are required. Prerequisite(s): course 200. Enrollment restricted to MA/credential students. The Staff
201A. Intermediate Student Teaching: Single Subject. W
Provides advanced pre-professional experience for single subject teaching candidates who progressively assume full-time responsibility for public school student teaching beginning in winter quarter. Taken concurrently with course 201. Weekly supervision and seminars with teacher supervisors are required. Prerequisite(s): course 200. Enrollment restricted to MA/credential students. The Staff
202A. Advanced Student Teaching. S
Designed for students who have extensive field and course experience in education, and who wish to qualify for the single-subject or multiple-subject teaching credential by undertaking a quarter of full-time, supervised student teaching. Prerequisite(s): course 201. Enrollment restricted to M.A./credential students. The Staff
202B. Advanced Student Teaching. S
Designed for students who have extensive field and course experience in education, and who wish to qualify for the single-subject or multiple-subject teaching credential by undertaking a quarter of full-time, supervised student teaching. Prerequisite(s): course 201. Enrollment restricted to M.A./credential students. The Staff
202C. Advanced Student Teaching. S
Designed for students who have extensive field and course experience in education, and who wish to qualify for the single-subject or multiple-subject teaching credential by undertaking a quarter of full-time, supervised student teaching. Prerequisite(s): course 201. Enrollment restricted to M.A./credential students. The Staff
203. Teaching English Language Development: Foundations, Approaches, and Strategies. W
This course will help future educators develop a practical theory for teaching English as a second language in K-5 schools. Topics include the theoretical foundation for language acquisition; current trends and research in the field; the role of culture in teaching English learners; language assessment; and the design of instructional units. Also focuses on teaching social studies to English learners. Enrollment restricted to M.A./credential students. (Formerly, Methods of English Language Development: Multiple Subject Credential) Enrollment restricted to MA/credential students. K. Tellez
204. Methods of English Language Development: Single Subject. F
Course helps future educators develop a practical theory for teaching English in the elementary and secondary schools to students who speak other languages. Topics include current trends in the field, language assessment ,and the design of instructional units. Enrollment restricted to MA/credential students. G. Bunch
205. Teaching, Learning, and Schooling in a Diverse Society: Multiple Subject. *
Required for master's students in education. Three basic units comprise the subject matter: teaching/learning, with such topics as development, learning, pedagogy, and socialization theories; second, schooling, as the context of teaching/learning both in its existent structures and its reform movements; third, the sociocultural context in which educational institutions exist, topics such as cultural and historical forces, political and economic condition, family, and community structures. Enrollment restricted to MA/credential students. C. Wells
206. Teaching, Learning, and Schooling: Single Subject. *
Required for master's students in education. Three basic units comprise the subject matter: teaching/learning, with such topics as development, learning, pedagogy, and socialization theories; schooling, as the context of teaching/learning both in its existent structures and its reform movements; and the sociocultural context in which educational institutions exist, including topics such as cultural and historical forces, political and economic conditions, family, and community structures. Enrollment restricted to MA/credential students. Enrollment limited to 30. The Staff
207. Social Foundations of Education. *
A sustained inquiry into the social, political, economic, and historical foundations of schools with an emphasis on community attitudes toward education. Student narratives of engagement and resistance will provide a basis for insights and interventions useful to educators. Enrollment restricted to MA/credential students. R. Glass, C. Cruz
208. Portfolio Development (2 credits). *
Provides student and faculty adviser with time to confer over the completion of the required portfolio. Enrollment restricted to MA/credential students. The Staff
210. Health, Safety, and Community (2 credits). *
Addresses the preparation of teachers for creating a supportive, healthy environment for student learning. Covers topics related to physical, emotional, and social health. Enrollment restricted to MA/credential students. The Staff
211. Topics in Elementary Education: Teaching Special Populations (2 credits). F
Addresses the preparation of teachers for meeting needs of special populations within the general education setting. Covers basic knowledge, skills, and strategies. Enrollment restricted to MA/credential students. The Staff
212A. Bilingualism and Biliteracy: History, Politics, Theory, and Practice (2 credits). F
Taught in Spanish. Prepares future bilingual teachers to be knowledgeable about history, politics, theory, and practices related to bilingual instructional programs. Topics: second-language acquisition, bilingual-program models, equity pedagogy. Enrollment restricted to MA/credential students. The Staff
212B. Bilingualism and Biliteracy: Language, Literacy and Content Instruction (2 credits). W
Taught in Spanish. Prepares future bilingual teachers to teach language, literacy, and the content areas in ways that address the needs of culturally and llinguistically diverse students. Topics: literacy in two languages; academic language; assessment. Enrollment restricted to MA/credential students. The Staff
212C. Bilingualism and Biliteracy: Community and School Partnerships (2 credits). S
Taught in Spanish. Provides opportunities for future bilingual teachers to develop culturally relevant practices that build collaboration between the school, students' families, and community. Topics: Latino culture and history, school-parent communication. Enrollment restricted to MA/credential students. The Staff
213. Child and Adolescent Development for Educators (2 credits).
Addresses theories of child and adolescent development and how these theories apply to student success in school. Topics include: cognitive, social, emotional, and physical development, and how this knowledge influences decisions teachers make about instruction and their interaction with students. Enrollment restricted to graduate students. Enrollment limited to 25. The Staff
217. Topics in Elementary Education: Physical Education (2 credits). *
Examines pedagogical understanding in teaching physical education. Introduces candidates to theoretical and research basis in physical education and content standards and frameworks. Also investigates and presents instructional practices. Enrollment restricted to MA/credential students. The Staff
218. Topics in Elementary Education: Visual Arts (2 credits). *
Examines pedagogical understanding in teaching visual arts. Introduces candidates to theoretical and research basis for teaching visual arts and content standards and frameworks. Also investigates and presents instructional practices. Enrollment restricted to MA/credential students. The Staff
219. Topics in Elementary Education: Performing Arts (2 credits). *
Examines pedagogical understanding in teaching performing arts. Introduces candidates to theoretical and research basis for teaching performing arts and content standards and frameworks. Also investigates and presents instructional practices. Enrollment restricted to MA/credential students. The Staff
220. Reading and Language Arts for Elementary Classrooms. F
This course provides both a theoretical and practical foundation for literacy instruction, emphasizing reading and language arts instruction in grades K–8. Interactive instruction and field experience will be used to examine curricula, methods, materials, and literacy evaluation. Enrollment restricted to MA/credential students. J. Scott, (F) L. Pease-Alvarez
221. Science Learning and Teaching in Elementary Classrooms. W
Examines constructivist and sociocultural approaches to the learning and teaching of science in elementary classrooms, including beliefs about the nature of science and theories of how children learn science. Provides a critical overview of curricula, instructional theories, and multiple approaches to teaching the "big ideas" in elementary science. Students are billed a materials fee. Enrollment restricted to MA/credential students. J. Shaw
222. Mathematics Learning and Teaching in Elementary Classrooms. F
This course is required for the multiple subject credential. Examines constructivist and sociocultural approaches to the learning and teaching of mathematics in elementary classrooms, including the nature of mathematics and theories of how children learn mathematics. Provides an introduction to mathematics teaching standards and a critical overview of curricula, instructional theories, and multiple approaches to teaching the "big ideas" in elementary mathematics. Enrollment restricted to MA/credential students. The Staff
225. Reading Across the Curriculum in Middle School and Secondary. *
Provides a theoretical and practical foundation for teaching reading within content area instruction in middle school and secondary classrooms. Field experiences and interactive instruction will facilitate learning about strategies, curricula, methods, materials, and observation. Intended for students pursuing a single subject credential. Enrollment restricted to MA/credential students. The Staff
226. English Teaching: Theory and Curriculum. F
Required for the single subject English credential student. Examines sociocultural approaches to the learning and teaching of English in secondary classrooms, including theories of how children learn English language, literature, and composition. Enrollment restricted to MA/credential students. B. Olsen
227. English Teaching for Secondary Classrooms. W
Prepares English single subject credential candidates for student teaching in winter and spring. Course focuses on developing curricula and strategies in the content area. Through classroom placements, students observe and apply techniques to develop curriculum units used in student teaching. Enrollment restricted to MA/credential students. The Staff
228. Math Education: Research and Practice. F
Examines research on the learning and teaching of mathematics. Topics include the nature of mathematics cognition and learning, how children learn mathematics, mathematical discourse, and perspectives on addressing diversity in mathematics classrooms. Course is required for M.A./credential students in secondary (single subject) mathematics and of Ph.D. students in mathematics education. Enrollment restricted to MA/credential students. The Staff
229. Teaching Mathematics in the Secondary Classroom. W
Examines constructivist and sociocultural approaches to teaching mathematics in the secondary classroom. Course will provide an introduction to mathematics teaching standards and a critical overview of curricula, instructional theories, and multiple approaches to teaching the "big ideas" in secondary mathematics. Required for mathematics secondary credential. Prerequisite(s): course 228. Enrollment restricted to MA/credential students. The Staff
230. Science Education: Research and Practice. F
Examines theoretical approaches to the learning and teaching of science including the nature of scientific knowledge, theories of how children learn science, approaches to scientific discourse, and perspectives on addressing diversity in science classrooms. Course is required for single subjects science credential. Enrollment restricted to MA/credential students. D. Ash
231. Teaching Science in the Secondary Classroom. W
Examines constructivist and sociocultural approaches to teaching science in secondary classrooms. Course will provide a critical overview of curricula, instructional theories, and multiple approaches to teaching the "big ideas" in science. Students are billed a materials fee. Enrollment restricted to MA/credential students. The Staff
232. Social Science: Theory and Curriculum. F
Required for the single subject social science credential student. Tracks both the implicit and explicit connections between theory and practice, illustrating that theory suggests best practice while practice informs theory-formation and testing. Enrollment restricted to MA/credential students. The Staff
233. Social Science Teaching for Secondary Classrooms. W
Prepares social science single subject credential candidates for student teaching in winter and spring. Course focuses on developing curricula and strategies in the content area. Through classroom placements, students observe and apply techniques to develop curriculum units that are used in student teaching. Enrollment restricted to MA/credential students. The Staff
235. Introduction to Educational Inquiry. F
Addresses foundational knowledge needed to understand and conduct educational inquiry and research. Topics include epistemology in the human sciences, philosophical foundations of modern research strategies, and general classes of research investigations in education. Enrollment restricted to graduate students. Enrollment limited to 15. R. Ogawa
236. Quantitative Methods in Educational Research. W
Promotes intermediate-level knowledge of quantitative research methods in educational settings. Students learn the foundations of quantitative data theory, general logic behind statistical inference, and specific methods of data analysis in educational contexts. Enrollment restricted to graduate students. Enrollment limited to 15. E. Mosqueda
237. Qualitative Research Methods. S
Graduate level introduction to qualitative methods, with special attention to ethnographic research on schooling. Moves from overview of different methods, through examination of selected studies, to discussion of issues in research design, data collection, analysis, and writing. Enrollment restricted to graduate students; priority is given to graduate students in education. Enrollment limited to 12. L. Bartlett
250. Teacher Thinking, Teacher Knowledge, and Teacher Identity. *
This doctoral seminar explores recent research on teacher thinking, teacher knowledge, and teacher identity to examine interrelationships among teachers' perspectives, preparation experience, biographies, work contexts, career shapes, professional practices, and effects on student achievement. Enrollment restricted to graduate students. Enrollment limited to 15. B. Olsen
251. Analysis of Activity and Interaction in Educational Settings. *
Analyzes topics, which vary systematically from year to year, including analysis of classroom interaction, video recording and transcription, coding and analysis of discourse data, and software programs for qualitative analysis. Prerequisite(s): course 237. Enrollment restricted to graduate students. Enrollment limited to 12. May be repeated for credit. The Staff
252. Hermeneutics of Education. *
Investigates philosophical hermeneutics to deeply interrogate education. Addresses such questions as: What is hermeneutics? How is education an hermeneutic enterprise? How does knowing hermeneutics deepen the ability to engage in education research? Enrollment restricted to graduate students. Enrollment limited to 12. B. Olsen
253. Research Design in Mathematics and Science Education. F
Examines multiple approaches to designing research studies in mathematics and science education. Introduces multiple types of research designs and principles used by education researchers examining mathematics/science learning and teaching. Enrollment restricted to graduate students. Enrollment limited to 15. J. Moschkovich
254. Critical and Alternative Paradigms in Education Research. *
Examines theoretical foundations of critical and alternative research paradigms commonly used in education, including critical ethnography, participatory research, counter-storytelling, and social-design experiments. Examines critiques of qualitative/quantitative research from feminist and critical theory; surveys how such critiques have informed the development of new paradigms in education research; and explores the benefits and limits of selected alternative paradigms. Enrollment restricted to graduate students. Enrollment limited to 15. C. Cruz
255. Intermediate Quantitative Methods. *
Focuses on the applied statistical modeling and analysis of educational data (large-scale data sets), not on the mathematical foundations of science. Students learn to address quantitative research questions using general linear model (GLM) statistical methods. GLM includes regression analysis, analysis of variance (ANOVA), and analysis of covariance (ANCOVA). Students learn statistics by doing statistics. Prerequisite(s): introductory statistics course (course 236 or equivalent). Enrollment restricted to graduate students. Enrollment limited to 15. E. Mosqueda
256. Advanced Qualitative Analysis in Education Research. W
Emphasizes the analysis of qualitative data in education research and introduces interpretive analytical approaches for its use with empirical data, the use of coding software for ethnographic analysis, and video recording and transcription. Enrollment restricted to graduate students. Enrollment limited to 15. May be repeated for credit. C. Cruz
260. The Teacher and The School: An Investigation of Related Practice, Reform, and Research. W
Explores empirical and theoretical interconnections between teachers and teaching on the one side, and schools as situated organizations on the other. The course examines these various interconnections in relation to contemporary educational research, practice, and policy reform. Enrollment restricted to graduate students. Enrollment limited to 12. B. Olsen
261. Thinking, Learning, and Teaching. W
Examines multiple theoretical perspectives on thinking, learning, and teaching; the development of the whole person in a variety of cultural contexts; the roles thinking, learning, and teaching play in that development; and how researchers' and educators' conceptions shape instruction. Enrollment restricted to graduate students. Enrollment limited to 15. D. Ash
262. Social and Cultural Context of Education. F
Application of anthropological and sociological theories to study of education. Examines social, cultural, and linguistic context of schooling with particular attention to role of race, class, culture, power, and language in influencing schooling outcomes. Enrollment restricted to graduate students. Enrollment limited to 15. M. Gibson
263. Foundations of Educational Reform. W
Provides students with multiple analytic perspectives from which to examine important educational issues by analyzing political, historical, and philosophical origins of educational reform in the U.S. and internationally. Enrollment restricted to graduate students. Enrollment limited to 15. R. Ogawa
264. Research on Teacher Development and Teacher Education. S
Addresses personal and professional development of teachers. Explores models of teacher education with specific attention to methods and processes by which teachers can be better prepared to work with culturally and linguistically diverse students. Enrollment restricted to graduate students. Enrollment limited to 15. P. Stoddart
265. Teacher as Educational Policy Maker. S
Focuses on the role teachers play in making/implementing educational policy. Addresses how this topic is implicated in enhancing the educational opportunities available to students who, historically, have been underserved by schools. Enrollment restricted to graduate students. Enrollment limited to 15. L. Pease-Alvarez
266. Program Evaluation and Action Research in Educational Reform. *
Overview of the purpose of and practice in program evaluations in a variety of contexts with a specific focus on educational settings. Students learn the techniques of program evaluation; the historical and theoretical context of program evaluations, including its relation to experimental research; and how action research can be used in conducting field-based evaluations. Students should be familiar with basic quantitative and qualitative methodologies. Enrollment restricted to graduate students. Enrollment limited to 15. K. Tellez
268. Schools, Communities, and Families. *
Examines the nexus of schools, communities, and families, and, in particular, how collaboration across institutional boundaries can facilitate school and community reform. Enrollment restricted to graduate students. Enrollment limited to 15. R. Glass
269A. First-Year Doctoral Proseminar (2 credits). F
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. Enrollment restricted to education graduate students. Enrollment limited to 15. G. Bunch
269B. First-Year Doctoral Proseminar (2 credits). W
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. Enrollment restricted to education graduate students. Enrollment limited to 15. G. Bunch
269C. First-Year Doctoral Proseminar (2 credits). S
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. Enrollment restricted to education graduate students. Enrollment limited to 15. G. Bunch
270A. Second-Year Professional Development Seminar (2 credits). F
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. Enrollment restricted to second-year Ph.D. students. Enrollment limited to 12. J. Scott
270B. Second-Year Professional Development Seminar (2 credits). W
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. Enrollment restricted to second-year Ph.D. students. Enrollment limited to 12. J. Scott
270C. Second-Year Professional Development Seminar (2 credits). S
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. Enrollment restricted to second-year Ph.D. students. Enrollment limited to 12. J. Scott
271. Theoretical Perspectives on Learning and Using Literacy. *
Examines theoretical perspectives, educational issues, and scholarship related to use and development of literacy among diverse populations, particularly those who have not fared well in U.S. schools. Enrollment restricted to graduate students. Enrollment limited to 12. L. Pease-Alvarez
272. Sociolinguistics in Education. *
Investigates discipline of sociolinguistics and explores actual ways in which sociolinguistics has become a useful lens for better understanding teaching, learning, and schooling. Conduct own sociolinguistic analyses of data collected for culminating project. Enrollment restricted to graduate students. Enrollment limited to 15. B. Olsen
273. Language Acquisition, Bilingualism, and Education. *
Foundations of first- and second-language acquisition and bilingualism with emphasis on implications for education in linguistically diverse settings. Topics include linguistic, cognitive, sociolinguistic, and sociocultural approaches to development of languages and the nature of individual and societal bilingualism. Enrollment restricted to graduate students. Enrollment limited to 15. G. Bunch
274. Language and Power in Education. W
Examines relationships between sociopolitical struggles and language/language practices. Students study ways in which Marxism, critical theory, and post structuralism have represented links between language and power, and investigate contemporary studies of language and power in education. Enrollment restricted to graduate students. Enrollment limited to 15. B. Olsen
276. Theory and Practice of Writing. S
Explores first and second language-writing theory, research, and practice, especially relating to language minority students and others considered academically under-prepared. Focuses on educational settings from pre-school settings including families and communities. Enrollment restricted to graduate students. Enrollment limited to 15. G. Bunch, L. Pease-Alvarez
277A. Second-year Doctoral Proseminar (2 credits). *
This three-quarter seminar supports professional development for second-year doctoral students as they prepare their qualifying materials and begin dissertation work. Prerequisite(s): courses 269 A-B-C. Enrollment restricted to graduate students. Enrollment limited to 20. The Staff
277B. Second-year Doctoral Proseminar (2 credits). *
This three-quarter seminar supports professional development for second-year doctoral students as they prepare their qualifying materials and begin dissertation work. Prerequisite(s): courses 269 A-B-C. Enrollment restricted to graduate students. Enrollment limited to 20. The Staff
277C. Second-year Doctoral Proseminar (2 credits). *
This three-quarter seminar supports professional development for second-year doctoral students as they prepare their qualifying materials and begin dissertation work. Prerequisite(s): courses 269 A-B-C. Enrollment restricted to graduate students. Enrollment limited to 20. The Staff
278. Critical Exploration of Reading Theory and Practice. *
Doctoral seminar that examines historical and current research on reading processes and instructional practices. Intensive study of factors affecting the development of proficient, engaged, and reflective readers who can acquire new knowledge from text. Enrollment restricted to graduate students. Enrollment limited to 15. J. Scott
279A. Dissertation Supervision for Ed.D. *
Supervision of Ed.D. candidate through third and fourth year of research analysis, writing, and editing of dissertation. Preparation for oral defense and assistance with bringing dissertation to standards of publication and conference presentation. Enrollment restricted to Ed.D. graduate students. Enrollment limited to 20. The Staff
279B. Dissertation Supervision for Ed.D. *
Supervision of Ed.D. candidate through third and fourth year of research analysis, writing, and editing of dissertation. Preparation for oral defense and assistance with bringing dissertation to standards of publication and conference presentation. Enrollment restricted to Ed.D. graduate students. Enrollment limited to 20. The Staff
279C. Dissertation Supervision for Ed.D. *
Supervision of Ed.D. candidate through third and fourth year of research analysis, writing, and editing of dissertation. Preparation for oral defense and assistance with bringing dissertation to standards of publication and conference presentation. Enrollment restricted to Ed.D. graduate students. Enrollment limited to 20. The Staff
280. Academic Language. *
Considers and critiques conceptualizations of the language used for academic pursuits, from the early years of schooling to higher education. Focuses on implications for research and practice related to the education of students in linguistically diverse schools and societies. Enrollment restricted to graduate students. Enrollment limited to 15. J. Scott
281. Conceptual Change in Science and Mathematics. *
Examines approaches in cognitive science, mathematics education, and science education to documenting student conceptions in science and mathematics, defining conceptual change, and describing relationship between conceptual change and learning with understanding. Enrollment restricted to graduate students. Enrollment limited to 12. J. Moschkovich
282. Informal Learning in Sciences and Mathematics. *
Explores research on learning outside of school in multiple settings such as museums, after-school clubs, aquariums, workplaces, and homes. Readings draw from multiple fields and disciplines, including cognitive psychology, cognitive anthropology, cognitive science, education, museum education and evaluation, science, and mathematics education. Examine theoretical approaches to describing and understanding how people learn science and mathematics outside of school, empirical studies documenting learning in multiple non-school settings, and diversity issues in out-of-school settings. Enrollment restricted to graduate students. Enrollment limited to 15. D. Ash
283. Equity and Social Justice in Mathematics and Science Education. *
Examines the theory, research, policy and practice of social justice and equity in mathematics and science education in local, national, and international contexts. Emphasizes the promotion of equity and critical mathematics and science literacy in schools and communities. Enrollment restricted to graduate students. J. Shaw
284. Gender in Mathematics and Science Education. *
Explores basic aspects of gender in the fields of mathematics and science education. Discusses historical trends, current dilemmas, and how science and mathematics block or enable access for women. Enrollment restricted to graduate students. Enrollment limited to 15. D. Ash
285. Culture and Learning. *
Examines multiple approaches to the study of the relation between culture and learning. Readings include historical and contemporary perspectives from cognitive science, cognitive anthropology, cross-cultural psychology, cultural psychology, and socio-cultural theories as frameworks for the study of culture and learning. Enrollment restricted to graduate students. Enrollment limited to 15. J. Moschkovich
286. Special Topics in Math and Science Education. *
Focuses on particular issues of theoretical importance to research in mathematics and science education. Topics vary from year to year. Particular issues in cognition, learning, teaching, curriculum, and assessment in mathematics and science education may be covered. Enrollment restricted to graduate students. Enrollment limited to 15. May be repeated for credit. J. Moschkovich, D. Ash, J. Shaw
287. Issues in Educational Assessment. *
Familiarizes students with the basic concepts of educational assessment and explores issues related to the design and implementation of educational assessment as well as the application of educational assessment in educational research. Enrollment restricted to graduate students. Enrollment limited to 12. J. Shaw
288. Ethnographies of Education. *
Offers opportunity to critique a range of book-length ethnographic studies of education focusing on relationship between culture, learning, and schooling in the U.S. with comparative studies from other countries. Enrollment restricted to graduate students. Enrollment limited to 12. M. Gibson
289. School Organization. *
Applies multiple perspectives drawn from organizational theory, highlighting important aspects of organization of schools, including their operational environment, instructional organization, and professional and bureaucratic dimensions. Enrollment restricted to graduate students. Enrollment limited to 12. R. Ogawa
290. CHAT and Educational Practice and Research. *
Introduction to cultural-historical activity theory (CHAT) based on work of Vygotsky, Bakhtin, and contemporary developments of their ideas. Explores the utility of CHAT as a framework for thinking about educational practice and research. Enrollment restricted to graduate students. Enrollment limited to 15. J. Moschkovich
291. Globalization and Transnationalism in Education. *
Examines educational access and advancement in several nations affected by globalization, national policies, and localized identity and opportunity structures. Attention to language and cultural expectations relevant to research in international contexts and how this knowledge provides reflection on the American condition. (Formerly "Comparative and International Education.") Enrollment restricted to graduate students. Enrollment limited to 15. J. Gordon
292. Ideology and Education. *
Philosophical study of the theory of ideology from Marx to the present and how ideologies (racism, sexism, classism, linguicism, abilityism) become embodied, reproduced, resisted, and transformed (and particularly the role of education therein). Enrollment restricted to graduate students. Enrollment limited to 22. R. Glass
293A. Research Apprenticeship (2 credits). F,W,S
Research apprenticeship under guidance of faculty member during first or second year of doctoral studies. Students submit petition to sponsoring agency. Enrollment restricted to graduate students. May be repeated for credit. The Staff
293B. Research Apprenticeship. F,W,S
Research apprenticeship under guidance of faculty member during first or second year of doctoral studies. Students submit petition to sponsoring agency. Enrollment restricted to graduate students. May be repeated for credit. The Staff
294. Second-Year Research Project. F,W,S
Doctoral students work with faculty advisors to plan, carry out, and write up small independent research project during second year of graduate studies. Students submit petition to sponsoring agency. Enrollment restricted to graduate students. May be repeated for credit. The Staff
295. Critical Theories of Education. *
Investigates critical theories in education. Situates the themes against and within critical theory and philosophic foundations of Paulo Freire's theory of liberation education. Elaborates these themes within the discourses on critical race theory and education, and feminism and education. Enrollment restricted to graduate students. Enrollment limited to 15. R. Glass
296. Educational Policy and the Context of Teachers' Work. *
Focuses on both the conceptual and methodological developments in the study of policy and on the research relation to the policy context of teachers' work. Enrollment restricted to graduate students. Enrollment limited to 12. L. Bartlett
297. Independent Study. F,W,S
Students submit petition to sponsoring agency. May be repeated for credit. The Staff
297F. Independent Study (2 credits). F,W,S
Students submit petition to sponsoring agency. May be repeated for credit. The Staff
298. TA Apprenticeship (2 credits). F,W,S
Students work with a faculty member who is teaching an undergraduate or MA/Credential course. Students will not be responsible for final grades, narrative evaluations, or holding discussion section. The expected course time commitment is limited to 2-3 hours per week, plus class meeting time. Students gain perspectives and practices of teaching undergraduate and graduate courses, working with the instructor on lesson planning, class instruction, and grading some student work. Course cannot be repeated for course credit. Enrollment restricted to graduate students. The Staff
299. Thesis Research. F,W,S
Students submit petition to sponsoring agency. May be repeated for credit. The Staff
Revised: 09/01/13
