EDUCATION

Subject abbreviation: EDUC

Robert C. Calfee, Ph.D., Dean, School of Education  

Dan M. Donlan, Ph.D., Associate Dean, School of Education

Rodney T. Ogawa, Ph.D., Associate Dean, School of Education

Dorothy Hartley, Ph.D., Assistant Dean, School of Education

School Office, 1207 Sproul Hall

Professors:

Janet B. Blacher, Ph.D.

Robert C. Calfee, Ph.D.

James T. Dillon, Ph.D.

Sharon A. Duffy, Ph.D.

Frank M. Gresham, Ph.D.

E. Mark Hanson, Ph.D.
(Education and Management)

Donald L. MacMillan, Ed.D.

Douglas E. Mitchell, Ph.D.

Rodney T. Ogawa, Ph.D.

Flora I. Ortiz, Ph.D.

Reba N. Page, Ph.D.

H. Lee Swanson, Ph.D.
(Louis and Louise Peloy Chair in Learning Disabilities)

Professors Emeriti:

Jerry S. Carlson, Ph.D.

Dan M. Donlan, Ph.D.

Richard K. Eyman, Ph.D.

Irving G. Hendrick, Ed.D.

Associate Professors:

Kathleen E. Metz, Ed.D.

Richard S. Newman, Ph.D.

Thomas B. Timar, Ph.D.

Assistant Professors:

Thomas Destino, Ph.D.

Paul E. Green, Ph.D.

DeWayne A. Mason, Ph.D.

**

Adjunct Assistant Professors:

Judith Sandholtz, Ed.S., Ph.D.

Linda D. Scott, Ph.D.

Supervisors of Teacher Education:

Sylvia A. Tinling, M.A.

Yolanda Venegas, Ed.D.

Lecturers:

Pamela S. Clute, Ph.D.

Dorothy Hartley, Ph.D.

Inge E. Pelzer, Ph.D.

Jane L. Zykowski, Ph.D.

GRADUATE PROGRAM  

Admission to graduate degree programs in Education is based upon grade point average and letters of recommendation from writers knowledgeable about the candidate's ability to succeed in graduate study. In addition, candidates for admission to the Ph.D. and M.A. degree programs are required to submit scores from the General Test (verbal, quantitative, analytical) of the Graduate Record Examination (GRE), preferably no more than five years old. Students intending to specialize in School Psychology are also required to submit GRE scores for the subject test in Psychology. Ph.D. applicants are asked also to submit a writing sample. The GRE is not required of applicants seeking admission to credential programs.

Policies and Procedures for Graduate Degree Programs may be obtained from the office of the Graduate Advisor.

MASTER'S DEGREE

Two types of M.A. degrees are available to students.

Type A--Education (with a cooperating department).

At present, thirteen departments and programs are cooperating with the School of Education in this program. They include Anthropology, Biology, English, French, Geological Sciences, German, History, Mathematics, Music, Political Science, Psychology, Sociology, and Spanish.

Candidates for this degree will complete the general University requirements and will follow Plan II, the Comprehensive Examination Plan. A minimum of 36 upper-division and graduate units are required, including a minimum of 18 units in Education and 18 in the cognate discipline. Baccalaureate level training in the cognate field is presumed. The candidate must pass comprehensive examinations in Education and the cognate field.

Type B--Education

Candidates enrolled in this program normally will have completed an undergraduate major or its equivalent in a subject field other than education. General areas of specialization for the M.A. include: Educational Administration, Special Education, Curriculum and Instruction, and Educational Psychology. Course requirements for the programs may be obtained from the School of Education office, 1207 Sproul Hall. Any variance with existing program course work must be approved by the Graduate Advisory Committee.

Under the thesis plan, students will complete a minimum of 36 upper-division and graduate units. At least 24 of these units will be in graduate courses. A maximum of 12 may be in graduate research for the thesis.

At the beginning of the second, and generally not later than the third quarter of full time work, each candidate will submit a plan for the thesis to their committee. The plan will state the thesis topic, areas of knowledge, and research skills in which they wish to become competent at the Master's degree level. Each candidate will also list courses to be taken for developing competence in their area of specialization. The plan for the thesis will be reviewed and approved by a committee of three faculty members. Upon completion of the thesis, the candidate will submit it to this committee for approval. Upon successful completion of the thesis, the student will be recommended to the Graduate Division for the M.A. degree.

Plan II: Comprehensive Examination Plan

A minimum of 36 quarter units are required in graduate and upper-division undergraduate courses in Education and related fields as defined in existing programs. At least 18 of the 36 units will be in graduate courses, of which none will be in graduate research for the thesis.

A faculty member from the program area specialization shall be appointed by the Graduate Advisor to guide the candidate. A program plan must be filed with the Graduate Advisor by the end of the first quarter of residency. Any variation in this program plan from existing approved programs must be sanctioned by the Graduate Advisory Committee.

Upon or near completion of course work, the student will apply to take a comprehensive written examination. Upon successful completion of the comprehensive examination, the candidate will be recommended to the Graduate Division for the M.A. degree.

DOCTORAL DEGREE

The doctoral program is designed to prepare scholars for teaching and research in the area of education. Admission to the Ph.D. program is based on strong academic preparation at the baccalaureate level and a master's degree in education such as those offered at UCR, or a master's degree in an ancillary field.

General areas of specialization for the Ph.D. include Curriculum and Instruction, Educational Administration, Special Education, Educational Psychology, and School Psychology.

Following admission to the program, students are assigned a preliminary program advisor who guides them during the initial phase of their program. Within the first seven quarters of residence, students write a data-based or literature review paper. The faculty of each program area set up criteria and guidelines for the paper and judge its merits. Papers accepted by the program area group are presented in a public forum of faculty and students from the student's program area group. During this next phase of the doctoral program, students will be expected to pursue in-depth studies in at least two fields of concentration identified by the students and their guidance committee. Preparation in each field will consist of sufficient study to allow the students to grasp the essential concepts and inquiry methods of that field.

After or near completion of course work in the second phase and before being advanced to candidacy, the student will be required to pass qualifying examinations, both written and oral. The written examination will be prepared and evaluated by the program guidance committee, in consultation with faculty associated with the student's area of specialization. It will require the student: (1) to review critically literature in an assigned field; (2) to demonstrate competence in research methodologies; and (3) to demonstrate competence over content in fields of specialization. There is also a Ph.D. teaching requirement which will be determined by the student's program guidance committee. There is no foreign language requirement.

Following the written qualifying examination, and in advance of the oral qualifying examination, students develop a prospectus for a research proposal setting forth the direction of their proposed dissertation. Once this has been approved by the program guidance committee, the oral qualifying examination committee is appointed. This is a five member faculty committee made up of the principal advisor, three faculty members from the School of Education and one faculty member from outside the School. The qualifying committee uses the prospectus as a focus for examining the student, but the questioning may go beyond the prospectus. Students pass the oral qualifying examination when the committee is satisfied that the prospectus, as well as the student's grasp of the theoretical and empirical issues at its core, leads in a productive direction toward a competent dissertation. Once the oral qualifying examination has been passed, a three member dissertation committee is appointed, and the student is recommended to the Grad-uate Division for advancement to candidacy.

Prior to commencing the dissertation research, students must have a dissertation proposal approved by a dissertation committee. Following completion of the dissertation, an oral defense will be scheduled by the chair of the candidate's committee. The dissertation must meet with the approval of the Dissertation Committee and the Graduate Council before the candidate is recommended for the degree.

The normative time to the Ph.D. degree is 15 quarters.

For further information concerning graduate degree programs in Education, write to the Graduate Advisor, School of Education.

CREDENTIAL PROGRAMS  

Admission to credential programs in the School of Education is based upon grade point average and letters of recommendation from individuals knowledgeable about the candidate's ability to succeed in professional study. In addition, candidates for admission to the credential programs must submit verification of having passed the California Basic Educational Skills Test (CBEST) and are also required to submit verification of having met subject matter proficiency either by completing a state-approved subject matter preparation program, or, by passing the appropriate state-approved subject-matter proficiency examination(s).

PROGRAM FOR PREPARATION OF TEACHERS

The School of Education offers courses for students preparing for teaching and administrative assignments in elementary and secondary schools.

Students planning to become teachers can qualify fully at the University of California, Riverside, for the Multiple Subjects Credential, Single Subject Credential, and the new two-level Education Specialist Credentials: Mild/Moderate Disabilities and Moderate/Severe Disabilities.

The Multiple Subjects Credential authorizes the teaching of grades K-6 (elementary). Students may earn the Multiple Subjects Credential with or without the Cross-cultural Language Academic Development (CLAD) Emphasis or may choose the Bilingual Cross-cultural Language Academic Development (BCLAD) Emphasis in Spanish. The CLAD provides additional training to help prospective teachers work in culturally and linguistically diverse classrooms. The BCLAD Emphasis in Spanish is offered for Spanish speaking CLAD candidates since BCLAD teachers deliver instruction in Spanish, the pupil's primary language. Students are encouraged to check with their undergraduate advisors regarding the availability or offering of a subject matter preparation program. Students who do not meet subject matter proficiency through the undergraduate major must pass the PRAXIS, Multiple Subjects Assessment for Teachers (MSAT) examination.

The Single Subject Credential authorizes the teaching of a subject area in junior high or high school (secondary). Students may earn the Single Subject credential with or without the Cross-cultural Language Academic Development (CLAD) Emphasis. The CLAD provides additional training to help prospective teachers work in culturally and linguistically diverse classrooms. Students are encouraged to check with their undergraduate advisors regarding the availability or offering of a subject matter preparation program. Students who do not meet subject matter proficiency through the undergraduate major must pass the PRAXIS, Subject Assessments and the Single Subject Assessments for Teaching (SSAT) examinations in the content area they wish to teach at the secondary level.

UCR offers the new two-level Education Specialist Credentials: The Preliminary Level I and the Professional Clear Level II Education Specialist Instruction Credentials: Mild/Moderate Disabilities, and the Preliminary Level I and the Professional Clear Level II Education Specialist Instruction Credentials: Moderate/Severe Disabilities.

The Preliminary Level I Education Specialist Instruction Credential: Mild/Moderate Disabilities authorizes the teaching of individuals with specific learning disabilities, mental retardation, serious emotional disturbances, and other health impairments.

The Preliminary Level I Education Specialist Instruction Credential: Moderate/Severe Disabilities authorizes the teaching of individuals with autism, mental retardation, deaf-blindness, serious emotional disturbances, and multiple disabilities.

The Preliminary Level I Education Specialist Instruction Credential: Mild/Moderate Disabilities and Moderate/Severe Disabilities prepares individuals to perform the responsibilities of entry-level special education teaching positions in a variety of settings. All candidates completing Preliminary Level I preparation programs must complete a Professional Clear Level II Education Specialist Credential program within five years of the date of issuance of the Preliminary Level I Credential.

In addition, while the new Level I Education Specialist Instruction Credentials are considered stand-alone credentials, candidates may add either the elementary or secondary credential within the same time period it takes to complete the Education Specialist Credential.

Undergraduate concentrations in education offered by Liberal Studies and Human Development make dual credentials (multiple subjects or single subject and special education) possible.

Qualified students (acceptable GPA and GRE scores) may enroll in a master's program in Special Education while clearing their credential. Several courses serve to fulfill both credential and master's requirements.

Internships are available in all of the above mentioned credentials for candidates with adequate teaching experience.

Candidates for the teaching credential programs can complete the requirements for a preliminary credential within the B.A. program or they may complete the requirements for a clear credential as a graduate student.

Admission to teaching credential courses in the 100 series is open to juniors, seniors, and graduate students regardless of major. No more than three 300-numbered courses may be taken toward credit for a B.A. degree.

Admission to Special Education Credential Programs normally requires graduate standing, although many prerequisite courses are open to juniors and seniors.

Students interested in a teaching credential may enroll in undergraduate concentrations in Education, Special Education, Human Development, and Language Arts. These concentrations are available through Liberal Studies and Human Development. See undergraduate advisors to explore opportunities.

Information concerning requirements for credential programs is available from the Teacher Education Services office, 1215 Sproul.

PROGRAM FOR THE PREPARATION OF ADMINISTRATORS

Advanced programs for the Preliminary and Professional Administrative Services Credentials are also offered.

Students who have received, or are working toward, advanced degrees in educational administration are eligible to pursue a program of study leading to the Administrative Services Credentials.

UCR is approved by the Commission on Teacher Credentialing to recommend candidates for both the Preliminary and Professional level Administrative Services Credentials.

UPPER-DIVISION COURSES  

EDUC 100.
Field Experience in Tutorial Teaching. (2)

Field experience, three hours. Motivation and teaching of low achieving children in a tutorial setting. The course will be graded Satisfactory (S) or No Credit (NC). The course may be repeated for a maximum of 6 units.

EDUC 101.
Academic Disciplines and Professional Education. (1)

Lecture, one hour. Prerequisite(s): upper-division standing; EDUC 100 or EDUC 172 or EDUC 174. Introductory study of how academic disciplines relate to pedagogy, including developing a personal educational philosophy, discovering ways to communicate knowledge, and reflecting on how a scholar becomes a teacher. Designed for undergraduates contemplating education as a professional career. Graded Satisfactory (S) or No Credit (NC).

EDUC 106.
Practicum in Child Development. (4)

Lecture, three hours; practicum, three hours. Prerequisite(s): upper-division standing; consent of instructor is required for students repeating the course. Introduction to sociocultural perspectives of child development. Topics include sociocultural theories of development, motivational aspects of learning, technology in education, and school-home linkages. Application of child development theories and research related to them takes place during fieldwork assignments in an after-school, computer-based program for elementary school students. Course is repeatable. Cross-listed with HMDV 106 and PSYC 106.

EDUC 109.
Multicultural Education in the American School. (4)

Lecture, three hours; outside research, two hours; field, one hour. Prerequisite(s): ANTH 001 or SOC 003 or equivalent; ANTH 104 or ANTH 122 or SOC 133 or SOC 135 or equivalent; EDUC 100 or equivalent. An analysis of the classroom as a microcosm of society. Focuses on problems that arise from the school's attempt to acculturate diverse ethnic groups and surveys the demographic changes of California with consequences for the multicultural classroom. Includes observation and participation in assigned schools.

EDUC 110.
Learning and Instruction. (4)

Lecture, three hours; discussion, one hour. Prerequisite(s): upper-division standing or consent of instructor. The study of stages of intellectual development, principles of learning, the dynamics of human behavior and cultural differences as they relate to modern curricula and instruction.

EDUC 114.
Comparative International Education. (4)

Lecture, three hours; term paper, three hours. Prerequisite(s): upper-division standing or consent of instructor. Identification, analysis, and comparison of the educational characteristics of selected developed and developing nations such as Japan, England, Mexico, and Egypt.

EDUC 116.
The Exceptional Child. (4)

Lecture, three hours; term paper,three hours. Prerequisite(s): upper-division standing. Characteristics of individuals with physical and mental disabilities, emotional disturbance, visual impairments, deaf, or gifted. Emphasizes educational programs and considers the effects of gender, socioeconomic, ethnic, and linguistic factors. Cross-listed with HMDV 116.

EDUC 117.
Mental Retardation. (4)

Lecture, three hours; term paper, three hours. Prerequisite(s): upper-division standing. The organic and cultural basis of mental retardation. Physical, psychological, emotional, and social development of persons with mental retardation. Covers mild and severe forms of mental retardation. Does not meet requirements for the Special Education Teaching Credential. Cross-listed with HMDV 117.

EDUC 120.
Guidance in Special Education. (4)

Lecture, three hours; term paper, three hours. Prerequisite(s): EDUC 116/HMDV 116 or consent of instructor. Application of principles and techniques of counseling children with disabilities and their families or guardians. Emphasizes the role of the teacher in educational, personal, and vocational (transition) guidance for exceptional children. Includes materials for working with families from diverse cultural and linguistics backgrounds. Cross-listed with HMDV 120.

EDUC 129.
Educational Assessment of Individuals with Disabilities. (4)

Lecture, three hours; outside research, three hours. Prerequisite(s): EDUC 116/HMDV 116 or consent of instructor. Principles and techniques of assessment and educational planning for children with disabilities. Includes examination of a broad range of assessment tools for general and special education. Cross-listed with HMDV 129.

EDUC 130.
Mild and Moderate Disabilities. (4)

Lecture, three hours; written outside work, three hours. Prerequisite(s): EDUC 116/HMDV 116 or consent of instructor. Explores characteristics, etiology, and identification of individuals with mild and moderate disabilities, history and laws influencing their treatment and education, and current education and transition issues. Includes mild and moderate retardation, learning disabilities, and emotional and behavioral disorders. Cross-listed with HMDV 130.

EDUC 131.
Moderate and Severe Disabilities. (4)

Lecture, three hours; term paper, three hours. Prerequisite(s): EDUC 116/HMDV 116 or consent of instructor. Explores characteristics, etiology, and identification of individuals with moderate and severe disabilities, history and laws influencing their treatment and education, and current education and transition issues. Includes mental retardation, serious emotional disturbance, and autism. Cross-listed with HMDV 131.

EDUC 139.
Curriculum and Instruction. (4)

Lecture, three hours; laboratory, two hours. Prerequisite(s): EDUC 110 (or concurrent). The study of modern curricula in the elementary and secondary schools, including the effects of performance objectives, diagnostic-prescriptive teaching, individualized instruction, lesson planning, and performance assessment . Content analysis of curriculum areas will be emphasized.

EDUC 140.
Educational Research: Descriptive Statistics. (4)

Lecture, three hours; laboratory, variable hours. Statistical notation, tabulating and graphing data, measures of central tendency and variability, normal curve, simple correlations, introduction to inferential process, t-test for means. Illustrated applications in education included.

EDUC 141.
Mathematics Education. (4)

Lecture, three hours; individual study, three hours. Prerequisite(s): consent of instructor. An examination of contemporary instructional strategies relating to mathematics education; includes an examination of thinking skills and problem solving strategies applicable to number theory, logic patterns and functions, statistics and probability, geometry and algebra.

EDUC 142.
Development of Scientific Reasoning in Young Children. (4)

Lecture, three hours; individual study, two hours; field, one hour. Prerequisite(s): upper-division standing. Examines how to effectively teach science to elementary school children. Critically analyzes what it means to think scientifically, the nature of children's scientific reasoning, different visions of appropriate goals for children's science education, and current science curricula.

EDUC 146.
Educational Perspectives on the Chicano. (4)

Lecture, three hours; term paper, three hours. Prerequisite(s): consent of instructor. An examination of educational policy issues concerning Chicano students, such as testing and testing procedures, learning styles, socialization, and language acquisition. Other topics will deal with the impact of significant legislative acts related to the education of Chicanos. Cross-listed with ETST 146.

EDUC 172.
Reading and Language Development. (5)

Lecture, three hours; outside research, three hours; field, three hours. Prerequisite(s): EDUC 100 or equivalent; upper-division standing or consent of instructor. An introduction to reading and language development: theoretical models of reading; linguistics and language development; methods and materials; children's and adolescents' literature, reading in the content areas, individual differences, and measurement and evaluation in reading. Includes observation and participation in assigned schools.

EDUC 173.
Teaching Literature to Children and Adolescents. (4)

Lecture, three hours; outside research, three hours. Prerequisite(s): upper-division standing. Explores developmental methods appropriate for teaching literature to children and adolescents. Topics include story telling, story reading, pictorialization, dramatics and body movement, and narrative, poetic, and dramatic writing. Examines literature written for children and adolescents and adult fiction appropriate for children and adolescents.

EDUC 174.
Reading and Writing in the Content Areas. (5)

Lecture, three hours; outside research, three hours; field, three hours. Prerequisite(s): EDUC 100 or equivalent; upper-division standing or consent of instructor. An examination of reading, writing, and study skills needed by elementary and secondary students in all content areas of the curriculum. Includes observation and participation in assigned schools.

EDUC 175.
Problems in Teaching Reading. (4)

Lecture, one hour; field, nine hours. Prerequisite(s): EDUC 172, EDUC 173, EDUC 174 (EDUC 173 or EDUC 174 may be taken concurrently). Supervised field work on problems in teaching reading and writing in various settings, such as in the classroom and in reading laboratories. The course requires analysis, planning, execution and evaluation of programs and strategies for solving reading problems. Students are required to reserve nine hours each week for participation in assigned school.

EDUC 177A.
Language Development in Content Areas. (4)

Lecture, three hours; outside research, two hours; field, one hour. Prerequisite(s): EDUC 172 or EDUC 174 or equivalent; LING 020 or LING 021 or equivalent; ANTH 120 or LING 111 or equivalent. Study of second language acquisition and models of teaching strategies for English language development in content area instruction. Includes observation and participation in assigned schools. Satisfactory (S) or No Credit (NC) grading is not available.

EDUC 177B.
Language Development in Content Areas. (4)

Lecture, one hour; field, three hours. Prerequisite(s): EDUC 177A. Analysis, planning, execution, and evaluation of empirical and theoretical foundations of programs and strategies for English-as-a-second-language instruction and English language development in content area instruction. Includes observation and participation in assigned schools. Satisfactory (S) or No Credit (NC) grading is not available.

EDUC 190.
Special Studies. (1-5)

Outside research, three to fifteen hours. Prerequisite(s): upper-division standing and consent of the Dean of the School of Education. Independent study and research in education. Graded Satisfactory (S) or No Credit (NC). Course is repeatable to a maximum of 12 units.

EDUC 191 (E-Z).
Subject Matter Curriculum Theory and Instructional Processes. (4)

Seminar, three hours; laboratory, three hours. Prerequisite(s): EDUC 110, EDUC 139, and EDUC 174; concurrent enrollment in EDUC 376B. An introductory study of instructional curriculum theory processes as they relate to the single subject classroom. E. Social Science; I. English; M. Mathematics; S. Science.

GRADUATE COURSES  

EDUC 200.
Human Differences. (4)

Lecture, three hours; research, three hours. Prerequisite(s): EDUC 140 and EDUC 212 or equivalent. Dimensions of individual differences, varieties of group differences, and factors producing differences in development.

EDUC 201A.
Theories and Processes of Reading. (4)

Lecture, three hours; laboratory, three hours. Prerequisite(s): consent of instructor. Critical evaluation of linguistic, perceptual, cognitive, and affective components involved in reading. Examination of models that attempt to integrate the variables which influence perception, recognition, comprehension, and utilization of printed stimuli.

EDUC 201B.
Discourse Analysis in Texts. (4)

Lecture, three hours; outside research, three hours. Prerequisite(s): EDUC 201A or consent of instructor. Examination of theories of text analysis and their application to literacy instruction. Topics include schema theory and background knowledge; readability and comprehensibility; modes/purposes of discourse; and text structure analysis. Preparation for designing and conducting research projects involving literacy and reading.

EDUC 201C.
Literacy and Language Development. (4)

Lecture, three hours; outside research, three hours. Prerequisite(s): EDUC 201A, EDUC 201B, or consent of instructor. Examination of literacy development in individuals and in society; definitions of literacy; development of structural knowledge; development of communication skills; role of language differences on the problems of learning to read and write; oral language arts; emergent literacy; and writing development.

EDUC 202.
Theories of Education. (4)

Lecture, three hours. Prerequisite(s): consent of instructor. An analysis of the principle contemporary theories affecting the development of educational policy.

EDUC 203.
History of American Education. (4)

Lecture, three hours. Prerequisite(s) : consent of instructor. A study of American educational history from 1830 to the present.

EDUC 204.
The School as a Social System. (4)

Lecture, three hours. A study of intra-school relationships; administration, professional bureaucracy, faculty and student relations. The classroom itself will be examined as a social-psychological system.

EDUC 205.
School-Community Relations. (4)

Lecture, three hours; outside research, three hours. Prerequisite(s): graduate standing or consent of instructor. Examines the structures of communication that help shape the relationships between schools and their communities. Emphasis given to an analysis of communication processes and techniques to improve community support, parent participation, and private sector partnerships.

EDUC 206A-EDUC 206B.
Politics of Education. (4-4)

Lecture, three hours. Examination of political power, representation, influence, decision-making and inter-governmental relations in the public schools. 206A focuses on local school district politics, 206B on state and federal politics.

EDUC 207.
Educational Policy. (4)

Lecture, three hours; outside research, three hours. Prerequisite(s): graduate standing or consent of instructor. Examines twentieth-century American educational policy covering major issues underlying school reform and the social, political, and economic forces that shape these issues. Also examines state and local strategies to enhance school performance.

EDUC 208.
Legislative Action and Educational Policy. (4)

Lecture, four hours. Examination of the legal processes governing educational policy, including significant laws, legal principles, recent litigation, controlling relationships of schools to student and teacher rights and duties, administrative behavior, etc. Focuses on connections between legislative and judicial action and the social, political and economic forces affecting education.

EDUC 209A-EDUC 209B.
Education Policy Analysis. (4-4)

Lecture, three hours. Prerequisite(s): consent of instructor. Theoretical and methodological foundations for education policy analysis. 209A: focuses on theory building--utilizing frameworks from political science, sociology, social psychology and history; 209B: examines conceptualization of variables and the formulation and testing of hypotheses regarding policy formation and effects.

EDUC 210.
Theories of Development. (4)

Lecture, three hours; outside research, three hours. Prerequisite(s): graduate standing or consent of instructor. A critical consideration of human development in the context of current research and theoretical models with implications for education in the public school setting.

EDUC 211A.
Cognitive Development. (4)

Lecture, three hours; outside research, three hours. Prerequisite(s): graduate standing or consent of instructor. Survey course on children's cognitive development, with an emphasis on Piagetian theory and research done in an information-processing framework. Special attention will be paid to the applicability of theory and research learning and teaching of school subjects.

EDUC 211B.
Social and Affective Development. (4)

Lecture, three hours; outside research, three hours. Prerequisite(s): graduate standing or consent of instructor. Survey course on social, affective, and personality development during childhood and adolescence. Topics include individuality and self, peer relations, adult-child relations, self-system beliefs and attitudes, and achievement motivation. Special attention will be paid to issues as they relate to socialization at schools.

EDUC 212.
Research Methods. (4)

Lecture, three hours; consultation, one hour. Prerequisite(s): EDUC 140 or consent of instructor. Principles of scientific research, orientation to the different methods including historical, survey, descriptive, correlational, experimental, quasi-experimental; internal and external threats to validity.

EDUC 213.
Factor Analysis for Test Construction. (4)

Lecture, three hours; outside research, three hours. Prerequisite(s): EDUC 242 or consent of instructor. Statistical methods of factor analysis applied to the development of educational tests. Methods of extracting factors from test items and subscores concerned with educational measurement. Orthogonal and oblique methods of rotation emphasized. Reliability and validity in the context of factor analysis discussed.

EDUC 214.
Educational Research: Statistical Inference and Hypothesis Testing. (4)

Lecture, three hours; laboratory, variable hours. Prerequisite(s): EDUC 140. Sampling distributions of Z, X², F, t, use of Z, X², F, t in selected tests of significance, one way fixed effects ANOVA, planned multiple comparisons, 2-way ANOVA, fixed, random, mixed effects model, simple and multiple regression. Illustrated applications in education included.

EDUC 215.
Educational Research: Experimental Design. (4)

Lecture, three hours; laboratory, variable hours. Prerequisite(s): EDUC 140, EDUC 212, EDUC 214. Focus on common designs used in education including higher order factorials, hierarchical designs, repeated measures. Emphasis on design application and appropriate statistical analysis for education; ANCOVA.

EDUC 216.
Educational Research: Advanced Statistics. (4)

Lecture, three hours; laboratory, variable hours. Prerequisite(s): EDUC 212, EDUC 214, EDUC 215. Study of advanced statistical procedures frequently used in educational research. Topics vary. MANOVA, simple and multiple regression, discriminant function analysis, factor analysis.

EDUC 217.
Single-Case Experimental Design. (4)

Lecture, three hours; outside research, three hours. Prerequisite(s): admission to Ph.D. program in School Psychology or Special Education; or consent of instructor. Logic, applications, and analytic techniques for single-case experimental designs in naturalistic settings. Specific designs include withdrawal, multiple baseline, alternating treatments, changing criterion, and multielement experimental designs. Emphasizes problems of using and changing single-case experimental designs in applied settings.

EDUC 218.
Problems in Evaluation. (4)

Lecture, three hours. Prerequisite(s): EDUC 230A. A study of policies and procedures which define program evaluations in education including evaluation models, formative and summative strategies, evaluation designs and analyses, and ethical issues.

EDUC 219.
Classroom and School Assessment. (4)

Lecture, three hours; outside research, three hours. Prerequisite(s): EDUC 140 or consent of instructor. Survey course in classroom and school assessment. Basic principles of measurement including test administration, construction, scaling, norming, reliability, validity, and interpretation of individual and group tests.

EDUC 220.
Qualitative Research Methods in Education. (4)

Lecture, three hours; outside research, three hours. Prerequisite(s): consent of instructor. An analysis of conceptual frameworks and methodological issues in qualitative studies of school processes. Topics include sociocultural knowledge, generalizability, reflexivity, interpretation.

EDUC 221.
Computer Applications in Schools. (4)

Lecture, three hours; laboratory, three hours. Introduction to recent computer hardware and software developments available for use in schools, with emphasis on administrative planning and policy making required for effective utilization. Topics covered include: administrative data base management, computer assisted and managed instruction, and computer literacy.

EDUC 222.
Role Formation in Educational Organizations. (4)

Lecture, three hours. Prerequisite(s): consent of instructor. An analysis of adult roles and their formation in schools, e.g., teacher, counselor, principal and central office administrators. Emphasis will center on the individual's early socialization to the school's professional work and related professional ideologies.

EDUC 223A-EDUC 223B.
Field Study Methods for Educational Organizations. (4-4)

Lecture, three hours; outside research, three hours. Prerequisite(s): graduate standing or consent of instructor; EDUC 223A for EDUC 223B. Field study methods in education. 223A: Field study skill development including participant observation, field relations, data collection and analysis, and generation of hypotheses; 223B: Field Study research applications including literature reviews and analysis techniques.

EDUC 224.
Organization and Administration of the School. (4)

Lecture, three hours. The study of school systems and administrative roles in the light of organizational and administrative theory.

EDUC 225.
School Finance. (4)

Lecture, three hours; consultation, one hour. Prerequisite(s): consent of instructor. Explores methods of financing public education; identifies budgeting and accounting techniques used by school districts in support of the instructional process; considers legal requirements and public reactions to the financing of education.

EDUC 226.
Dimensions of Exceptionality. (4)

Lecture, three hours; research, three hours. Prerequisite(s): EDUC 116 or equivalent. An examination of exceptionality with particular emphasis on characteristics (general and specific developmental disabilities such as mental retardation and hyperactivity) and manifestations (in home, school, or alternative living environments). The course also focuses on identifying and intervening with children who have disabilities.

EDUC 227.
Educational Change and Innovation. (4)

Lecture, three hours. Prerequisite(s): EDUC 224 or MGT 201 or consent of instructor. The study of change and innovation in the public school. Emphasis is placed on (a) the organizational environment of the school which must accommodate the innovation, (b) specific strategies of change, and (c) contemporary educational innovations.

EDUC 228.
Human Resources Administration in Education. (4)

Lecture, three hours; consultation, one hour. Prerequisite(s): consent of instructor. Examines theory, research, and practices associated with the human resources function in schools. Topics include goals, policies, and outcomes related to planning, recruitment, selection, appraisal, compensation, development, collective bargaining, and the use of management information systems as tools for informed decision making.

EDUC 229.
Leadership in School Organizations. (4)

Lecture, three hours; outside research, three hours. Prerequisite(s): graduate standing. Examines theories of leadership in school organizations. Emphasis given to rational and institutional perspectives and their implications for management in educational settings.

EDUC 230A-EDUC 230B-EDUC 230C.
Curriculum and Instruction. (4-4-4)

Lecture, three hours. Prerequisite(s): EDUC 230A recommended for EDUC 230B; either EDUC 230A or EDUC 230B required for EDUC 230C. 230A: covers analysis of curriculum theories, trends, innovations, and instructional strategies; 230B: covers analysis of curriculum organization, design, and implementation; 230C: covers theory and technology associated with the development and production of instructional programs for the classroom.

EDUC 231 (E-Z).
Special Problems in Curriculum. (4)

Lecture, three hours; outside research, three hours. Prerequisite(s): EDUC 139 or equivalent. Special problems in the curriculum area as follows: E. Curriculum Inquiry; G. Excellence in Teaching; M. Multicultural Programs in Reading and Language Arts; Q. Questioning and Teaching.

EDUC 232.
Teaching Strategies. (4)

Lecture, three hours. Prerequisite(s): teaching credential, teaching experience. Development of varied instructional strategies and skills, such as inquiry and questioning, that are compatible with new and evolving curricula. Emphasis will be on classroom applications.

EDUC 233.
School Learning Environment. (4)

Lecture, three hours. Prerequisite(s): admission to a graduate degree program, teaching credential and teaching experience. The course will consider (1) the dimensions and characteristics of the school learning environment; (2) the role of teaching models, strategies, programs, policies and interpersonal relationships in establishing the school learning environment; and (3) the impact of the learning environment on student motivation, attitude formation, and achievement.

EDUC 234.
Curriculum Differentiation. (4)

Lecture, three hours; outside research, three hours. Prerequisite(s): consent of instructor. A theoretical and methodological analysis of curriculum differentiation. The course describes and critically analyzes the processes and effects of providing different curricula for diverse student groups in schools.

EDUC 235.
Classroom Processes. (4)

Lecture, three hours; consultation, one hour. Analysis and synthesis of theoretical and empirical studies of selected classroom processes, including question-answer exchanges and discussions.

EDUC 237.
Research on Teaching. (4)

Lecture, three hours; outside research, three hours. Prerequisite(s): EDUC 212 or consent of instructor. Examination of approaches guiding research on teaching, such as process-product, classroom ecology, ethnography, and teacher cognition.

EDUC 238.
Cognition and Instruction in Mathematics. (4)

Lecture, three hours; practicum, three hours. Prerequisite(s): EDUC 141 or EDUC 232 or EDUC 240 or consent of instructor. An examination of research concerning cognition and instruction in mathematics. Topics include questions regarding the definition of mathematics, goals of mathematics instruction, the nature of children's thinking about various mathematical concepts, and selected instructional approaches.

EDUC 239.
Cognition and Instruction in Science. (4)

Lecture, three hours; practicum, three hours. Prerequisite(s): EDUC 232 or EDUC 240 or consent of instructor. An examination of research concerning cognition and instruction in science. Topics include questions regarding the definition of science, goals of science instruction, the nature of children's thinking about various scientific concepts, and selected instructional approaches.

EDUC 240.
Educational Psychology. (4)

Lecture, three hours; outside research, three hours. Prerequisite(s): EDUC 110 or equivalent or consent of instructor. Overview of the major empirical and theoretical bases of educational psychology, followed by detailed analysis of the following topics: (a) cognition and metacognition as applied to school learning and instruction, (b) motivation, student perceptions, teacher perceptions, classroom processes, (c) effective teaching, and (d) evaluation.

EDUC 242.
Advanced Test Theory. (4)

Lecture, three hours; outside research, three hours. Prerequisite(s): EDUC 214, EDUC 219; or consent of instructor. Examines principles of classical and modern test theory including classical testing, generalizability theory, and item response theory. Emphasis on statistical bases of these theories.

EDUC 243.
Instruction for Problem Solving and Understanding. (4)

Lecture, three hours; outside research, three hours. Prerequisite(s): EDUC 232 or consent of instructor. Analyzes theories of problem solving and understanding. Examines teaching from a problem-solving and understanding perspective.

EDUC 245 (E-Z).
Review of Research Literature in Education. (4)

Lecture, three hours. Prerequisite(s): consent of instructor. Critical analyses of research in the various areas of education. Course content will vary from quarter to quarter. Course may be repeated with separate letter designation.

EDUC 246 (E-Z).
Research on Education of Exceptional Children. (4)

Lecture, three hours; outside research, three hours. Prerequisite(s): EDUC 116/HMDV 116 or equivalent, graduate standing; or consent of instructor. Intensive study of current research on education of exceptional children: E. Intellectual Deviancy; F. Education of the Behavior Disordered Child; G. Characteristics of Mildly Mentally Retarded Children; I. Education of the Learning Disabled Child; J. Contemporary Issues and Trends; K. Programs for Children with Severe Disabilities; L. Characteristics of Autistic and Severely and Profoundly Mentally Retarded (SPMR); M. Education of Mildly Mentally Retarded Children; N. Development of At-Risk Children; O. Family Influences on Development.

EDUC 248 (E-Z).
Psychoeducational Assessment. (4)

Lecture, three hours. Prerequisite(s): consent of instructor. E. Cognitive Functions, F. Personality Assessment, G. Case Study Methods.

EDUC 250.
Seminar in Education. (1)

Seminar, one hour. Prerequisite(s): consent of instructor. A series of lectures by guests, staff, and advanced graduate students on research topics in education. The course will be graded Satisfactory (S) or No Credit (NC). May be repeated for credit.

EDUC 251.
Seminar in Cognitive Development. (4)

Seminar, three hours; outside research, three hours. Prerequisite(s): EDUC 211A or equivalent or consent of instructor. Seminar on current issues in cognitive development. Topics include metacognition, Vygotskian theory, and cultural factors in cognitive development. Special attention will be paid to issues as they relate to the learning and teaching of school subjects.

EDUC 252 (E-Z).
Seminar in Educational Psychology. (4)

Seminar, three hours; outside research, three hours. Prerequisite(s): for EDUC 252N: EDUC 211A; consent of instructor. Reviews various topics in educational psychology at the theoretical and empirical levels. E. History of Educational Psychology; G. Advances in Mental Measurement; N. Children's Mathematical Cognition. Satisfactory (S) or No Credit (NC) grading is not available.

EDUC 253.
Administrative Judgement in Education. (4)

Seminar, three hours; outside research, three hours. Prerequisite(s): doctoral standing or consent of instructor. Examination of the process by which educational administrators make judgments. Emphasis is given to the inferential errors that humans make by employing intuitive strategies and overlooking evidence.

EDUC 254A.
School Psychological Assessment I. (4)

Seminar, three hours; practicum, three hours. Prerequisite(s): admission to Ph.D. program in School Psychology or Special Education; or consent of instructor. Administration, scoring, and interpretation of individual measures of intelligence and academic aptitude. Emphasizes use of these measures for screening and classification decisions and psychological report writing.

EDUC 254B.
School Psychological Assessment II. (4)

Seminar, three hours; practicum, three hours. Prerequisite(s): admission to Ph.D. program in School Psychology or Special Education; or consent of instructor. Administration, scoring, and interpretation of individual norm-referenced measures of academic achievement, perceptual-motor skills, and adaptive behavior. Emphasizes use of these instruments for screening and classification decisions and psychological report writing.

EDUC 254C.
Behavioral Assessment. (4)

Seminar, three hours; practicum, three hours. Prerequisite(s): admission to Ph.D. program in School Psychology or Special Education; or consent of instructor. Procedures and techniques of behavioral assessment including systematic behavioral observations, curriculum-based assessment, behavior rating scales, behavioral interviews, and self-monitoring. Topics include conceptual issues in applying traditional psychometric theories to behavioral assessment data and methods for integrating multimodal behavioral assessment information.

EDUC 254D.
Nonbiased Assessment. (4)

Seminar, three hours; individual study, three hours. Prerequisite(s): admission to Ph.D. program in School Psychology or Special Education; or consent of instructor. Methods and procedures for the scientific study of test bias. Different definitions of test bias and specific data analysis methods for detecting bias are discussed. Court cases and legal arguments for and against test bias are presented with emphasis on ethnic and cultural minorities.

EDUC 255A.
Principles of Social Behavior Intervention. (4)

Seminar, three hours; individual study, three hours. Prerequisite(s): admission to Ph.D. program in School Psychology or Special Education; or consent of instructor. Principles and procedures for developing social competencies in school-age children and youth. Topics include social skills assessment, sociometric assessment, and strategies for promoting acquisition, performance, and maintenance of social skills.

EDUC 255B.
Principles of Academic Behavior Intervention. (4)

Seminar, three hours; individual study, three hours. Prerequisite(s): admission to Ph.D. program in School Psychology or Special Education; or consent of instructor. Principles and procedures for prevention and remediation of academic learning problems and performance. Topics include functional analysis, stimulus control, generalization, and methods for summarizing trends in academic performance.

EDUC 255C.
Child Behavior Therapy. (4)

Seminar, three hours; practicum, three hours. Prerequisite(s): admission to Ph.D. program in School Psychology or Special Education; or consent of instructor. Principles derived from neo behavioristic and social learning theories applied to treat children's problems. Professional ethics, practice, and responsibility in clinical child behavior therapy.

EDUC 256.
Advanced Seminar on Learning Disabilities. (4)

Seminar, three hours; outside research, three hours. Prerequisite(s): EDUC 140, EDUC 212 or equivalents or consent of instructor. Critical evaluation of theory and research in the field of learning disabilities. Data-based project reflecting original research required.

EDUC 258A-EDUC 258B-EDUC 258C.
Seminar in Educational Research. (4-4-4)

Seminar, three hours; consultation, one hour. Prerequisite(s): master's degree, including EDUC 230B and EDUC 215 or EDUC 216 or equivalent. Doctoral seminars in curriculum: EDUC 258A: construction of a theoretical framework for curriculum development; EDUC 258B: a synthesis of theoretical and empirical research findings in an aspect of the curriculum; EDUC 258C: the designing, executing, and reporting of the results of an empirical research study. '

EDUC 259.
Research Seminar. (2)

Seminar, two hours. Research reports on topics in educational psychology, special education, curriculum and instruction, and educational administration. The course will be graded Satisfactory (S) or No Credit (NC). May be repeated for credit.

EDUC 260.
History of Curriculum Development. (4)

Seminar, three hours; individual study, three hours. Prerequisite(s): consent of instructor. An historical study of textbooks and other curriculum materials which have been developed in response to intellectual, social, political, and economic forces in the United States from 1789 to the present.

EDUC 261A.
School Psychological Consultation. (4)

Seminar, three hours; practicum, three hours. Prerequisite(s): admission to Ph.D. program in School Psychology or Special Education; or consent of instructor. Theoretical and applied issues of consultative problem solving conducted in school settings. Principles derived from behavioral systems and organizational theories and how these principles are used in an indirect service-delivery model to facilitate changes in students' behavior.

EDUC 261B.
Advanced Topics in School Psychological Consultation. (4)

Seminar, three hours; individual study, three hours. Prerequisite(s): admission to Ph.D. program in School Psychology or Special Education; or consent of instructor. Analysis and discussion of current research in school-based consultation. Emphasis on research strategies to answer difficult consultation questions. Oral presentations of student-designed research proposals required. Topics vary.

EDUC 262.
Achievement Motivation. (4)

Seminar, three hours; outside research, three hours. Prerequisite(s): EDUC 110 or equivalent or consent of instructor. This seminar covers the major approaches to achievement motivation with an emphasis on the cognitive approach. Topics include development and individual differences in achievement motivation, achievement-related attitudes and beliefs (e.g., self-concept, attributions, perceived control), relations between motivation and school performance.

EDUC 263.
Seminar in School Organization and Management. (4)

Seminar, three hours; outside research, three hours. Prerequisite(s): doctoral standing or consent of instructor. Examines critical issues and processes associated with organizational management at the national, state, and local levels. Emphasis given to concerns involving educational decision making, socialization, and human resources management.

EDUC 264.
Professional School Psychology. (4)

Seminar, three hours; individual study, three hours. Prerequisite(s): admission to Ph.D. program in School Psychology or Special Education; or consent of instructor. Roles and functions of psychologists working in school settings with particular emphasis upon ethical standards for psychologists. Historical and legal evolution of school psychology is discussed along with issues in professional identity as school psychologists.

EDUC 265.
Practicum in School Psychology. (1)

Seminar, one hour; practicum, eight hours. Prerequisite(s): admission to Ph.D. program in School Psychology. Closely supervised experience in schools in which students perform psychoeducational assessments, consult with teachers and parents, and function as members of multidisciplinary teams. Cases include students with specific learning disabilities, behavior disorders, mental retardation, and other disabilities. Seminar provides didactic component to support student's practicum experience. Graded Satisfactory (S) or No Credit (NC). Course is repeatable to a maximum of 12 units.

EDUC 266.
School Facility Project Management. (4)

Seminar, three hours; outside research, three hours. Prerequisite(s): graduate standing or consent of instructor. A study of school district project management focusing on the processes of school construction. These processes include planning and designing educational facilities.

EDUC 267.
Culture of School Organizations. (4)

Seminar, three hours; outside research, three hours. Prerequisite(s): doctoral standing or consent of instructor. Advanced inquiry in the organization of schools. Designed for doctoral students in educational policy and administration, the course examines the impact of external and internal cultural forces on the structure and operation of school organizations.

EDUC 268.
Diversity in Educational Administration. (4)

Seminar, three hours; outside research, three hours. Prerequisite(s): graduate standing or consent of instructor. Provides an understanding of school administrative and management issues related to the increasing diversity in schools. Theories about underrepresentation, diversity, legislation, harassment, and institutional participation reviewed. Cultural background, communication patterns, social networks, leadership, and administrative styles are considered.

EDUC 269.
Education and Treatment of Students with Special Medical, Genetic, and Physiological Needs. (4)

Seminar, three hours; outside research, three hours. Prerequisite(s): admission to Ph.D. program in School Psychology or Special Education or consent of instructor. Examines the effects of genetic, medical (e.g., disease, injury), physiologic, and pharmacologic variables on the developmental, behavioral, and learning characteristics of children. Emphasizes the need to address these variables in childhood assessment and intervention practices.

EDUC 270.
The Dynamic Assessment of Mental Abilities. (4)

Seminar, three hours; outside research, three hours. Prerequisite(s): EDUC 140, EDUC 212, EDUC 213, EDUC 240, or their equivalents. The variety of approaches that fall under the dynamic assessment rubric will be specified and critically examined. Special emphasis will be given to their theoretical bases and implications as well as to their practical utility.

EDUC 271.
The School Principal:
Tools for Managerial Problems. (4)

Seminar, three hours; outside research, three hours. Prerequisite(s): consent of instructor. Review of the literature on the principal's role as leader and manager of the school site. Topics include practices and problems of the school principal, interpersonal relations, political issues, communication techniques, and technology.

EDUC 272.
Superintendent-School Board Relations. (4)

Seminar, three hours. A review of the literature, resources, history and current practice and problems of superintendents and school boards at the district level. Emphases will include management and communication techniques in the promotion of effective working relationships.

EDUC 290.
Directed Studies. (1-6)

Prerequisite(s): graduate status and consent of instructor. Research and special studies in education. Course will be graded Satisfactory (S) or No Credit (NC). Course is repeatable.

EDUC 291.
Individual Studies in Coordinated Areas. (1-6)

Consultation, one to six hours. Prerequisite(s): graduate standing. A program of studies designated to assist students who are preparing for graduate degree examinations. Does not meet unit requirements for M.A. degree. Repeatable up to 18 units prior to successful completion of Ph.D. qualifying examinations. To be graded Satisfactory (S) or No Credit (NC).

EDUC 297.
Directed Research. (1-6)

Research, 3 to 18 hours. Prerequisite(s): advanced graduate standing and consent of instructor. Directed research on selected problems in education. Course will be graded Satisfactory (S) or No Credit (NC).

EDUC 298-I.
Internship in School Psychology. (4)

Internship, 35 hours. Prerequisite(s): admission to Ph.D. program in School Psychology. Supervised internship to be repeated for four consecutive quarters for a total of not less than 1,500 hours, half of which must be in a school setting. Credit for internship will not be granted to students with less than 72 quarter hours of successfully completed graduate-level course work. Two hours per week is devoted to direct, face-to-face supervision of each intern. Graded Satisfactory (S) or No Credit (NC). Course is repeatable to a maximum of 16 units.

EDUC 299.
Research for Thesis of Dissertation. (1-12)

Prerequisite(s): advancement to candidacy for the master's or doctoral degree. Course will be graded Satisfactory (S) or No Credit (NC). Course is repeatable.

PROFESSIONAL COURSES  

EDUC 302.
College Teaching Practicum. (1-6)

Practicum, three to eighteen hours. Prerequisite(s): advanced Ph.D. standing and consent of instructor. A minimum of one quarter supervised teaching in college level classes under the supervision of the course instructor. Required of all doctoral candidates in the School of Education. Fulfills teaching portion of Ph.D. requirements. Graded Satisfactory (S) or No Credit (NC). May be taken for a maximum of three quarters.

EDUC 303A.
Level II Induction: Mild/Moderate Specialist. (4)

Lecture, two hours; field, six hours. Prerequisite(s): a Level I Education Specialist Credential: Mild/Moderate Disabilities. Covers topics related to teaching of Mild/Moderate special education students. Includes development of an Induction Plan, defining the role of the school district mentor, development and maintenance of a professional portfolio, construction of Individualized Education Programs (IEP), Individualized Transition Programs (ITP), case studies, and verification logs. Students will develop effective collaboration skills to work productively with the University and school districts. Graded Satisfactory (S) or No Credit (NC).

EDUC 303B.
Level II Summative Evaluation: Mild/Moderate Specialist. (2)

Lecture, one hour; field, three hours. Prerequisite(s): two years of teaching experience in the specialization area of the student's level I Education Specialist Credential: Mild/Moderate (may be completed concurrently); EDUC 303A. Students develop a five-year professional development plan, complete a comprehensive and professional portfolio based on their teaching experience in a class for individuals with mild/moderate disabilities, and undergo an evaluation process. Graded Satisfactory (S) or No Credit (NC).

EDUC 304A.
Level II Induction: Moderate/Severe Specialist. (4)

Lecture, two hours; field, six hours. Prerequisite(s): a Level I Education Specialist Credential: Moderate/Severe Disabilities. Covers topics related to teaching of Moderate/Severe special education students. Includes development of an Induction Plan, defining the role of the school district mentor, development and maintenance of a professional portfolio, construction of Individualized Education Programs (IEP), Individualized Transition Programs (ITP), case studies, and verification logs. Students will develop effective collaboration skills to work productively with the University and school districts. Graded Satisfactory (S) or No Credit (NC).

EDUC 304B.
Level II Summative Evaluation: Moderate/Severe Specialist. (2)

Lecture, one hour; field, three hours. Prerequisite(s): two years of teaching experience in the specialization area of the student's level I Education Specialist Credential: Moderate/Severe Disabilities (may be completed concurrently); EDUC 304A. Students develop a five-year professional development plan, complete a comprehensive and professional portfolio based on their teaching experience in a class for individuals with moderate/severe disabilities, and undergo an evaluation process. Graded Satisfactory (S) or No Credit (NC).

EDUC 320A.
Integrating Technology into Classroom Practice. (1)

Lecture, eight hours per quarter; laboratory, three hours per quarter; field, three hours per quarter. Prerequisite(s): admission to a teaching credential program. Introduction to technology in education. Prepares future teachers to effectively utilize computers and related technology for information management, presentations, and classroom instruction. Topics include software, the Internet, and basic operations of educational technology. Includes field observations in schools. Graded Satisfactory (S) or No Credit (NC).

EDUC 320B.
Integrating Technology into Classroom Practice. (1)

Lecture, eight hours per quarter; laboratory, three hours per quarter; field, three hours per quarter. Prerequisite(s): EDUC 320A. Focuses on the application of computer technology to curriculum and instruction. Topics include Internet applications, non-computer technology, and use of technology to enhance problem solving skills. Includes field observations in schools. Graded Satisfactory (S) or No Credit (NC).

EDUC 320C.
Integrating Technology into Classroom Practice. (1)

Lecture, four hours per quarter; laboratory, 15 hours per quarter; field, three hours per quarter. Prerequisite(s): EDUC 320A, EDUC 320B. Addresses issues related to the use of technology in schools. Using presentation software, the Internet, and other computer-based technology, students develop and teach a curriculum unit appropriate to their teaching subject area and/or grade level. Emphasis is on integrating the use of computer-based applications with instruction. Graded Satisfactory (S) or No Credit (NC).

EDUC 330.
Instructional Processes for the Multiple Subjects Classroom. (5)

Prerequisite(s): EDUC 110, EDUC 139, EDUC 172; concurrent enrollment in EDUC 336B or EDUC 338A. Study and application of instructional processes appropriate for use in the multiple subjects classroom. Topics include oral communication skills, curriculum planning, and instructional strategies. Graded Satisfactory (S) or No Credit (NC). Credit is awarded for only one of EDUC 330 or EDUC 331.

EDUC 331.
Bilingual/Cross-cultural Methods of Teaching. (5)

Prerequisite(s): EDUC 110, EDUC 139, EDUC 172; concurrent enrollment in EDUC 336B or EDUC 338A. Study and application of instructional processes appropriate for use in the bilingual/cross-cultural classroom. Emphasis is on integrating English and Spanish into the program. Topics include material assessment, performance objectives, curriculum considerations, knowledgeable use of teacher aides, testing, and evaluation. Graded Satisfactory (S) or No Credit (NC). Credit is awarded for only one of EDUC 330 or EDUC 331.

EDUC 332.
Advanced Instructional Processes for the Multiple Subjects Classroom. (5)

Prerequisite(s): concurrent enrollment in EDUC 338B; admission to intern teaching program. Advanced study and application of instructional processes appropriate for use in the multiple subjects classroom. Topics include oral communication skills, curriculum planning, and instructional strategies. Graded Satisfactory (S) or No Credit (NC). Credit is awarded for only one of EDUC 332 or EDUC 333.

EDUC 333.
Advanced Bilingual/Cross-cultural Methods of Teaching. (5)

Prerequisite(s): concurrent enrollment in EDUC 338B; admission to intern teaching program. Advanced study and application of instructional processes appropriate for use in the bilingual/cross-cultural classroom. Emphasis is on integrating English and Spanish into the program. Topics include material assessment, performance objectives, curriculum considerations, knowledgeable use of teacher aides, testing, and evaluation. Graded Satisfactory (S) or No Credit (NC). Credit is awarded for only one of EDUC 332 or EDUC 333.

EDUC 336A.
Supervised Teaching in the Elementary School. (4)

Supervised teaching, 12 hours. Prerequisite(s): EDUC 110, EDUC 139, EDUC 172 (or taken concurrently). Supervised teaching in the multiple subject classroom. Required of all candidates for the elementary teaching credential. Graded Satisfactory (S) or No Credit (NC). Credit is awarded for only one of EDUC 336A or EDUC 338A.

EDUC 336B.
Supervised Teaching in the Elementary School. (6)

Supervised teaching, 18 hours. Prerequisite(s): EDUC 110, EDUC 139, EDUC 172, EDUC 336A (EDUC 330 must be taken concurrently). Supervised teaching in the multiple subject classroom. Required of all candidates for elementary teaching credential. Graded Satisfactory (S) or No Credit (NC). Credit is awarded for only one of EDUC 336B or EDUC 338B.

EDUC 336C.
Supervised Teaching in the Elementary School. (12)

Supervised teaching, thirty-six hours. Prerequisite(s): EDUC 110, EDUC 139, EDUC 172, EDUC 336A, (EDUC 350 must be taken concurrently). Supervised teaching in the multiple subject classroom. Required of all candidates for the elementary teaching credential. Graded Satisfactory (S) or No Credit (NC). Credit is awarded for only one of EDUC 336C or EDUC 338C.

EDUC 338A.
Intern Teaching in the Elementary School. (6)

Seminar, two hours; field, twelve hours. Prerequisite(s): EDUC 110, EDUC 139, EDUC 172; admission to intern teaching program. Intern teaching in the multiple subjects classroom. Required for the Multiple Subjects Internship Credential. Graded Satisfactory (S) or No Credit (NC). Credit is awarded for only one of EDUC 336A or EDUC 338A.

EDUC 338B.
Intern Teaching in the Elementary School. (6)

Field, eighteen hours. Prerequisite(s): EDUC 338A; concurrent enrollment in EDUC 332 or EDUC 333; admission to intern teaching program. Intern teaching in the multiple subjects classroom. Required for the Multiple Subjects Internship Credential. Graded Satisfactory (S) or No Credit (NC). Credit is awarded for only one of EDUC 336B or EDUC 338B.

EDUC 338C.
Intern Teaching in the Elementary School. (6)

Field, eighteen hours. Prerequisite(s): EDUC 338A, EDUC 338B; concurrent enrollment in EDUC 352 or EDUC 353; admission to intern teaching program. Intern teaching in the multiple subjects classroom. Required for the Multiple Subjects Internship Credential. Graded Satisfactory (S) or No Credit (NC). Credit is awarded for only one of EDUC 336C or EDUC 338C.

EDUC 340A-EDUC 340B.
Instructional Processes for the Handicapped. (5-5)

Lecture, three hours; laboratory, five hours. Prerequisite(s): admission to the Specialized Preparation Program. Development and learning needs of the handicapped: curriculum, procedures and materials. Includes participation in public school programs. EDUC 340A: Behavior disorders and mildly handicapped; EDUC 340B: Severely handicapped. '

EDUC 345A.
Supervised Student Teaching in a Special Class for Individuals with Mild/Moderate Disabilities. (12)

Field, 36 hours. Prerequisite(s): admission to a special education credential program; EDUC 340A (may be taken concurrently). Student teaching in a special education day class for individuals with mild/moderate disabilities. Required for the Education Specialist Instruction Credential in Mild/Moderate Disabilities. Graded Satisfactory (S) or No Credit (NC).

EDUC 345B.
Supervised Student Teaching in a Special Class for Individuals with Moderate/Severe Disabilities. (12)

Field, 36 hours. Prerequisite(s): admission to a special education credential program; EDUC 340B (may be taken concurrently). Student teaching in a special education day class for individuals with moderate/severe disabilities. Required for the Education Specialist Instruction Credential in Moderate/Severe Disabilities. Graded Satisfactory (S) or No Credit (NC).

EDUC 346A.
Supervised Intern Teaching in a Special Class for Individuals with Mild/Moderate Disabilities. (7)

Field, twenty-one hours. Prerequisite(s): admission to an internship program in mild/moderate disabilities; EDUC 340A (may be taken concurrently). Intern teaching in a special education day class for individuals with mild/moderate disabilities. Required for the Education Specialist Internship Credential in Mild/Moderate Disabilities. Graded Satisfactory (S) or No Credit (NC).

EDUC 346B.
Supervised Intern Teaching in a Special Class for Individuals with Mild/Moderate Disabilities. (7)

Field, twenty-one hours. Prerequisite(s): admission to an internship program in mild/moderate disabilities; EDUC 346A. Intern teaching in a special education day class for individuals with mild/moderate disabilities. Required for the Education Specialist Internship Credential in Mild/Moderate Disabilities. Graded Satisfactory (S) or No Credit (NC).

EDUC 346C.
Supervised Intern Teaching in a Special Class for Individuals with Mild/Moderate Disabilities. (7)

Field, twenty-one hours. Prerequisite(s): admission to an internship program in mild/moderate disabilities; EDUC 346B. Intern teaching in a special education day class for individuals with mild/moderate disabilities. Required for the Education Specialist Internship Credential in Mild/Moderate Disabilities. Graded Satisfactory (S) or No Credit (NC).

EDUC 347A.
Supervised Intern Teaching in a Special Class for Individuals with Moderate/Severe Disabilities. (7)

Field, twenty-one hours. Prerequisite(s): admission to an internship program in moderate/severe disabilities; EDUC 340B (may be taken concurrently). Intern teaching in a special education day class for individuals with moderate/severe disabilities. Required for the Education Specialist Internship Credential in Moderate/Severe Disabilities. Graded Satisfactory (S) or No Credit (NC).

EDUC 347B.
Supervised Intern Teaching in a Special Class for Individuals with Moderate/Severe Disabilities. (7)

Field, twenty-one hours. Prerequisite(s): admission to an internship program in moderate/severe disabilities; EDUC 347A. Intern teaching in a special education day class for individuals with moderate/severe disabilities. Required for the Education Specialist Internship Credential in Moderate/Severe Disabilities. Graded Satisfactory (S) or No Credit (NC).

EDUC 347C.
Supervised Intern Teaching in a Special Class for Individuals with Moderate/Severe Disabilities. (7)

Field, twenty-one hours. Prerequisite(s): admission to an internship program in moderate/severe disabilities; EDUC 347B. Intern teaching in a special education day class for individuals with moderate/severe disabilities. Required for the Education Specialist Internship Credential in Moderate/Severe Disabilities. Graded Satisfactory (S) or No Credit (NC).

EDUC 348A.
Single Subject Intern Teaching Seminar. (2)

Prerequisite(s): EDUC 110, EDUC 139, EDUC 174; concurrent enrollment in EDUC 378A. An applied analysis of instructional problems encountered by interns in the single subject classroom. Topics include basic curriculum, classroom management, interpersonal relationships, self-evaluation, and professional competencies. Graded Satisfactory (S) or No Credit (NC). Credit is awarded for only one of EDUC 348A or EDUC 349A.

EDUC 348B.
Single Subject Intern Teaching Seminar. (2)

Prerequisite(s): EDUC 110, EDUC 139, EDUC 174, EDUC 348A; concurrent enrollment in EDUC 378B. An applied analysis of instructional problems encountered by interns in the single subject classroom. Topics include basic curriculum, classroom management, interpersonal relationships, self-evaluation, and professional competencies. Graded Satisfactory (S) or No Credit (NC). Credit is awarded for only one of EDUC 348B or EDUC 349B.

EDUC 348C.
Single Subject Intern Teaching Seminar. (2)

Prerequisite(s): EDUC 110, EDUC 139, EDUC 174, EDUC 348B; concurrent enrollment in EDUC 378C. An applied analysis of instructional problems encountered by interns in the single subject classroom. Topics include basic curriculum, classroom management, interpersonal relationships, self-evaluation, and professional competencies. Graded Satisfactory (S) or No Credit (NC). Credit is awarded for only one of EDUC 348C or EDUC 349C.

EDUC 349A-EDUC 349B-EDUC 349C.
Single Subject Student Teaching Seminar. (2-2-2)

Seminar, two hours. Prerequisite(s): for EDUC 349A, concurrent enrollment in EDUC 376A; for EDUC 349B, concurrent enrollment in EDUC 376B; for EDUC 349C, concurrent enrollment in EDUC 376C or EDUC 345A or EDUC 345B. An analysis of applied problems in the process of instruction in the single subject classroom, including interpersonal relationships. Graded Satisfactory (S) or No Credit (NC).

EDUC 350.
Multiple Subject Student Teaching Seminar. (3)

Seminar, three hours. Prerequisite(s): concurrent enrollment in EDUC 336C or EDUC 345A or EDUC 345B. An analysis of applied problems in the process of instruction in the multiple subject classroom, including interpersonal relationships. Graded Satisfactory (S) or No Credit (NC).

EDUC 351.
Seminar in Bilingual Student Teaching. (3)

Seminar, three hours. Prerequisite(s): must be taken concurrently with EDUC 336C or EDUC 376C. An analysis of applied problems in basic curriculum, classroom management; interpersonal, self-evaluation, and professional competencies as they apply to the bilingual classroom. Graded Satisfactory (S) or No Credit (NC).

EDUC 352.
Multiple Subjects Intern Teaching Seminar. (3)

Seminar, three hours. Prerequisite(s): concurrent enrollment in EDUC 338C. An applied analysis of instructional problems encountered by interns in the multiple subjects classroom. Includes discussion of interpersonal relationships. Graded Satisfactory (S) or No Credit (NC). Credit is awarded for only one of EDUC 350, EDUC 351, EDUC 352, or EDUC 353.

EDUC 353.
Seminar in Bilingual Intern Teaching. (3)

Seminar, three hours. Prerequisite(s): concurrent enrollment in EDUC 338C. An applied analysis of instructional problems encountered by interns in the bilingual classroom. Topics include basic curriculum, classroom management, interpersonal relationships, self-evaluation, and professional competencies. Graded Satisfactory (S) or No Credit (NC). Credit is awarded for only one of EDUC 350, EDUC 351, EDUC 352, or EDUC 353.

EDUC 354A.
Orientation to Educational Administration and Policy. (2)

Seminar, fifteen hours per quarter; field, one and one-half hours per week. Prerequisite(s): admission to the Preliminary Administrative Services Credential program. Orientation to the field of educational administration and policy formation. Focuses on analysis, management skills, and mentoring.

EDUC 354B.
Competence in Educational Administration and Policy. (2)

Seminar, fifteen hours per quarter; field, one and one-half hours per week. Prerequisite(s): EDUC 354A; admission to the Preliminary Administrative Services Credential program. Evaluation of the students' skills in educational administration and policy formation. Students present professional growth portfolios demonstrating their competence in inquiry, reflection, and problem solving.

EDUC 355.
Field Experience in School Administration. (4-8)

Prerequisite(s): consent of instructor. Supervised field experience. The planning, execution and evaluation of administrative tasks under the supervision of local school administrators and university personnel. May be repeated for credit.

EDUC 365A.
Advanced Study of Educational Administration and Policy Formation. (4)

Seminar, two hours; field, six hours. Prerequisite(s): admission to the Professional Administrative Services Credential program. Advanced study of educational administration and policy formation. Emphasis is on analysis and problem solving. Topics include interpersonal relationships, mentoring, policy development, and policy administration.

EDUC 365B.
Advanced Study of Educational Administration and Policy Formation. (4)

Seminar, two hours; field, six hours. Prerequisite(s): admission to the Professional Administrative Services Credential program. Evaluation of the students' skills in educational administration and policy development. Students present professional growth portfolios demonstrating their competence in inquiry, reflection, and problem solving.

EDUC 366.
Specialized Field Experience in School Administration. (4)

Seminar, three hours; field work, ten to fifteen hours. Prerequisite(s): EDUC 365A-EDUC 365B; possession of California Preliminary Administrative Services Credential or equivalent and an administrative job in education or consent of instructor. Advanced level field experience covering special topics in educational administration. Individually planned and guided tasks in an area of specialized study, selected in consultation with faculty and executed under the supervision of selected school administrators and University faculty.

EDUC 376A.
Supervised Teaching in the Secondary School. (3)

Prerequisite(s): EDUC 110, EDUC 139, and EDUC 174 (all may be taken concurrently); concurrent enrollment in EDUC 349A. Supervised teaching in the single subject classroom. Required of all candidates for the secondary teaching credential. Graded Satisfactory (S) or No Credit (NC).

EDUC 376B.
Supervised Teaching in the Secondary School. (6)

Outside research, three hours; field, fifteen hours. Prerequisite(s): EDUC 110, EDUC 139, EDUC 174, EDUC 376A; concurrent enrollment in EDUC 349B and in one segment of EDUC 191 (E-Z). Supervised teaching in the single subject classroom. Required of all candidates for the secondary teaching credential. Graded Satisfactory (S) or No Credit (NC).

EDUC 376C.
Supervised Teaching in the Secondary School. (12)

Field, thirty-six hours. Prerequisite(s): EDUC 110, EDUC 139, EDUC 174, EDUC 376A, and EDUC 376B; concurrent enrollment in EDUC 349C. Supervised teaching in the single subject classroom. Required of all candidates for the secondary teaching credential. Graded Satisfactory (S) or No Credit (NC).

EDUC 378A.
Intern Teaching in the Secondary School. (10)

Prerequisite(s): EDUC 110, EDUC 139, EDUC 174; concurrent enrollment in EDUC 348A. Intern teaching in the single subject classroom. Required for the Single Subject Internship credential. Graded Satisfactory (S) or No Credit (NC). Credit is awarded for only one of EDUC 376A or EDUC 378A.

EDUC 378B.
Intern Teaching in the Secondary School. (10)

Prerequisite(s): EDUC 110, EDUC 139, EDUC 174, EDUC 378A; concurrent enrollment in EDUC 348B. Intern teaching in the single subject classroom. Required for the Single Subject Internship credential. Graded Satisfactory (S) or No Credit (NC). Credit is awarded for only one of EDUC 376B or EDUC 378B.

EDUC 378C.
Intern Teaching in the Secondary School. (10)

Prerequisite(s): EDUC 110, EDUC 139, EDUC 174, EDUC 378A, EDUC 378B; concurrent enrollment in EDUC 348C. Intern teaching in the single subject classroom. Required for the Single Subject Internship credential. Graded Satisfactory (S) or No Credit (NC). Credit is awarded for only one of EDUC 376C or EDUC 378C.