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Courses in Education (EDU)

Lower Division

81. Learning in Science and Mathematics (2)

Lecture/discussion—2 hours; field work—2 hours. Limited to 26 students per section. Exploration of how students learn and develop understanding in science and mathematics classrooms. Introduction to case studies and interview techniques and their use in K-6 classrooms to illuminate factors that affect student learning. (Same course as Geology 81.) (P/NP grading only.) GE credit: SS, VL, WE.—F, W, S. (F, W, S.) Latimer, Mendle, Stevenson

92. Internship (1-3)

Internship—3-9 hours. Prerequisite: consent of instructor. Enrollment dependent on availability of intern placements. Internship as a teacher's aide or tutor in K-12 classrooms under the supervision of a faculty member. May be repeated for credit. (P/NP grading only.)

98. Directed Group Study (1-5)

Prerequisite: consent of instructor. Primarily for lower division students. (P/NP grading only.)

Upper Division

100. Introduction to Schools (4)

Lecture—3 hours; field work—3 hours. Study of occupational concerns of teachers; skills for observing classroom activities; school organization and finance; school reform movement; observing, aiding, and tutoring in schools. GE credit: ACGH, DD, OL, SS.—F, W, S. (F, W, S.)  Ambrose, Faltis, Martinez, Patterson, Trexler, Tonkovich

110. Educational Psychology: General (4)

Lecture/discussion—4 hours. Learning processes, cognitive development, individual differences, testing and evaluation. GE credit: SocSci, Wrt | SS, WE.—F, W, S. (F, W, S.)  Ching, Martin, Mundy, Passmore, Quijada, Solari, Tonkovich, White

114. Quantitative Methods in Educational Research (4)

Lecture/discussion—4 hours. Problems and methods in data analysis. Design of research projects. Some consideration of procedures suited to digital computers. GE credit: QL.—F. (F.) Martin

115. Educating Children with Disabilities (2)

Lecture—2 hours. Educational issues and processes involved in teaching children with disabilities. The course will focus on the structure of special education, with an emphasis on meeting the educational needs of children who are mainstreamed in regular classes. GE credit: SocSci | SS.—F, S. (F, S.) Mundy, Solari

119. The Use and Misuse of Standardized Tests (4)

Lecture—3 hours; discussion—1 hour. Principles underlying educational and psychological testing. Purposes of testing for individual achievement and evaluation of school programs. Interpretation and misinterpretations of outcomes. Analysis of SAT, GRE and other common tests. Experience in test administration and outcome interpretation. GE credit: SocSci, Wrt |  QL, SS, WE.—W, S. (W, S.)  Abedi, Welsh

120. Philosophical and Social Foundations of Education (4)

Lecture—3 hours; discussion—1 hour. Philosophical, historical, and sociological study of education and the school in our society. GE credit: SocSci, Wrt | SS, WE.—F, W, S. (F, W, S.) Gee, Hart, Kurlaender

121. Introduction to Education Policy Analysis: Tools, Methods and Frameworks (4)

Lecture—3 hours; discussion—1 hours. Introduces students to the field of education policy analysis with a specific emphasis on the quantitative frameworks and analytical tools-drawn primarily from economics and statistics-that are used to guide and inform educational policymaking. GE credit: SocSci | QL, SS.—F, W, S. (F, W, S.) 

122. Children, Learning and Material Culture (4)

Lecture/discussion—3 hours; extensive writing or discussion—1 hour; fieldwork. Prerequisite: consent of instructor. How material artifacts shape what and how children learn in school, at home, and in the community. Artifacts examined include books, computers, household appliances, toys and games, entertainment media, collectibles, sports equipment, clothing, folk arts and crafts, and neighborhood space. Offered in alternate years. GE credit: SocSci, Div, Wrt | SS, VL, WE.—F, S. (F, S.)  Watson-Gegeo, White

130. Issues in Higher Education (4)

Discussion—3 hours; field work—3 hours. Prerequisite: consent of instructor. Analysis of current issues in higher education and of some practical implications of varying philosophical approaches to the role of the university. GE credit: SocSci | SS, WE.—F, S. (F, S.) Cuellar, Gonzalez

142. Introduction to Environmental Education (4)

Lecture—3 hours; field work. Study of history, philosophy, principles and approaches to environmental education (EE) and outreach; learning theories, teaching strategies and techniques in EE and outreach; evaluation of EE curricula in non-formal and in-school contexts; observing, aiding and facilitating local environmental education programs. GE credit: SocSci | OL, SS.—S. (S.) Ballard

147. Anglos, Latinos and the Spanish Black Legend: The Origins and Educational Implications of Anti-Hispanic Prejudice (4)

Lecture/discussion—3 hours; field work; term paper. Examination of anti-Hispanic prejudice in the United States focusing on the "Black Legend," a 16th Century anti-Spanish myth underpinning the doctrine of "Manifest Destiny." Exploration of the Legend's presence in contemporary American society through interviews and analysis of school textbooks. (Same course as Spanish 147.) Offered in alternate years. GE credit: ArtHum, Div, Wrt | ACGH, AH, DD, WE.—(F.) González

150. Cultural Diversity and Education in a Sociopolitical Context (4)

Lecture/discussion—4 hours; extensive writing. Introduction to cultural diversity and education in a sociopolitical context. Interactive course. Small and large-group discussions explore, extend, and apply readings; range of writing genres for responses to assignments and course themes; lectures, slide shows, speakers, brief fieldwork, and presentations. GE credit: SocSci |  SS, DD, WE.—F, W, S. (F, W, S.)  Athanases, Enright, Martinez

151. Language Development in the Chicano Child (3)

Lecture/discussion—3 hours. Bilingualism, first and second language acquisition, bilingual education, language assessment, Chicano Spanish and the role of dialect varieties in the classroom. Not open for credit to students who have completed course 151T. Offered irregularly.

151T. Language Development in the Chicano Child (3)

Lecture/discussion—3 hours. Prerequisite: acceptance in Teaching Credential Program. Open to UC Davis Teacher Credential candidates only. Open to UC Davis Teacher Credential candidates only. Bilingualism, first and second language acquisition, bilingual education, language assessment, Chicano Spanish and the role of dialect varieties in the classroom. Not open for credit to students who have completed course 151.—F. (F.) 

152. Academic Spanish for Bilingual Teachers (3)

Lecture/discussion—3 hours; field work. Prerequisite: Acceptance in Teaching Credential Program or consent of instructor. Communicative class taught in Spanish focused on the development of Spanish communication skills for current and/or future bilingual teachers. Main topics are related to school content areas in bilingual settings, with an emphasis on standard and Southwest Spanish dialects. Restricted to Spanish speaking students. GE credit: ArtHum or SocSci | AH or SS, OL, WE.—W. (W.) 

153. Diversity in the K-12 Classroom (2)

Lecture/discussion—2 hours. Prerequisite: acceptance in Teaching Credential Program. Analysis of research on learning styles among culturally diverse students with review and evaluation of responsive curricula and classroom teaching techniques. The ethnographic interview as a research tool.—F. (F.) Fortes, Rosa

160A. Introduction to Peer Counseling (2)

Lecture/discussion—2 hours. Prerequisite: consent of instructor. Introduction to peer counseling techniques and development of peer counseling skills. Offered irregularly. (P/NP grading only.)

160B. Issues in Peer Counseling (2)

Lecture/discussion—2 hours. Prerequisite: consent of instructor. In-depth review and development of skills for specific counseling topics. May be repeated one time for credit when topic differs. Offered irregularly. (P/NP grading only.)

163. Guidance and Counseling (4)

Lecture—4 hours. Nature and scope of pupil personnel services; basic tools and techniques of guidance; theory and practice of counseling psychology, with emphasis on educational and vocational adjustment. Offered irregularly.

173. Language Development (4)

Lecture—3 hours; discussion—1 hour. Prerequisite: Linguistics 1 or consent of instructor; Linguistics 103A, 103B. Theory and research on children's acquisition of their native language, including the sound system, grammatical systems, and basic semantic categories. (Same course as Linguistics 173.) GE credit: SocSci | SS.—F. (F.) Tonkovich

180A. Computers in Education (3)

Lecture/discussion—1 hour; laboratory—2 hours; project—3 hours. Prerequisite: acceptance in Teacher Credential Program. Restricted to Teaching Credential Majors. Applications of computers in education as instructional, intellectual, and communication tools. (Deferred grading only, pending completion of sequence.)—F. (F.) 

180B. Computers in Education (3)

Lecture/discussion—1 hour; laboratory—2 hours; project—3 hours. Prerequisite: acceptance in Teacher Credential Program; successful completion of course 180A. Restricted to Teaching Credential Majors. Applications of computers in education as instructional, intellectual, and communication tools. (Deferred grading only, pending completion of sequence.)—W. (W.) Pomeroy, White

180C. Computers in Education (3)

Lecture/discussion—1 hour; laboratory—2 hours; project—3 hours. Prerequisite: acceptance in Teacher Credential Program; successful completion of course 180B. Restricted to Teaching Credential Majors. Applications of computers in education as instructional, intellectual, and communication tools. (Deferred grading only, pending completion of sequence.)—S. (S.) Pomeroy, White

181. Teaching in Science and Mathematics (2)

Lecture/discussion—2 hours; field work—2 hours. Prerequisite: major in mathematics, science, or engineering; or completion of a one-year sequence of science or calculus and consent of the instructor. Class size limited to 40 students per section. Exploration of effective teaching practices based on examination of how middle school students learn math and science. Selected readings, discussion and field experience in middle school classrooms. (Same course as Geology 181.) (P/NP grading only.) GE credit: SS, WE.— F, W, S. (F, W, S.) Horn

182. Computer Project for Curricular Integration (1)

Seminar—1 hour. Prerequisite: consent of instructor. Design and implementation of a curricular unit to integrate computer technology into a K-12 classroom setting. A project-based seminar intended for students with substantial prior experience with instructional use of computers and related technologies. Not open for credit to students who have completed course 180 or 181. Offered irregularly.

183. Teaching High School Mathematics and Science (3)

Lecture/discussion—2 hours; field work. Prerequisite: course 81/Geology 81 or course 181/Geology 181 and major in mathematics science or engineering; or completion of a one-year sequence of science or calculus and consent of the instructor. Limited to 40 students per section. Exploration and creation of effective teaching practices based on examination of how high school students learn mathematics and science. Field experience in high school classrooms. (Same course as Geology 183.) GE credit: SocSci | OL, SS, WE.—F, W, S. (F, W, S.) Stevenson

185. Learning in a Digital Age: Information, Schooling, and Society (4)

Lecture/discussion—2 hours; lecture/laboratory—2 hours. Focus on the changing nature of learning in a digital age: social media, ubiquitous connectivity, online education, electronic communication, writing, gaming, and youth culture. Readings will be drawn from major recent works detailing fundamental shifts in information, schooling, and society. Offered in alternate years. GE credit: SocSci | OL, VL, SS.— (S.) Ching

192. Internship (1-3)

Internship—2-8 hours; discussion—1 hour. Prerequisite: consent of instructor. Internship as a tutor, teacher's aide, or peer counselor in a school or educational counseling setting under the supervision of a faculty member. May be repeated for credit. (P/NP grading only.)—F, W, S. (F, W, S.) 

197T. Tutoring in Education (1-2)

Tutoring—1-2 hours. Prerequisite: consent of instructor. Leading of small voluntary discussion groups affiliated with the School's upper division courses under the supervision of, and at the option of, the course instructor, who will submit a written evaluation of the student's work. May be repeated one time for credit for a total of 4 units. (P/NP grading only.) Offered irregularly.

198. Directed Group Study (1-5)

Prerequisite: consent of instructor. (P/NP grading only.)

199. Special Study for Advanced Undergraduates (1-5)

Prerequisite: consent of instructor. Offered irregularly. (P/NP grading only.)

Graduate

200. Educational Research (4)

Lecture—2 hours; discussion—2 hours. Prerequisite: introductory statistics or consent of instructor. Defining educational research questions, reviewing relevant literature, developing research designs, developing research instruments, selecting appropriate data analysis procedures, and writing research projects. A case problem will provide practice in designing and reporting research.— F. (F.) Solari, Welsh

201. Qualitative Research in Education (4)

Seminar—2 hours; lecture—2 hours. Prerequisite: graduate standing or consent of instructor. Examines the design and conduct of educational research using non-numerical data (e.g., text, discourse, imagery and artifacts). Focuses on issues (e.g., validity, reliability, generalizability, ethics) and reporting genres (e.g., narrative accounts, case studies, and arguments).—W. (W.)  Enright

202N. Computer Analysis of Qualitative Data (4)

Seminar—3 hours; laboratory—2 hours. Critical and practical understanding of how to use computer software programs to analyze qualitative data (text, images, and videotape) in conducting social research. Offered irregularly.

203. Educational Testing and Evaluation (4)

Lecture/discussion—4 hours. Prerequisite: graduate standing or consent of instructor. Introduces the theoretical assumptions underlying traditional test construction, as well as the basic statistical principles involved in the design, evaluation, and interpretation of standardized tests. Also introduces the debates surrounding the uses of different kinds of tests and evaluation tools.—F, S. (F, S.) Abedi, Welsh

204A. Quantitative Methods in Educational Research: Analysis of Correlational Designs (4)

Discussion—2 hours; laboratory/discussion—2 hours. Prerequisite: introductory statistics or consent of instructor. Topics include multiple correlation and regression, discriminant analysis, logistic regression, and canonical correlation. Emphasis on conceptual understanding of the techniques and use of statistical software.—W. (W.) Kurlaender

204B. Quantitative Methods in Educational Research: Experimental Designs (4)

Discussion—2 hours; discussion/laboratory—2 hours. Prerequisite: introductory statistics or consent of instructor. Methods for analysis of experimental data in educational research. Topics include ANOVA, fixed v. random effects models, repeated measures ANOVA, analysis of co-variance, MANOVA, chi square tests, small sample solutions to t and ANOVA.—F, S. (F, S.) Abedi

205A. Ethnographic Research in Schools I: Current Theory and Practice (4)

Lecture—4 hours. Current literature from anthropology and society related to schools. Emphasis on the organizational structure of institutions, and the analysis of face-to-face interaction. Will explore the relationship between field-based research and theory development on the acquisition of knowledge in specific social and cultural contexts.—F. (F.) Watson-Gegeo

205A. Ethnographic Research in Schools I: Current Theory and Practice (4)

Lecture—4 hours. Prerequisite: graduate standing. Current literature from anthropology and society related to schools. Emphasis on the organizational structure of institutions, and the analysis of face-to-face interaction. Will explore the relationship between field-based research and theory development on the acquisition of knowledge in specific social and cultural contexts.—F. (F.) Watson-Gegeo

205B. Ethnographic Research in Schools II: Field-Based Research Projects (4)

Discussion—4 hours. Prerequisite: course 205A. Student research projects in specific schools with cooperative critical analysis of the design, data collection, and inferencing by researchers. Students will continue to meet with instructor as a group throughout the quarter to discuss specific projects.—W. (W.) Watson-Gegeo

206A. Inquiry into Classroom Practice: Traditions and Approaches (2)

Lecture/discussion—2 hours; fieldwork. Prerequisite: acceptance in Teacher Credential Program. Introduction to traditions and approaches of teachers conducting research in their own classrooms: purposes, focal areas, methods of data collection and analysis, and written genre conventions.—W. (W.) Athanases, Holmes

206B. Inquiry into Classroom Practice: Application of Teacher Research Approaches (4)

Lecture/discussion—3 hours; fieldwork—1 hour. Prerequisite: satisfactory completion of course 206A or consent of instructor. Open to Graduate Teaching Credential students. Analysis and application of teacher research through the development, implementation and evaluation of a short-term classroom research- based intervention. Particular attention to research that enhances learning of English language learners and under-performing students.—S. (S.) Ambrose, Athanases, Ballard, Faltis, Passmore, White

206C. Inquiry into Classroom Practice: Study Design (4)

Seminar—3 hours; fieldwork—1 hours. Prerequisite: satisfactory completion of course 206B or consent of instructor. Open to Graduate MA Credential students only. Proposal development for classroom- based inquiry designed to address student learning needs. Mixed methods research design and preliminary data collection approaches. Design and application of baseline student assessment for proposal development. Literature review. Data collection in K-12 classrooms required.—F. (F.) Ambrose, Faltis, Martinez, Wallace

206D. Inquiry into Classroom Practice: Data Analysis and Research Reporting (4)

Seminar—2 hours; fieldwork—1 hour; extensive writing or discussion. Prerequisite: satisfactory completion of course 206C or consent of instructor. Open to Graduate MA Credential students. Support of the inquiry begun in course 206C through continuous collaborative critique and feedback resulting in the writing and presentation of a research study. Open to Graduate MA Credential students.—W. (W.) Ambrose, Faltis, Martinez, Wallace

207. Concepts of the Curriculum (4)

Lecture—2 hours; discussion—2 hours. Prerequisite: consent of instructor. Development of the skills of philosophical analysis and argument for the establishment of a point of view, in the consideration of curriculum theory and practice. Classical and contemporary approaches to subject matter and activity emphases, hidden curriculum, and moral education. Offered irregularly.

208. Presenting Educational Research in Written Reports (4)

Seminar—3 hours; extensive writing. Prerequisite: consent of instructor. Rhetorical and substantive challenges of presenting educational research through written reports; research rhetoric and genres; competing discourse conventions of educational research, policy, and practice; the social organization of publishing educational research. May be repeated one time for credit. Offered irregularly.

209. Image-based Field Research (4)

Lecture/discussion—3 hours; fieldwork—2 hours. Critical and practical understanding of video tape and still photography as resources for enhancing field research in schools and other social setting. Offered irregularly.

210. The Psychology of School Learning (4)

Lecture/discussion—4 hours. Study of human learning theory and research related to learning in school. Classical approaches of scholars such as Ausubel, Bruner, Gagne, Piaget, Vygotsky, Skinner. Review of contemporary issues of constructivism, metacognition, problem solving, learning strategies, science and mathematics learning.—S. Martin, White

211. Sociocultural and Situative Perspectives on Learning and Cognition (4)

Lecture/discussion—3 hours; extensive writing—1 hour. Sociocultural and situative theories of cognition and learning. Major ideas of L.S. Vygotsky, followed by modern perspectives: situated cognition, cognitive apprenticeship, situated learning, communities of practice, cultural-historical activity theory, and distributed cognition. Implications of each theoretical perspective for educational practice. Offered in alternate years.—(S.) Ching, White

213. Individual Assessment (4)

Lecture—4 hours. Prerequisite: introductory statistics or consent of instructor. Theories of intellectual functioning and the measurement of cognitive abilities in school-aged children. Supervised practice in administration and scoring of contemporary tests for children including the WISC-R, the WAIS-R, the Stanford Binet, the McCarthy Scales of Children's Ability. Offered in alternate years.—W. (W.) Mundy

215. Research on Achievement Motivation in Education (4)

Seminar—3 hours; term paper. Prerequisite: consent of instructor. Analysis and critique of recent research on cognitive processes related to achievement motivation in school settings. Topics include self-determination theory, attribution theory, goal theory, intrinsic and extrinsic motivation, learned helplessness. psychological reactance, gender and culture, and research design. Offered irregularly.

220. Concepts and Methods of Policy Analysis (4)

Seminar—3 hours; fieldwork; term paper. Introduction to concepts and methods of policy analysis. Emphasis on the relationship between educational issues and problems; policy development; constructing persuasive policy analyses; issues related to policy process. Offered irregularly.

221. Culture and Social Organization of Schools (4)

Seminar—4 hours. Prerequisite: consent of instructor. Culture and social organization of schools. Examines perspectives of social researchers, educational policy-makers, and school members and their implications for educational research, policy and practice. Offered irregularly.

222. School Change and Educational Reform (4)

Lecture/discussion—2 hours; seminar—2 hours. Analysis of models, processes, and case studies of school change and educational reform with respect to variable characteristics of schools and schooling, planned and unplanned change, the moral evaluation of school change, and the role of educational research. Offered irregularly.

223. Education and Social Policy (4)

Seminar—4 hours. Prerequisite: consent of instructor. Focuses on understanding the social and political context of education in the U.S. and California and how education policy is formed in the broader public arena. Develops skills in educational policy analysis. (Former course 237.)—Hart

225. Education Policy and Law (4)

Lecture/discussion—4 hours. Examination of law as an instrument of social policy. Specific focus on the legalization of education decision making, its causes, dimensions, and effects on administrative and teacher authority. Offered irregularly.

226. Culture and Social Organization of Higher Education (4)

Seminar—3 hours; field work—1 hour. Prerequisite: consent of instructor. Critical study of culture and social organization of higher education institutions policies and functions in the U.S., with some attention to other countries. Offered irregularly.—Cuellar, Gonzalez

228. Politics and Governance of Education (4)

Seminar—3 hours; term paper. Examination of political power, representation, influence, decision-making and inter-governmental relations in the public schools. Offered irregularly.

229. Education Finance Policy (4)

Seminar—3 hours; term paper. Examination of (1) United States financing public education, (2) the relationship between school finance and education policy, and (3) the relationship between education finance and education practice. Offered irregularly.—Rose

230. Special Topics in Education Policy (4)

Seminar—3 hours; term paper. Selected topics in education policy. Designed to facilitate preparation for the qualifying examination or dissertation. Students will critically analyze scholarly work including their own works in progress. May be repeated for credit when topic differs.—F, W, S. (F, W, S.) Cuellar, Gee, Hart, Kurlaender, Martorell, Quijada

235. Critical Pedagogy (4)

Seminar—4 hours. A socio-cultural critique, from an interdisciplinary perspective, of educational reform and change. The critique will include an analysis of the influence of text content on the perpetuation of social power differences.    Offered irregularly.

236. Application of Hierarchical Linear Models in Education Research (4)

Lecture—2 hours; lecture/discussion—2 hours; term paper. Prerequisite: course 204A or similar course with permission of the instructor. Application of hierarchical linear models in education research across multiple areas, such as policy, curriculum, and assessment. Develop working knowledge of hierarchical linear modeling and an understanding of its use in existing research as well as student's work. Offered in alternate years.—(F.) Gee

237. Survey Research Methods (4)

Lecture/discussion—3 hours; field work—1 hour; term paper. Theories, principles and application of survey research methodology. Students develop, validate, and administer survey instruments; select representative samples; conduct focus groups; and collect, organize, and analyze survey data. Familiarity with introductory concepts in descriptive and inferential statistics is assumed. Offered irregularly.—(F, S. (F, S.) Abedi, Welsh

238. Participatory Action Research (PAR) (4)

Lecture/discussion—3 hours; fieldwork—1 hour. introductory research methods course recommended. Principles and strategies of PAR and related methodologies that emphasize collaborating with those affected by the issue being researched in order to educate, take action or effect social change. Conduct interviews with potential collaborators, case analyses and research proposals.—W. (W.) Ballard

239. Interview Methods (4)

Lecture/discussion—3 hours; term paper. Prerequisite: course 201 or equivalent course recommended. Introduction to qualitative interviewing, focused in particular on narrative and self-story as both practical method and theoretical stance. Students complete a case-focused interview project during the course: designing an interview protocol, conducting the interview, transcribing, analyzing, and presenting their research. Offered in alternate years.—Ching

242. Research on Text Comprehension (4)

Seminar—3 hours; term paper. Prerequisite: consent of instructor. Analysis of recent research related to cognitive processing of written texts. Topics include word decoding, schema theory, background knowledge, assimilation, accommodation, working memory, processing depth, vocabulary acquisition, sentence-level processes, text-level processes, text structure, implications for curriculum and instruction. Offered irregularly.—Solari,

243. Research on the Teaching and Learning of Writing (4)

Seminar—4 hours. Prerequisite: consent of instructor. Study of issues in research on composition; history of composition studies; data analysis techniques; product and process approaches; cognitive and social perspectives. Offered irregularly.

244. Topical Seminar in Language, Literacy and Culture (4)

Seminar—3 hours; project—1 hour. Critical study of selected issues of language, literacy, and culture as they relate to education. May be repeated two times for credit when topic differs.—F, W, S. (F, W, S.) Athanases, Enright, Martinez, Solari, Tonkovich

245. Theory and Research in Early Literacy (4)

Seminar—3 hours; field work—1 hour. Analysis of children's initial processes in learning to read extending from the preschool years into second grade. Topics include emergent literacy, phonological awareness, word recognition, decoding, spelling, vocabulary, comprehension, second language reading, assessment, intervention, and instruction. Offered irregularly.—Tonkovich

246. Reading as a Social and Cultural Process (4)

Lecture—3 hours; field work—1 hour. Prerequisite: course 211 recommended. Recent theoretical and empirical work on reading in social contexts. Topics include reading as an individual interactive process; reading as a social and cultural process; critical perspectives on reading; implications of contrastive theoretical perspectives for curriculum and instruction in reading. Offered irregularly.

247. Research on Response to Culturally Diverse Literature, K-12 (4)

Lecture—3 hours; field work—1 hour. Research on response to culturally diverse literature in classrooms and other K-12 settings. Topics include reader response theories, values in expanding the literary canon, problems of cultural authenticity, resistance to multicultural literature, and instruction for diverse texts and learners. Offered in alternate years.—Athanases

248. Academic Language and Literacies (4)

Seminar—3 hours; fieldwork; project. Prerequisite: graduate standing or consent of instructor. Exploration of theories and research on academic language and literacies for the schooling of first and second language learners. Students use basic qualitative methods to collect and analyze classroom language and literacy data. Offered in alternate years.—Enright

249. Discourse Analysis in Educational Settings (4)

Seminar—3 hours; term paper. Prerequisite: an introductory linguistics or sociolinguistics course or consent of instructor. Examines form and type in discourse (e.g., narration, conversation, routines), approaches to discourse analysis, and research on classroom discourse (lessons, teaching/learning interactional sequences). Final term paper is an analysis of discourse data tape-recorded by student in a field setting.—W. (W.) Watson-Gegeo

251. Research in Bilingual and Second Language Education (3)

Seminar—3 hours. Discussion and analysis of recent research in bilingual and second language education. Topics include: language acquisition in second language learners and bilinguals, second language teaching methods, language-use models in bilingual education, interaction analysis in bilingual/cross- cultural classrooms, use of the vernacular in classrooms. Offered irregularly.—Tonkovich

253. Language and Literacy in Linguistic Minorities (3)

Seminar—2 hours; field work—3 hours. Prerequisite: acceptance in Teacher Credential Program. Analysis and application of research on oral language development and literacy in language minority students, through the development, implementation, and evaluation of research-based language arts curriculum.—S. (S.) 

255. Curriculum Development and Evaluation in Mathematics (4)

Seminar—4 hours. Prerequisite: consent of instructor. Analysis of curricular issues and goals in mathematics education, including long-term trends, current status and influences, proposed changes, and evaluation issues. Selected curriculum projects will be examined. Offered irregularly.—Ambrose, White

256A. Research in Mathematics Education (4)

Seminar—4 hours. Prerequisite: consent of instructor. Examination of research process in mathematics education; review of critical productive problems identified by researchers; evolution of trends, issues, theories and hypotheses in various areas of mathematics education research. Course emphasizes foundations. Offered irregularly.—Ambrose, White

256B. Research in Mathematics Education (4)

Seminar—4 hours. Prerequisite: consent of instructor. Current research issues and activities in mathematics education: status, trends, theories and hypotheses. Formulation of research questions and design of studies. Projection of future directions for research. Offered irregularly.—Ambrose, White

257. Computer Technology in Mathematics Education (4)

Seminar—4 hours. Prerequisite: consent of instructor. The roles of calculators, computers, and graphing calculators in mathematics education will be addressed, with emphasis on the impact of these technologies on curriculum reform. Selected efforts to integrate technology into mathematics instruction will be examined. Offered irregularly.—White

260. The Modern History of Science Education (4)

Seminar—4 hours. Prerequisite: consent of instructor. History of curricular issues and goals in science education from the late 19th century forward, including long-term trends, current status and influences, proposed changes, and evaluation issues. National science standards and curriculum projects. Offered irregularly.—Passmore

262A. Research Topics in Science Education I (4)

Seminar—4 hours. Prerequisite: consent of instructor. Research process and product in science education; review of critical science education issues; evolution of trends, theories and hypotheses in various areas of science education research. Survey of current major research in science education. Offered irregularly.

262B. Research Topics in Science Education II (4)

Seminar—4 hours. Current research issues and activities in science education: status, trends, theories and hypotheses. Formulation of research questions, design of studies and critical, in-depth review of literature related to the student's research interests. Offered irregularly.—Passmore

264. Scientific Literacy and Science Education Reform (4)

Seminar—4 hours. Prerequisite: consent of instructor. Current trends in science education reform locally, regionally, and nationally focusing on scientific literacy. Equity, access and "science for all." Offered irregularly.—Ballard, Patterson, Trexler

270. Research on Teacher Education and Development (4)

Seminar—3 hours; project. Experience with formal or informal teaching recommended. Research on teacher preparation in university credential programs and on professional development of in-service teachers, with special attention to teacher preparation for work with culturally and linguistically diverse youth. Offered irregularly.Athanases

271. Supervision of Student Teachers: Research, Theory & Practice (4)

Lecture/discussion—3 hour; fieldwork—1 hour. Research, theory and practice in the preparation and supervision of teachers. Practice in the supervision of candidates in university teaching credential programs during the student teaching field placement and the mentoring of novice teachers by expert teachers. Offered irregularly.

275A. Effective Instruction: Curriculum and Assessment-Theory, Research, and Practice (2)

Lecture/discussion—2 hours. Prerequisite: acceptance in Teacher Credential Program. Restricted to Teaching Credential majors. Examination of contemporary theories of curriculum development, research about the relationship among instructional planning, classroom assessment, and student learning to guide teaching practice.—F, W. (F, W.) Holmes

275B. Effective Instruction: English Language Development and Instructing English Language Learners (2)

Lecture/discussion—2 hours. Prerequisite: acceptance in the Teaching Credential program. Analysis and application of English language acquisition and development research to teaching practice. Particular attention to research that enhances learning of English language learners and under-performing students.—F, W. (F, W.) Fortes, Holmes

280A. Inquiry and Practice: Qualitative Research for Educational Leaders (4)

Lecture/discussion—4 hours; fieldwork; project. Prerequisite: admission into the CANDEL EdD program or consent of instructor. Prepares students to understand the nature/assumptions/logic of qualitative methodology as applied to educational settings, focusing on issues of design/conceptualization/ interpretation/application of qualitative research procedures. Students will use these methods in conducting studies in their educational settings.—F. (F.) 

280B. Inquiry and Practice: Quantitative Research for Educational Leaders (4)

Lecture/discussion—4 hours; fieldwork; project. Prerequisite: admission into the CANDEL EdD program or consent of instructor. Field-based and general quantitative research methods in education will focus this course. Students acquire skills and knowledge to collect, organize, analyze, and interpret univariate and multivariate quantitative data in educational research, dissertation projects, and field-based projects.—W. (W.) Hart

280C. Inquiry and Practice: Research Design and Application for Educational Leaders (4)

Lecture/discussion—4 hours; fieldwork; project. Prerequisite: admission into the CANDEL EdD program or consent of instructor. Educational leaders are introduced to qualitative, quantitative, and mixed-methods educational research methods and learn to frame research questions, identify data/data sources, use descriptive statistics, critically examine research studies, make sense of educational research/policy, and conduct independent studies.—S. (S.) Gee

281A. Problem-Based Learning Courses: Part 1 (4)

Lecture/discussion—4 hours; extensive writing or discussion; fieldwork. Prerequisite: admission into the CANDEL EdD program or consent of instructor. Students identify problems from their educational settings, engage in data collection/analysis, write-up the process/results, and present to class. Work may become a dissertation proposal, if the problem or its extension is of sufficient interest and value.—F. (F.) Heckman

281B. Problem-Based Learning Courses: Part 2 (4)

Lecture/discussion—4 hours; extensive writing or discussion; fieldwork. Prerequisite: admission into the CANDEL EdD program or consent of instructor. Continuation of part one.—W. (W.) Quijada

281C. Problem-Based Learning Courses: Part 3 (4)

Lecture/discussion—4 hours; extensive writing or discussion; fieldwork. Prerequisite: admission into the CANDEL EdD program or consent of instructor. Continuation of part two.—S. (S.) Kurlaender

282A. Beginning Issues and Practices: Contemporary Educational Leadership (4)

Lecture/discussion—4 hours; fieldwork; project. Prerequisite: admission into the CANDEL EdD program or consent of instructor. Students explore the history and emergent relationships among leadership theories/practice and their application to current educational settings. Students will reflect on and refine their personal theory of leadership.—F. (F.) Rodriguez

282B. Beginning Issues and Practices: Diversity Issues for Educational Leaders (4)

Lecture/discussion—4 hours; fieldwork; project. Prerequisite: admission into the CANDEL EdD program or consent of instructor. The diversity of stakeholders and community issues in California schools and colleges will be explored. Emphasis will be placed on the interaction between underrepresented segments of society and educational institutions. Best Practices in leading diverse schools will be explored.—W. (W.) Cuellar

283A. Advanced Issues and Practices: Leadership Across Communities (4)

Lecture/discussion—4 hours; fieldwork; project. Prerequisite: admission into the CANDEL EdD program or consent of instructor. Students examine the theory/practice/process of leadership in community-building and collaboration in/across communities, while addressing the utilization of human and material resources and the creation of partnerships, community linkages, and collaborative efforts.—S. (S.) 

283B. Advanced Issues and Practices: Leadership and Student Services (4)

Lecture/discussion—4 hours; fieldwork; project. Prerequisite: admission into the CANDEL EdD program or consent of instructor. Practical and theoretical perspectives for building a sense of vision to lead the profession of student affairs and to meet the needs of the whole student.—S. (S.) Quijada

284A. Policy: History and Theory of Educational Policy (4)

Lecture/discussion—4 hours; fieldwork; project. Prerequisite: admission into the CANDEL EdD program or consent of instructor. Students learn/analyze the history/theory of educational policy. They see how education leaders have/can positively influence the process and implement effective policies in their local institutions. Policy issues covered: educational opportunity, equity, access, regulation, testing, tenure, accountability.—F. (F.) 

284B. Policy: Formulating and Influencing Policy (4)

Lecture/discussion—4 hours; fieldwork; project. Prerequisite: admission into the CANDEL EdD program or consent of instructor. Students will conduct critical analyses of policy at the federal, judicial, state, regional and local levels. Specific California and federal policy environment structures, processes and people will be examined for intended consequences, ethical dilemmas, social justice and equity issues.—W. (W.) Martorell

284C. Policy: Possibilities and Limitations of Educational Policy in a Democracy (4)

Lecture/discussion—4 hours; fieldwork; project. Prerequisite: admission into the CANDEL EdD program or consent of instructor. Students will critically examine the democratic purposes of education in light of existing National, State, and local policy reform efforts. Questions like, In what ways are these reforms and policies guided by democratic ideas and challenged by those ideals.—W. (W.) 

285A. Educational Finance, Human Resources, and Law: Integrated Seminar: Human and Financial Assets: Allocations, and Budgets (4)

Lecture/discussion—4 hours; fieldwork; project. Prerequisite: admission into the CANDEL EdD program or consent of instructor. Topics include: education finance theory, contemporary finance policy issues, intergovernmental relations, effective resource management, budget analysis and preparation.—S. (S.) Rose

285B. Educational Finance, Human Resources, and Law: Ethical and Legal Issues in Education (4)

Lecture/discussion—4 hours; fieldwork; project. Prerequisite: admission into the CANDEL EdD program or consent of instructor. Human resource and legal concepts and activities governing decisions of school leaders in public education. Attention to theory, application, and practice of personnel and risk management, curriculum, student services, teacher rights, torts, student rights.—F. (F.) 

285C. Educational Finance, Human Resources, and Law: Human Resources and Personnel (4)

Lecture/discussion—4 hours; fieldwork; project. Prerequisite: admission into the CANDEL EdD program or consent of instructor. Human resource management research and theory and for applying human resource techniques in the educational setting.—S. (S.) 

286A. Organizational Structures and Change: Data-Driven Decision-Making for Change (4)

Lecture/discussion—4 hours; fieldwork; project. Prerequisite: admission into the CANDEL EdD program or consent of instructor. Students use and examine multiple sources of information and data and trends found in making quality decisions to improve P-12/community college settings and addressing problems at sites. Students learn limitations of these data sources.—F. (F.) Heckman

286B. Organizational Structures and Change: Curriculum & Instruction Issues in Education (4)

Lecture/discussion—4 hours; fieldwork; project. Prerequisite: admission into the CANDEL EdD program or consent of instructor. This course addresses the historical development of various curriculum and instructional methodologies found in public and private schools and colleges, and their impact on current curriculum development and reform efforts at the national, state and local level.—W. (W.) 

287. CANDEL Dissertation Seminars (6-12)

Prerequisite: admission into the CANDEL EdD program or consent of instructor. Third year seminars encourage students to complete dissertations within the year. Cohort members meet together in every three-week meetings with faculty members and share their writing, data collection, analysis, discussion of results, development of conclusions/implications. May be repeated nine times for credit until completion of dissertation. (S/U grading only.)—F, W, S. (F, W, S.) 

287D. CANDEL Dissertation (6-12)

Prerequisite: passing of qualifying exams in CANDEL program and advancement to candidacy; consent of instructor. Cohort members continue to meet with faculty and share their writing, data collection, analysis, development of conclusions/implications. May be repeated nine times for credit until completion of dissertation. (S/U grading only.)—F, W, S. (F, W, S.) 

291. Proseminar in Education (4)

Seminar—3 hours; fieldwork—3 hours. Prerequisite: admission to the M.A. or Ph.D. graduate program in Education. Professional induction into educational research field and Graduate Group in Education at UC Davis. Introduction to landscape of educational research methodologies, purposes and theories. Analysis of debates within field. Investigation of K-12 educational outreach efforts at UC Davis. May be repeated two times for credit. May take the course one time as an MA student and one time as a PhD student.—F. (F.) Ambrose, Martinez, Solari, Welsh

292. Special Topics in Education (2-4)

Variable—2-4 hours. Prerequisite: consent of instructor. Selected topics in education. Designed to facilitate preparation for the qualifying examination or dissertation. Students will critically analyze scholarly work including their own works in progress. May be repeated for credit.—F, W, S. (F, W, S.)

294. Special Topics in Science, Agriculture and Mathematics Education (4)

Seminar—3 hours; term paper; project. Critical study of special topics of research relevant to science, agricultural and mathematics education. Students and faculty present work-in-progress on a major research project, and critically analyze and discuss one another's developing scholarly work. May be repeated for credit when topic differs.—W, S. (W, S.) Ambrose, Ballard, Martin, Patterson, White

295. Special Topics in Learning and Mind Science (4)

Seminar—3 hours; term paper. Critical study of selected issues in the learning sciences, neurodevelopmental disorders, and psychometrics and measurement, as they relate to education. May be repeated for credit when topic differs. Offered irregularly.—Abedi, Ching, Martin, Mundy, Solari, White

298. Group Study (1-5)

Prerequisite: consent of instructor. (S/U grading only.)—F, W, S. (F, W, S.) 

299. Individual Study (1-6)

Independent study—3-18 hours. Prerequisite: consent of instructor. Individual study under the direction of a faculty member. (S/U grading only.)—F, W, S. (F, W, S.)  

299D. Research (1-12)

Independent study—3-36 hours. Prerequisite: consent of instructor. Research for individual graduate students. (S/U grading only.)—F, W, S. (F, W, S.)  

Professional

300. Reading in the Elementary School (4)

Lecture—3 hours; fieldwork—3 hours. Prerequisite: acceptance in Teacher Credential Program. Principles, procedures, and curriculum materials for teaching of reading. Includes decoding skills with a special emphasis on phonics, comprehension skills, study skills, and reading in the content areas.—F. (F.) 

301. Reading in the Secondary School (4)

Discussion—4 hours. Prerequisite: graduate standing, enrollment in the secondary credential program, or consent of instructor. Principles, procedures, and materials to help secondary school teachers improve the reading competence of students. Strategies for enhancing learning through reading and writing in all disciplines, with special attention to linguistically diverse populations.—F. W. (F, W.) Faltis, Martinez

301A. Teaching Literacy in High School Contexts (2)

Lecture/discussion—2 hours. Prerequisite: acceptance in Teacher Credential Program; consent of instructor. Restricted to students enrolled in the secondary credential program. Focuses on secondary school literacy practices and strategies for engaging English-speaking and bilingual students with textual, image, and digital literacies across content areas. Covers reading and writing, the Common Core and Language Proficiency standards.—F, W. (F, W.) Faltis, Martinez

301B. Teaching Literacy in High School Contexts (2)

Lecture/discussion—2 hours. Prerequisite: acceptance in Teacher Credential Program. Restricted to students enrolled in the secondary credential program. Focuses on secondary school literacy practices and strategies for engaging English-speaking and bilingual students with textual, image, and digital literacies across content areas. Covers reading and writing, the Common Core and Language Proficiency standards.—F, W. (F, W.) Faltis, Martinez

302. Language Arts in the Elementary School (2)

Lecture—2 hours. Prerequisite: acceptance in Teacher Credential Program. Principles, procedures, and materials for the teaching of oral and written expression, listening skills, drama, and children's literature in elementary schools. Offered irregularly.

303. Art Education in the Elementary School (2)

Lecture/discussion—2 hours. Prerequisite: acceptance in Teacher Credential Program. Understanding the principles of education in the arts through participation. Development of concepts, introduction to media, and techniques suitable for the elementary school. Curriculum, pedagogy, and materials for teaching the visual and performing arts curriculum in elementary schools.—S. (S.)

304A. Teaching in the Elementary Schools (2-18)

Lecture/discussion—2 hours; fieldwork—9-48 hours. Prerequisite: acceptance in Teacher Credential Program. Supervised teaching in regular classrooms in elementary schools. Selection and organization of teaching materials. Introduction to techniques of diagnosing school achievement of children.—F. (F.)

304B. Teaching in the Elementary Schools (2-18)

Lecture/discussion—2 hours; fieldwork—9-48 hours. Prerequisite: acceptance in Teacher Credential Program. Supervised teaching in regular classrooms in elementary schools. Current conceptions of elementary school curriculum, emphasis on contributions from the social, biological, and physical sciences. Emphasis on effective teaching methods.—W. (W.)

304C. Teaching in the Elementary Schools (2-18)

Lecture/discussion—2 hours; fieldwork—9-48 hours. Prerequisite: acceptance in Teacher Credential Program. Supervised teaching in regular classrooms in elementary schools. Evaluation of teaching materials including instructional technology. Current elementary school curriculum with emphasis on contributions from fine arts and humanities.—S. (S.)

305A. Teaching in the Middle Grades (5-8)

Lecture—2 hours; seminar—2 hours; student teaching—15-30 hours. Prerequisite: acceptance in Teacher Credential Program. Supervised teaching in regular or special education classrooms in middle grades. Current conceptions of the middle-grades curriculum with emphasis on social, biological, and physical sciences. Effective teaching methods. Offered irregularly.

306A. Teaching in the Secondary Schools (2-18)

Lecture/discussion—2 hours; fieldwork—9-48 hours. Prerequisite: acceptance in Teacher Credential Program. Supervised teaching in regular secondary classrooms. Techniques for classroom communications; constructing goals and objectives; assessment of learning; special problems of adolescents; instructional technology.—F. (F.)

306B. Teaching in the Secondary Schools (2-18)

Lecture/discussion—2 hours; fieldwork—9-48 hours. Prerequisite: acceptance in Teacher Credential Program. Supervised teaching in regular secondary classrooms. Techniques for classroom communications; constructing goals and objectives; assessment of learning; special problems of adolescents; instructional technology.—W. (W.)

306C. Teaching in the Secondary Schools (2-18)

Lecture/discussion—2 hours; fieldwork—9-48 hours. Prerequisite: acceptance in Teacher Credential Program. Supervised teaching in regular secondary classrooms. Techniques for classroom communications; constructing goals and objectives; assessment of learning; special problems of adolescents; instructional technology.—S. (S.)

307. Methods in Elementary Science (2)

Lecture/discussion—2 hours. Prerequisite: acceptance in Teacher Credential Program. Principles, procedures, and materials for teaching the biological and physical sciences in elementary schools.—F. (F.) Patterson, Passmore, Trexler

308. Methods in Elementary Social Studies (2)

Lecture/discussion—2 hours. Prerequisite: acceptance in Teacher Credential Program. Principles, procedures, and materials for teaching history and the social sciences in elementary schools.—W. (W.) Rosa

309. The Teaching of Mathematics, K–9 (3)

Lecture/discussion—3 hours. Prerequisite: acceptance in Teacher Credential Program. Mathematics curriculum and teaching methods for K–9 reflecting the needs of California's diverse student populations.—W. (W.) Mendle

322A. Pedagogical Preparation for Secondary Social Science I (3)

Lecture/discussion—2 hours; discussion—1 hour. Prerequisite: acceptance in Teacher Credential Program. Introduction to teaching methods and curriculum approaches for secondary social science teaching. State and national curriculum standards; application of learning theory to effective instruction; interdisciplinary teaching and active learning approaches; effective teaching strategies for English Learners.—F. (F.) Rosa

322B. Pedagogical Preparation for Secondary Social Science II (3)

Lecture/discussion—1 hour; discussion—2 hours. Prerequisite: acceptance in Teacher Credential Program. Intermediate teaching methods and curriculum approaches for secondary social science teaching. Interdisciplinary approaches to teaching major themes across social science content areas; teaching potentially controversial social science topics; teaching democratic civic values, student assessment and evaluation.—W. (W.) Rosa

323A. Physical Science in the Secondary School (3)

Laboratory/discussion—2 hours; discussion/laboratory—1 hour. Prerequisite: acceptance in Teacher Credential Program. Activity-based overview of concepts and processes in secondary school physical sciences. Emphasis upon philosophy, appropriate teaching methods, materials, assessment and evaluation of learning.—F. (F.) Passmore, Pomeroy

323B. Life Sciences in the Secondary School (3)

Laboratory/discussion—2 hours; discussion/laboratory—1 hour. Prerequisite: acceptance in Teacher Credential Program. Activity-based overview of concepts and processes in secondary school biology and life sciences. Emphasis on philosophy, appropriate teaching methods, materials, assessment and evaluation of learning, and issues.—W. (W.) Passmore, Pomeroy

324A. Methods and Technology in Secondary Mathematics I (4)

Lecture/discussion—4 hours. Prerequisite: acceptance in Teacher Credential Program; consent of instructor. Introduction to methods and curriculum for teaching mathematics at the secondary level. Introduction to applications of computer technology as instructional, intellectual, and communication tools for mathematics teachers.—F. (F.) Wallace

324B. Methods in Secondary Mathematics II (3)

Lecture/discussion—3 hours. Prerequisite: acceptance in Teacher Credential Program; consent of instructor. Expansion of methods and curriculum for teaching mathematics at the secondary level. Intermediate applications of computer technology as instructional, intellectual, and communication tools in mathematics teaching.—W. (W.) Wallace

325. Research and Methods in Secondary English Language Arts (4)

Discussion—4 hours. Prerequisite: acceptance in Teacher Credential Program; consent of instructor. Research on teaching and learning in the language arts. Principles, procedures and materials for improving the writing, reading and oral language of secondary students, with special attention to students from culturally and linguistically diverse populations.—F. (F.) Holmes

326. Teaching Language Minority Students in Secondary Schools: Methods and Research (4)

Seminar—3 hours; field work—3 hours. Prerequisite: acceptance in Teacher Credential Program; consent of instructor. Research on principles, procedures and curricula for teaching discipline-specific concepts to language-minority students in secondary schools. Second-language acquisition principles and instructional strategies. Offered irregularly.

327A. Teaching Methods for Secondary Foreign Language/Spanish, Part I (3)

Lecture—3 hours. Prerequisite: acceptance in Teacher Credential Program. Introduction to methods for teaching Spanish as a foreign and a heritage language in secondary schools. State and National Standards. Theories on second language acquisition. Lesson plans. Effective teaching strategies and class management. Open to Graduate Teaching Credential students. Offered irregularly.

327B. Teaching Methods for Secondary Foreign Language/Spanish, Part II (3)

Lecture—3 hours. Prerequisite: acceptance in Teacher Credential Program. Continuation to methods for teaching Spanish as a foreign and a heritage language in secondary schools. Research and practice on foreign and heritage language teaching. Expansion of effective teaching strategies and class management. Open to Graduate Teaching Credential students. Offered irregularly.

398. Group Study (1-5)

(S/U grading only.)

399. Individual Study (1-5)

(S/U grading only.)

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Updated: March 22, 2017 10:38 AM