Dean: Jules M. Zimmer
Assistant Dean: Carol N. Dixon
Chair, Department of Education: Charles Bazerman
Director, Teacher Education Program: Charles A. Peck

The activities of scholars and professionals in the Gevirtz Graduate School of Education are woven together by a common thread: a commitment to reshaping schooling from kindergarten through twelfth grade so that all children in our diverse society have knowledge and abilities to become competent and responsible citizens. The Gevirtz Graduate School of Education (GGSE) goals are to produce and disseminate new theories and knowledge, and provide guidance and experience needed to allow our graduate students to reach their full potential as researchers and practitioners. Graduate students in the Gevirtz Graduate School of Education benefit from the wide range of faculty interests and research, and from opportunities to work closely with faculty to research and study in depth a chosen area of work.

The faculty, students, and staff of the Gevirtz Graduate School of Education are actively engaged in numerous K-12 and community-based research efforts, currently supported by nearly $3 million of extramural support. These research efforts are assisted by the GGSE Office of Research and provide financial support as well as training for our students.

The Gevirtz Graduate School of Education offers advanced degrees and credentials as indicated in the table in this chapter. A complete list of degrees and programs offered in the School appears in the Academic Units section. Program offerings are subject to available funding.

Graduate Student Association

The Gevirtz Graduate School of Education has an active Graduate Student Association in Education (GGSAE) officially representing the "student voice" to the GGSE and the UCSB community. It is a body where students work and meet together to address pertinent issues. In addition to addressing issues of an administrative, academic, or political nature, students involved in GGSAE promote a positive "student life", encouraging participation and mutual support among students. The goals are to make participation rewarding, challenging, and supportive; to be a representative, democratic, and participatory organization where decisions are made by consensus, where all members have a voice in decision making, and where the body represents all student voices; to have a cooperative and open relationship with the faculty and staff, based on mutual respect; and to aid the GGSE in its responsibility to recruit and support diverse and underrepresented populations.

Advising

The GGSE Student Affairs Office provides assistance to all master's and doctoral candidates. Information may be obtained by calling (805) 893-2137. For information on the M.Ed. in Teaching, call (805) 893-2084.

The GGSE credential advisor provides information to prospective applicants and students in credential programs. Those interested in pursuing a teaching credential at UCSB should contact the credential advisor as soon as they begin to consider the teaching profession. Information about pre-credential advising meetings for prospective elementary or secondary teachers may be obtained from the Teacher Education Office at (805) 893-2084.

Candidates who are pursuing both a credential and an advanced degree, other than the M.Ed. with an emphasis in Teaching, need to consult with both the GGSE Student Affairs Office and credential advisor. Advanced credential applicants may be considered for any degree program in the Department of Education. Those interested in emphases other than a Multiple or Single subject credential should contact the GGSE Student Affairs Office or the degree emphasis in which they are most interested.

Prerequisites

Applicants must hold a bachelor's degree or its equivalent from an accredited institution and satisfy the admissions requirements of the UCSB Graduate Division. Some emphases require possession of a California teaching credential or its equivalent, and may require teaching or other appropriate experience.

Admission

All GGSE programs require FALL quarter admission, except for the TEP M.Ed., Administrative Services Credentials (ASC), and Educational Specialist Credential programs, which require SUMMER admission. Applicants are advised to apply well in advance of the application deadline and should contact the Students Affairs Office for general admission requirements. Specific questions in regard to program/emphasis requirements and course offerings should be directed to the program office.

Applications and specific program/emphasis requirements may be obtained by contacting: Counseling/Clinical/School Psychology, (805) 893-3375; Program in Education, (805) 893-4515 or (805) 893-3936; Teacher Education Program, (805) 893-2084. Please refer to our Degree/Credential Programs section for specific information on application requirements for each program.

Applicants must submit the online Application for Graduate Study, through the Graduate Division, as well as the GGSE Application. Required application materials include a detailed statement of purpose, official transcripts, letters of recommendation, official Graduate Record Examination (GRE) scores (in some cases, results from the Miller's Analogies Test may be accepted), and program/emphasis-specific requirements. Admission to the Teacher Education Program requires a bachelor's degree, in an academic subject, from a regionally accredited institution.

Application Deadlines

Applications must be returned by the date established by Graduate Division:

• Counseling/Clinical/School Psychology Program - December 10^th
• Education Program - December 15^th for fellowship consideration (final application deadline for Education Program is May 1^st )
• Teacher Education Program, ASC - February 1^st
• Education Specialist Program­March 1^st

Research and Training Facilities

Graduate research and training opportunities are available through campus facilities as well as through federal and state funded faculty research grants administered by the Gevirtz Graduate School of Education Office of Research. Clinical training is offered through the Education Autism Clinic and the Ray E. Hosford Counseling Clinic. Qualitative and quantitative laboratories are available for research and instruction.

Faculty

Charles Bazerman, Ph.D., Brandeis University, Professor (teaching and learning, cultural perspectives and comparative education, research methodology, LISO)

Julie Bianchini, Ph.D., Stanford University, Assistant Professor (teaching and learning, research methodology)

Sheridan Blau, Ph.D., Brandeis University, Senior Lecturer with Security of Employment (teaching and learning, English)

James H. Block, Ph.D., University of Chicago, Professor (educational leadership and
organizations)

Mary E. (Betsy) Brenner, Ph.D., UC Irvine, Associate Professor (teaching and learning, cultural perspectives and comparative education, child and adolescent development, research methodology, cognitive science, IHD)

Michael T. Brown, Ph.D., Southern Illinois University, Carbondale, Professor (counseling psychology, research methodology)

J. Manuel Casas, Ph.D., Stanford University, Professor (counseling psychology, Asian-American studies)

Lynnette M. Cavazos, Ph.D., Michigan State University, Academic Coordinator, Supervisor of Teacher Education (teacher education)

Janet H. Chrispeels, Ed.D., University of San Diego, Associate Professor (educational leadership and organizations, teaching and learning)

Sharon C. Conley, Ph.D.,University of Michigan, Ann Arbor, Professor (educational leadership and organizations, research methodology)

Jenny Cook-Gumperz, Ph.D., University of London, Professor (teaching and learning, cultural perspectives and comparative education, child and adolescent development, research methodology, LISO)

Willis D. Copeland, Ph.D., University of Notre Dame, Professor (teaching and learning, teacher education)

Merith A. Cosden, Ph.D., University of New Mexico, Professor, (clinical psychology, IHD)

Carol N. Dixon, Ph.D., University of Delaware, Senior Lecturer with Security of Employment (teaching and learning, cultural perspectives and comparative education, research methodology, LISO)

Richard P. Duran, Ph.D., UC Berkeley, Professor (teaching and learning, research methodology, cultural perspectives and comparative education, teacher education, psychology, cognitive science, LISO, Chicano studies)

Michael J. Furlong, Ph.D., UC Santa Barbara, Professor (school psychology, IHD)

Michael M. Gerber, Ph.D., University of Virginia, Charlottesville, Professor (educational leadership and organizations, special education, disabilities and risk studies, teacher education, cognitive science, IHD)

Naftaly S. Glasman, Ph.D., UC Berkeley, Professor (educational leadership and organizations, political science)

Judith L. Green, Ph.D., UC Berkeley, Professor (teaching and learning, research methodology, cultural perspectives and comparative education, LISO)

Jean Hawthorne, M.A., UC Santa Barbara, Academic Coordinator, Supervisor of Teacher Education (teacher education)

Hsiu-Zu Ho, Ph.D., University of Colorado, Boulder, Associate Professor (child and adolescent development, research methodology, cultural perspectives and comparative education, psychology, IHD)

Sehee Hong, Ph.D., Ohio State University, Assistant Professor (research methodology, cultural perspectives and comparative education, psychology)

Cynthia Hudley, Ph.D., UC Los Angeles, Professor (child and adolescent development, special education, disabilities and risk studies, teacher education, IHD)

Tania Israel, Ph.D., Arizona State University, Assistant Professor (counseling psychology)

Shane R. Jimerson, Ph.D., University of Minnesota, Assistant Professor (school psychology, child and adolescent development, IHD)

Gregory J. Kelly, Ph.D., Cornell University, Associate Professor (teaching and learning, research methodology)

Bryan S. K. Kim, Ph.D., UC Santa Barbara, Assistant Professor (counseling psychology)

Robert Koegel, Ph.D., UC Los Angeles, Professor (clinical psychology, special education, disabilities and risk studies, speech, IHD)

Onno Ron Kok, M.A., California State University Fullerton, Lecturer, Supervisor of Teacher Education (teacher education)

Amelia (Amy) Kyratzis, Ph.D., City University of New York, Associate Professor (child and adolescent development, cultural perspectives and comparative education, teaching and learning, cognitive science, IHD)

Bridget A. Lewin, M.A., UC Santa Barbara, Lecturer (teacher education)

Ann C. Lippincott, Ph.D., UC Santa Barbara, Lecturer, Academic Coordinator (teacher education)

Gale M. Morrison, Ph.D., UC Riverside, Professor (school psychology, IHD)

Susan A. Neufeldt, Ph.D., Stanford University, Lecturer/Supervisor (counseling psychology)

Yukari Okamoto, Ph.D., Stanford University, Associate Professor (child and adolescent development, teaching and learning, cultural perspectives and comparative education, cognitive science, IHD)

Charles A. Peck, Ph.D., UC Santa Barbara, Lecturer, Academic Administrator (teacher education)

Jason D. Raley, Ph.D., Stanford University, Assistant Professor (cultural perspectives and comparative education, teaching and learning)

Russell W. Rumberger, Ph.D., Stanford University, Professor (educational leadership and organizations, research methodology)

George H.S. Singer, Ph.D., University of Oregon, Eugene, Professor (special education, disabilities and risk studies)

Sabrina Tuyay, Ph.D., UC Santa Barbara, Lecturer, Academic Coordinator (teacher education)

Julian Weissglass, Ph.D., University of Wisconsin, Professor (educational leadership and organizations, teaching and learning)

Jules M. Zimmer, Ed.D., Arizona State University, Professor, Dean (child and adolescent development)

Rebecca Zwick, Ph.D., UC Berkeley, Professor (research methodology, QMSS)

Emeriti Faculty

Donald R. Atkinson, Ph.D., University of Wisconsin, Madison, Professor Emeritus (counseling psychology)

Larry E. Beutler, Ph. D., University of Nebraska, Professor Emeritus (clinical psychology, psychology)

Norman J. Boyan, Ed.D., Harvard University, Professor Emeritus (education administration)

George I. Brown, Ed.D., Harvard University, Professor Emeritus (confluent education)

John W. Cotton, Ph.D., Indiana University, Professor Emeritus (educational psychology)

Priscilla A. Drum, Ph.D., Stanford University, Professor Emeritus (educational psychology)

Laurence Iannaccone, Ed.D., Teachers College, Columbia University, Professor Emeritus (confluent education, educational administration)

Ernest D. Michael, Ph.D., University of Illinois, Professor Emeritus (ergonomics, teacher education)

Ralph K. Nair, Ed.D., University of Missouri, Professor Emeritus (counseling psychology, teacher education)

Melvyn I. Semmel, Ed.D., Peabody College, Vanderbilt University, Professor Emeritus (special education)

Stewart B. Shapiro, Ph.D., University of Southern California, Professor Emeritus (confluent education)

R. Murray Thomas, Ph.D., Stanford University, Professor Emeritus (international education)

Affiliated Faculty

Dorothy M. Chun, Ph.D. (Germanic, Slavic, and Semetic Studies)

Richard Mayer, Ph.D. (psychology)

Susan McLeod, Ph.D. (writing program)

Tara Yosso, Ph.D. (Chicano Studies)

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The Gevirtz Graduate School of Education offers an Education and Applied Psychology Minor. The minor is designed for students who want to work with research faculty and learn more about issues confronting education, for students preparing for a teaching career in elementary or secondary education or exploring a career in education, and for students exploring a career in counseling, clinical or school psychology. The minor requires a minimum of 18 units including three core courses (one of which must be a practicum) and electives. There are three tracks in the minor: General Education, Teacher Preparation and Applied Psychology (Counseling, Clinical and School Psychology). For additional information, contact the GGSE Student Affairs Office, (805) 893-2137.

Degree and Credential Programs

The Department of Education offers two doctoral degrees: the doctor of philosophy in education; and the doctor of philosophy in counseling/clinical/school psychology, as well as a combined M.A./Ph.D. degree. As of fall 2003, a joint doctoral program (Ed.D.) in Educational Leadership with Cal Poly, San Luis Obispo, will be available through the Department of Education. Students admitted to an M.A./Ph.D. program may elect to exit the program with completion of the master's, except for the Ph.D. in Counseling/Clinical/School Psychology. The Ph.D. programs prepare highly capable individuals to perform as scholars and skilled professionals in their chosen fields.

The Department of Education also offers the master of arts and the master of education degrees in selected emphasis areas. Master's degree programs are designed to enhance academic and research competencies of elementary or secondary school teachers and other educational leaders. Previous teaching experience is required for some emphases. Advanced credentials may be pursued in addition to the master's degree in some emphases.

In addition to departmental requirements, candidates for graduate degrees and credentials must meet the University degree requirements found in the Graduate Education at UCSB section.

Degree Requirements

Students must achieve a grade-point average of 3.0 to be awarded a graduate degree. There is no language requirement. However, when advisors deem it suitable for a candidate's field of study, an appropriate level of foreign language competency may be required.

After completion of coursework, M.A. and M.Ed. candidates are expected to take a final comprehensive examination, or complete a thesis or project. M.A. and M.Ed. candidates must complete 30 or more units of upper-division and graduate level course work (with a minimum of 20 graduate units) under the thesis option, or 36-48 units of upper-division and graduate level course work (with a minimum of 24 graduate units) under the non-thesis option. Independent study units numbered 597-599 are ineligible to be counted in these totals. Students admitted to the M.A./Ph.D. are periodically evaluated for their readiness to progress to the Ph.D. level of study. Continuation is based on success in the master's program, suitability of goals, and anticipated success in the Ph.D. program.

No specific total number of course units is prescribed for a doctoral degree. Particular requirements will be made by faculty advisors in cases where students need specialized skills in foreign language or other areas. Doctoral students must pass qualifying examinations to be advanced to candidacy. Doctoral candidates must conduct original research and write an acceptable dissertation to be awarded the Ph.D.

Residence Requirements

Three quarters of registration are required for the master's degree. The minimum residence requirement for the Ph.D. is two years spent in full-time study and research. Two consecutive quarters of enrollment in the UCSB Summer Session can be used to count toward one regular quarter of registration. A minimum of three consecutive quarters of residency must be completed in regular sessions before advancement to candidacy.

Counseling/Clinical/School Psychology Program (CCSP)

The Counseling/Clinical/School Psychology Program offers courses of study leading to the Ph.D. with an emphasis in either counseling psychology, clinical psychology, or school psychology, or a master of education (M.Ed.) in education with an emphasis in school psychology. An M.A. or M.Ed. (non-terminal), open only to continuing CCSP students completing the Ph.D., is also available. Ph.D. students may also pursue an optional emphasis in human development. The emphases in clinical psychology, counseling psychology, or school psychology, share knowledge bases and core skills. The UCSB Counseling/Clinical/School Psychology Program has been accredited by the American Psychological Association (APA) since 1991. The Ph.D. program is designated and approved as a combined Professional Psychology program and follows a scientist-practitioner model of training. During the first year, students take a set of courses that are designed to provide basic preparation in these common domains. Beginning in the second year and increasingly thereafter, each student selects courses that comprise a specialization in either counseling, clinical, or school psychology.

Submission of a completed background questionnaire (sent with application materials) is required in addition to the regular application materials. Interviews will be scheduled for qualified applicants who meet admission criteria and have interests well suited to faculty interests. Alternatives to the interview may be arranged for those unable to attend due to excessive distance.

School Psychology Emphasis (M.Ed.)

Students pursuing a degree in education with an emphasis in school psychology focus upon the implications of research findings in psychology and education for psychological services primarily in school settings. The school psychologist is viewed as pivotal in the provision of comprehensive support services to teachers, students, and parents. Comprehensive support service includes prevention, assessment, and intervention programs for all children. A primary objective is to train school psychologists to enhance the learning and development of students and to assist those who are at risk or in need of special education services. Students are admitted to an M.Ed. degree in Education and the Pupil Personnel Services credential with specialization in school psychology, approved by the California Commission on Teacher Credentialing and the National Association of School Psychologists. Students enrolled in other education programs may also petition to add this credential option, with admission contingent upon space availability.

The Program in Education

The Graduate Program in Education is built around an active community of scholarsstudents, faculty and staffwho are committed to the common goal of reshaping schooling so that all children in our diverse society will have the knowledge and abilities to become competent and productive citizens. Graduate students in the Program benefit from a wide range of faculty interests and research endeavors, and from opportunities to work closely with faculty to explore rigorously, through research and study, a chosen area of work.

The Education Program offers six different but complementary M.A. and Ph.D. emphases in the areas of research, development, and practice. Beginning fall 2003, a joint Ed.D. with Cal Poly San Luis Obispo will be offered.

Cultural Perspectives and Comparative Education Emphasis (CPOE)

The major purpose of this emphasis is to foster students' understanding of how cultural processes influence learning, development, and education in both school and non-school settings. The emphasis offers a multidisciplinary perspective that brings anthropological, linguistic, psychological, and sociological theories to studies of cultural contexts of education. Areas of specific focus include studies of learning, development, and education in multilingual and multicultural populations, and in students from underrepresented groups, within national and/or international settings. Through research, teaching, and community service, the members of this emphasis seek to improve educational opportunities at a local and national level.

Child and Adolescent Development Emphasis (ECAD)

The Child and Adolescent Development Emphasis focuses on age-related changes throughout the lifespan and their implications for education. Faculty are committed to a model of development spanning multiple settings (cultural groups, historical periods, neighborhoods, activities) to find commonalities as well as differences in human behavior. They are interested in the transactional relations among macrosocial, cultural, and biological influences on development. Issues of diversitycross-cultural, cross-national, and genderare a major focus of faculty research.

The core group of students will be grounded in theory and research on the major domains of study: cognitive, language, and social development. Students will be presented with a range and variety of theoretical perspectives on human development. However, students are also expected to look both beyond core requirements and outside of the Department of Education for additional training in research and theories that address their particular research interests.

Educational Leadership and Organizations Emphasis (ELO)

This emphasis prepares students who will teach and conduct research in institutions of higher education, assume leadership positions in educational organizations, and work in government and non-profit agencies that conduct policy analysis and evaluation research. ELO stresses a balanced focus on disciplined-based theory, an understanding of education in its social and political context, and skills for framing and conducting evaluation and research. ELO also provides professional training for those seeking careers in school administration.

The ELO curriculum prepares students who will take positions in academic or policy organizations with strong analytical and research skills as well as an understanding of the "real world" circumstances that shape the policies and educational practices they study. At the same time, ELO combines an emphasis on content knowledge and practical leadership skills needed by effective educational administrators, while also stressing theoretical and research skills that will make them better problem-solvers and users of valid professional knowledge.

Opportunity to Combine Administrative Services Credential (ASC) with M.A. or Ph.D. programs

UCSB is unique among institutions in the Central Coast that offer students an opportunity to pursue either an ASC Tier I or Tier II Credential and be enrolled in a first rate Ph.D. or M.A. degree program. See ASC program descriptions listed under Service Credentials.

UCSB/Cal Poly Joint Doctoral Program in Educational Leadership (Ed.D.)

The purpose of the Ed.D. program is to provide advanced graduate-level study of educational leadership concepts and their application to schools and school agencies. The program is deliberately designed as a collaborative endeavor among Cal Poly, UCSB, and school partners, blending theoretical and research perspectives with practical application to address authentic problems. Graduates from this program will typically pursue employment in leadership and administrative roles in K-12 schools, community colleges, universities, government agencies, and other allied organizations.

The Ed.D.curriculum will equip students with a broad understanding of extant research and theory on leadership, as well as professional knowledge and problem-solving approaches relevant to education. Students will be trained to use research to solve educational and organizational problems; to design, develop, implement and evaluate educational policies and programs; and to effectively manage learning and instructional programs in K-16 organizations. The Ed.D. program will also offer students the option of completing coursework that will enable them to qualify for the Professional Administrative Services Credential from the California Commission on Teacher Credentialing.

Research Methodology Emphasis

This emphasis is intended to prepare students to be research methodologists who will be able to work successfully in universities, private research organizations, and government agencies. A goal of the Research Methodology emphasis is to provide students with a variety of perspectives on research methods.

The emphasis includes two basic courses of study: (1) Educational Statistics and Measurement and (2) Qualitative and Interpretive Research. Students in Educational Statistics and Measurement will learn to apply statistical analyses to educational data, including large-scale student achievement surveys, and will learn to apply psychometric theory to the development of educational and psychological measurement instruments and to the analysis of test data. Students in Qualitative and Interpretive Research will learn about such research approaches as interviewing techniques, ethnographic methods, discourse analysis, narrative analysis, and participant observation. Students who specialize in Qualitative and Interpretive Research must also be accepted into another emphasis offered in the program.

Special Education, Disabilities and Risk Studies Emphasis (SpEDR)

This emphasis is concerned with educating researchers and practitioners who will be knowledgeable, and further expand our knowledge, regarding the educational needs of students with disabilities or who are at educational risk. The program philosophy is that researchers and practitioners need a contextualized view of students, within their school, home, and community, to understand their individual needs as well as the needs of the systems which are serving them. In this emphasis, students will obtain a multi-disciplinary perspective on children with special needs and their schools, families, and communities, through the combined efforts and knowledge of professionals from a variety of disciplinary backgrounds. Graduate students will be grounded in theories of typical and atypical development.

Teaching and Learning Emphasis (T&L)

This emphasis seeks to provide students with the knowledge and competencies needed to contribute to education in multiple ways. These roles include teaching, conducting research, and using teaching and learning theories and empirical findings to improve educational practices. Students in this emphasis learn to design and evaluate curricula, develop and research models of teacher education, research teaching methods, evaluate theories of human activity in teaching and learning settings, and attempt to understand educational reform issues from multiple perspectives. Students can further specialize in one of four areas: Language, Literacy, and Composition Studies; Mathematics Education; Science Education; and Teaching and Teacher Education. Through research, teaching, and community service, members of the Teaching and Learning Emphasis strive to improve educational opportunities at the local, state, and national levels.

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The Gevirtz Graduate School of Education offers programs leading to the recommendation for the multiple subject (elementary) teaching credential (MST) and the single subject (secondary) teaching credential (SST). The single subject teaching credential is offered in English, Mathematics, Science, Social Science, Art, Spanish, Latin, German, and French. Both credentials are offered in conjunction with an optional master of education with an emphasis in teaching.

Admission to the Teacher Education Program requires a bachelor's degree in an academic subject from a regionally accredited institution. UCSB offers a large number of undergraduate majors that are appropriate preparation for teaching at the elementary and secondary school levels.

Students who wish to apply to the Teacher Education Program should contact (805) 893-2084 at least one year prior to when they wish to apply.

The professional preparation occurs during a post-baccalaureate year with teaching credential programs beginning only in summer. The program consists of a five-quarter (summer, fall through spring quarters, summer) progressive sequence of courses integrated with field experience in local schools. In addition to meeting the usual University standards of scholarship, candidates must clearly demonstrate their teaching aptitude and leadership abilities. In the 1999-2000 Title II Accountability Report, the passing rate for the University of California, Santa Barbara, Teacher Preparation Program was 97%. Detailed information regarding this report is available at: www.ctc.ca.gov/reports/TitleII_1999-2000_AnnualRpt.pdf

M.Ed. with Emphasis in Teaching

This emphasis focuses on the preparation of educational leaders for the teaching profession. Students who enroll in the M.Ed. with an emphasis in teaching must concurrently pursue a multiple subject (elementary) or single subject (secondary) teaching credential or education specialist credential.

Multiple Subject Teaching Credential

Prerequisites

The following prerequisites must be completed before beginning the teaching credential program.

1. Subject-matter competency in the subjects taught at the elementary level is required by either completing an approved multiple subject matter preparation program at the candidate's undergraduate institution or by attaining passing scores on the CSET Exam.
   Note: The program at UCSB is called the MSPP. Please call Teacher Education at (805) 893-2036 for information.

2. Mathematics 100A-B (Mathematics for Elementary Teaching): These courses must be completed with a grade of C, Pass, or better.

3. U.S. Constitution: A three quarter-unit course or approved examination covering the provisions and principles of the United States Constitution is required. At UCSB, Political Science 12 meets this requirement. This course must be completed with a grade of C, Pass, or better.

4. Education 109S or SS (Health Education): This course must be completed with a grade of C, Pass, or better.

5. Field experience: Applicants are required to complete a minimum of 80 hours of field experience in an elementary school. For more information contact the field placement coordinator in the Gevirtz Graduate School of Education. (805) 893-3976

6. CBEST: Candidates are required to take the California Basic Education Skills Test (CBEST) before beginning the credential program. Candidates must pass the exam to begin student teaching.

Single Subject Teaching Credential

Prerequisites

The following prerequisites must be completed before a student begins the teaching credential program.

1. Subject-matter competency in the teaching field is required. This is achieved by either completing an undergraduate single subject matter preparation program in the subject area at the candidate's undergraduate institution or by passing the CSET state exams in the subject to be taught. Note: UCSB only offers the Program in Mathematics.

2. U.S. Constitution: A three quarter-unit course or approved examination covering the provisions and principles of the United States Constitution is required. At UCSB, Political Science 12 meets this requirement. This course must be completed with a grade of C, Pass, or better.

3. Education 109S or SS (Health Education): This course must be completed with a grade of C, Pass, or better.

4. Field experience: Applicants are required to complete a minimum of 80 hours of field experience in a junior or senior high school. For more information contact the field placement coordinator in the Gevirtz Graduate School of Education. (805) 893-3976

5. CBEST: Candidates are required to take the California Basic Education Skills Test (CBEST) before beginning the credential program. Candidates must pass the exam to begin student teaching

Standards of Scholarship

During the teaching credential program, students must complete a minimum of 45 post-baccalaureate units. Students must earn the grade of B or better in all required courses for the credential. Students must maintain a cumulative grade-point average of at least 3.0 to remain in good standing and to be awarded graduate degrees at UCSB. Students with cumulative grade-point averages below 3.0 are subject to dismissal. In addition to state and program requirements, students in the Teacher Education Program must meet university requirements as described in the section "Graduate Education at UCSB."

Education Specialist Credential

The Gevirtz Graduate School of Education offers the Education Specialist: Moderate/Severe Level 1 Credential Program. This Special Education Credential permits teachers to work with students with moderate and severe disabilities. Admission to the program requires a bachelor's degree in an academic subject from a regionally accredited institution. Students who wish to apply to the Program should contact (805) 893-2084 at least one year prior to when they plan to apply.

The Professional Preparation occurs during a post-baccalaureate year with the program beginning in the summer. The program consists of a five quarter (summer, fall through spring quarters, summer) progressive sequence of courses integrated with field experience in local schools.

Prerequisites: The following prerequisites must be completed before the program begins:

1. Subject matter competency in the subject(s) taught at the elementary or secondary level is required by either completing an approved multiple or single subject matter preparation program at the candidate's undergraduate institution or by attaining passing scores CSET Exam. Please call the Teacher Education Program at (805) 893-2084 for more information.

2. U.S. constitution: A three quarter unit course or approved examination covering the provision and principles of the United State Constitution is required. At UCSB, Political Science 12 meets this requirement. This course must be completed with a C, Pass or better.

3. Field Experience. Applicants are required to complete a minimum of 80 hours of field experience. Contact the Pre-Professional Coordinator at (805) 893-3976.

4. CBEST: Candidates are required to take the CBEST. Candidates must pass CBEST to receive a credential from the state.

5. Certificate of Clearance and TB Clearance. Students must have a Certificate of Clearance and a TB Clearance before the program begins.

For more information and an application contact the Teacher Education Program at (805) 893-2084. The application deadline is March 1, 2003.

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For additional information regarding the state certification and program requirements for the following service credentials, contact the Gevirtz Graduate School of Education credential advisor at (805) 893-2036. Prerequisites: Applicants must (a) have a degree in an academic subject from an accredited institution; (b) passed the CBEST (California Basic Education Skills Test); (c) take the GRE; (d) satisfy UCSB's admission requirements. Service Credentials can be combined with M.A. or Ph.D. programs.

Administrative Services Preliminary Credential - Tier I

The Preliminary Administrative Services Credential (ASC) is the first part of a two-stage credential program required for administrative service in California public schools. The fully accredited ASC program meets all state-mandated requirements and is designed to utilize the strengths of a major research university. Through coursework and practicum classes taught by faculty and local practitioners, students learn the latest in current educational leadership reform research, are helped to make the links between theory and practice, and experience the daily practicalities of school administration. Coursework and practicum are spread over two summers and one academic year. Applicants must have three years of teaching experience.

Administrative Services Professional Credential - Tier II

The Professional Administrative Services Credential (ASC) is the second part of a two-stage credential program required for administrators serving in California's public schools. UCSB's fully accredited Professional ASC Program meets the state-mandated requirements and provides a framework for professional dialogue, action research, and reflective practice, that will enable new administrators to sharpen their leadership and management knowledge and skills. Applicants must have two years of administrative experience.

Pupil Personnel Services Credential

The pupil personnel services credential with specialization in school psychology is committed to a scientist-practitioner model of training in school psychology emphasizing the role of school psychologists as highly qualified practitioners and also as leader/innovators in comprehensive support services to schools. This program of study is approved by the National Association of School Psychologists and the California Commission on Teacher Credentialing

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Optional Interdisciplinary Ph.D. Emphasis in Applied Linguistics

The field of Applied Linguistics is a growing and vibrant one in universities nationally and internationally. Applied Linguistics is an interdisciplinary field of research and instruction that provides theoretical and descriptive foundations for the empirical investigation and solution of language-related issues, especially those of language education (first-language, second-language, foreign-language and heritage-language teaching and learning), but also issues of bilingualism and biliteracy, language planning and policy, language assessment, translation and interpretation, lexicography, rhetoric and composition.

Students pursuing a Ph.D. in the Departments of Education, French & Italian, Germanic, Slavic & Semitic Studies, Linguistics, and Spanish & Portuguese may petition to add an emphasis in applied linguistics. The interdisciplinary program in applied linguistics involves over 35 faculty members in 11 departments on campus.

Students who petition to add the emphasis must fulfill the following requirements in addition to the requirements for the Ph.D. in their home department: (1) a minimum of two courses taken from the core group of applied linguistics courses, which provide them with the basics of linguistics, second language acquisition theories, second/foreign language teaching methodologies, and practical applications of theory to teaching (Second Language Acquisition Theory and Research; Second Language Teaching Methodology; Foreign/Second Language Teaching Practicum; Topics in Applied Linguistics); (2) a minimum of two courses in one of five sub-areas (Linguistics, Discourse, Second Language Acquisition; Language and Society, Socio-cultural Perspectives, Multilingualism and Multiliteracy; Language, Literacy and Composition Studies; Language and Cognition, Psycholinguistics; Language Acquisition Using Technology); (3) Required independent study (4 units): Taken with the student's advisor, leading to a research paper describing theoretical, empirical, or applied work in applied linguistics.

In addition to the course and unit requirements described above (including the research paper), the student's Ph.D. Qualifying Examination (or a separate exam) shall include examination of knowledge within the Applied Linguistics emphasis. At least one faculty member of the Applied Linguistics program shall participate in the qualifying (or separate) examination.

Additional information may be found at: www.gss.ucsb.edu. Questions may be directed either to a participating faculty member or to Applied Linguistics, c/o Department of Germanic, Slavic & Semitic Studies, UCSB, Santa Barbara, CA 93106-4130.

Optional Interdisciplinary Ph.D. Emphasis in Cognitive Science

Students pursing a Ph.D. in the Gevirtz Graduate School of Education may petition to add an emphasis in cognitive science. The interdisciplinary program in cognitive science involves faculty from the Ph.D. programs in anthropology, computer science, education, English, electrical and computer engineering, geography, linguistics, psychology and sociology. Its goal is to give students an appreciation of the interdisciplinary study of thinking, perception, and intelligent behavior, as determined jointly by the nature of the environment and by the internal architecture of the intelligent agent, whether human, animal, or machine. The program features a structured set of courses, which are taught individually and collaboratively by faculty from a variety of disciplines.

Students who petition to add the emphasis in cognitive science must fulfill the following requirements in addition to the requirements of the Ph. D. in their home department: (1) participation for at least three quarters in Proseminar Interdisciplinary 200; (2) completion of at least three cognitive science elective courses with one each in three different departments; (3) completion of either (a) a research project, completed before the dissertation, resulting in a publishable paper, or (b) an extramural grant proposal for a study in cognitive science suitable for submission to an identified granting agency; (4) presentation of a research paper in a suitable academic forum, such as an emphasis or departmental colloquium, or a professional meeting; and (5) a Ph.D. dissertation centrally focused on a question emerging from cognitive science with at least two committee members representing faculty participating in the cognitive science interdisciplinary emphasis.

Optional Interdisciplinary Ph.D. Emphasis in Human Development (IHD)

Students pursuing a Ph.D. in this department may petition to add an interdisciplinary emphasis in human development. The Interdisciplinary Program in Human Development (IHD) involves faculty from the Ph.D. programs in communication, counseling/clinical/school psychology, education, linguistics, psychology, and sociology. The program focuses on developmental theory and research across the lifespan.

Students who petition to add the emphasis in human development must fulfill the following requirements in addition to the requirements for the Ph.D. in their home department: (1) six quarters of proseminar Interdisciplinary 592; (2) four courses in addition to the proseminar, two of which must be outside the student's home department; (3) a minimum of one member of the student's doctoral committee must be a ladder faculty member officially affiliated with the Interdisciplinary Program in Human Development. Consult the department for additional information.

Optional Interdisciplinary Ph.D. Emphasis in Language, Interaction and Social Organization (LISO)

Students pursuing a Ph.D. in the Departments of Education, Linguistics, or Sociology may petition their department to add an interdisciplinary emphasis in language, interaction, and social organization (LISO). This emphasis draws upon three approaches: interactional functional linguistics, ethnomethodology and conversational analysis, and interactional sociolinguistics.

In addition to the emphasis requirements, students must satisfy the requirements for the Ph.D. in their home department. Work in satisfaction of departmental Ph.D. requirements may also be used to satisfy emphasis requirements.

The emphasis requires three quarters of Education/Linguistics/Sociology 274, Proseminar in Language, Interaction, and Social Organization, for credit; a minimum of three elective LISO courses from the list below, one from each of the student's non-home departments, and the third a designated methods course in any of the three departments (for designated methods courses, please see a LISO faculty member): Linguistics 201, 209, 212, 214, 227, 228, 230, 237, 263, 266, or 273A-B, Education 221B-C, 270G, or 270H, Sociology 236, 236I, 236V, 242, 263, 273A-B (note that Sociology 236 is a prerequisite to the subsequent courses in the Sociology series); one presentation in Education/Linguistics/Sociology 274, which may be either a research paper or a guided data session; Students must complete a research project; the project must be supervised by at least one participating faculty member. This requirement can be satisfied in either of two ways: (a) Completion of a paper reporting a post-M.A. research project which presents an analysis of interactional data and displays command of the relevant literature. It must be written up in publishable form, though actual publication is not a requirement. (b) Successfully defend a dissertation centrally addressed to questions concerning language, interaction, and social organization; at least one member of the student's qualifying examination and dissertation committee must be a faculty member affiliated with LISO.

Questions or requests for additional information may be directed either to a participating faculty member or to LISO, c/o the Department of Sociology, UCSB, Santa Barbara, CA 93106-9430.

Optional Interdisciplinary Ph.D. Emphasis in Quantitative Methods for Social Science (QMSS)

Students pursuing a Ph.D. in Education may petition to add an interdisciplinary emphasis in Quantitative Methods in the Social Sciences (QMSS). This new interdisciplinary emphasis involves faculty from the Ph.D. programs in Communication, Economics, Education, Geography, Political Science, Psychology, Sociology, and Statistics and Applied Probability. The areas of specialization of the participating faculty include advanced regression modeling techniques, multivariate statistics, bootstrap estimation methods, demography, econometrics, psychometrics, social network theory, mathematical psychology, spatial statistics, survey research, and educational and psychological assessment. The QMSS emphasis helps students to attain the competencies needed to conduct quantitative social science research through core design and analysis classes, courses in advanced and specialized methodologies, and participation in interdisciplinary colloquia and research projects.

Each admitted student will develop, with his or her advisor, an individual contract listing the QMSS requirements to be completed. The contract must include the following:

• Two quarters of calculus, one quarter of linear algebra, and a one-year statistics sequence. Note: these requirements can be waived if equivalent courses have already been completed.

• Attendance for at least three quarters at the on-going QMSS seminar series, including the presentation of at least one paper.

• Completion of at least three quantitative methods courses (excluding those listed above), at least two of which are outside the students' home department.

• A Ph.D. dissertation that is centrally focussed on an issue that is appropriate to the QMSS emphasis. The dissertation may make a contribution to methodological theory or may involve an advanced or innovation application.

• A dissertation committee that includes at least one QMSS faculty member from outside the students' home department.

Note: A lab fee may be required for some courses.

Upper Division

103. Technology Tools for Teachers
(4) Copeland
Prerequisite: consent of instructor.
Course is intended for upper-division undergraduates who contemplate entering a teacher credential program. It will teach for and certify their competency in selected Technology Proficiencies required for the California Level I Teaching Credential.

109S. Health Education
(3) Staff
Prerequisite: upper-division standing.
Applicants to the UCSB Credential Program have priority.
Lecturers introduce physiological, psychological and sociological factors that promote health and prevent disease including alcohol, narcotic, drug, and tobacco abuse; nutrition; chronic and infectious diseases; reproductive health and stress management. General educational applications are presented in lectures.

109SS. Health Education
(3) Staff
Prerequisite: upper-division standing.
Applicants to the UCSB Credential Program have priority.
Lecturers introduce physiological, psychological and sociological factors that promote health and prevent disease including alcohol, narcotic, drug, and tobacco abuse; nutrition; chronic and infectious diseases; reproductive health and stress management. General educational applications are presented in lectures.

121. Techniques of Field Observation in School Settings
(2) Staff
Prerequisites: prior or concurrent experience working in an elementary or secondary school setting with a certified teacher; consent of instructor.
May be repeated for credit to a maximum of 4 units.
Consideration of methods for observation and interpretation of teaching/learning behaviors in elementary and secondary classrooms. Observational techniques are utilized to develop an integrated knowledge of classroom phenomena, and the implementation of the California Standards for the Teaching Profession.

122. Practicum in Field Observation in School Settings
(1) Piepmeier, Duran
Prerequisite: consent of instructor.
May be repeated for credit to a maximum of 3 units.
Provides individuals with an opportunity to experience the real world of teaching, to examine themselves in the role of potential teacher, to develop first-hand knowledge of the school environment, and to render service.

123A. Perspectives on Culture
(2) Hudley
Prerequisites: must be enrolled in the Multiple Subject Matter Preparation Program (MSPP) in Teacher Education. Consent of instructor.
This course develops self-awareness and understanding of the cultural influences in one's own background as a first step toward understanding the culturally diverse learner.

123B. Cultural Pluralism
(2) Hudley
Prerequisites: Education 123A and consent of instructor.
This course adds to an understanding of culture; the influences of culture on roles, status, and communication; and working constructively with cultures other than one's own.

124. Research on Teaching and Learning in Sociocultural Contexts
(4) Brenner, Duran
Prerequisite: consent of instructor.
May be repeated for credit to a maximum of 12 units.
Introduction to theory and research on teaching and learning from a sociocultural perspective. Students will examine data and findings emanating from research projects grounded in the local community and schools.

125. Social Foundations of Education
(3) Staff
Prerequisite: consent of instructor.
Study of the relationship between school and society. Social and political influences on education historically and currently are examined as well as schools as complex organizations and their unique roles in society.

126A. Content and Pedagogy: Elementary
(2) Peck
Prerequisite: consent of instructor.
Course includes both research into the content knowledge needed and used by elementary school teachers as well as an assessment of the content knowledge of the students through a portfolio development process.

126B. Content and Pedagogy: Secondary
(2) Peck
Prerequisite: consent of instructor.
Course includes both research into the content knowledge needed and used by secondary school teachers as well as an assessment of the content knowledge of the students through a portfolio development process.

164. Introduction to Educational and Vocational Guidance
(4) Nord
Prerequisites: not open to freshmen; consent of instructor.
An overview of the theories and concepts involved in career decision-making. Develop working knowledge of career information and field survey techniques for understanding the job market in relation to economic trends.

165. Introduction to Applied Psychology
(4) Russell
Prerequisite: upper-division standing.
The lab for this course, Education 165L, is optional.
Designed for those considering or beginning applied psychology as a career. The scientific and clinical aspects of the field, along with the historical development and new directions are covered.

165L. Introduction to Applied Psychology Laboratory
(1-2) Russell
Prerequisites: upper-division standing; concurrent enrollment in Education 165.
Optional laboratory course for Education 165.

171A. Psychology of Gender
(4) Israel
Preference given to Education and Applied Psychology minors students.
Provides an overview of psychological theory and research related to gender issues. Topics include bias in psychology, gender socialization, communication styles, lifespan development, ethnicity, education, careers, relationships, violence and victimization, health, and mental health.

173. Introduction to Leadership Development
(4) Staff
Prerequisite: upper-division standing.
This course is an overview of theoretical constructs and practical applications of leadership. Through lectures, readings, discussions, and projects, the course will assist students in developing individual approaches to effective leadership.

175. Contemporary Special Education
(4) Staff
Prerequisite: junior or senior standing.
A course in special education for undergraduate students and other non-majors covering the nature and needs of the handicapped pupil, special education programs and methods, contemporary social, legal, and educational issues.

176B. Practicum in Individual Differences
(4) Gerber
Prerequisites: upper-division standing; consent of instructor.
May be repeated for a maximum of 12 units. Class attendance is mandatory. Students must have access to an e-mail account and web-browser.
Students study and discuss important educational policy issues while tutoring with elementary school students with learning problems in mathematics, reading, and language development.

190. Introduction to Autism
(4) Koegel
Prerequisite: Psychology 1.
Students must have a minimum 3.0 GPA.
Overview of diagnostic, clinical, and educational approaches used for autism. Intervention procedures in clinical, school, and family settings are discussed in relation to language development, social development, and self-stimulatory behavior, self-injury, and pivotal behaviors related to a favorable prognosis.

199. Independent Studies
(1-5) Staff
Prerequisites: upper-division standing; completion of two upper-division courses in education; departmental approval.
Students must have a minimum 3.0 grade-point average for the preceding three quarters and are limited to 5 units per quarter and 30 units total in all 98/99/198/199/199DC/199RA courses combined.
Study of special problems in various fields of education.

199RA. Independent Research Assistance
(1-5) Staff
Prerequisites: upper-division standing; completion of two upper-division courses in education; instructor and departmental approval.
Students must have a minimum 3.0 grade point average for the preceding three quarters and are limited to 5 units per quarter and 30 units total in all 98/99/198/199/199DC/199RA courses combined.
Coursework consists of faculty supervised research assistance.

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Graduate Courses

200. Research Methods in Education
(4) Copeland, Rumberger
Basic principles of scientific methods exemplified by qualitative and quantitative research methods.

201A. Qualitative Research Design
(4) Brenner, Kelly
Prerequisite: prior qualitative research methods courses or consent of instructor.
Writing a literature review, sampling, issues of quality, ethics, writing a research proposal and other topics relevant to designing qualitative research projects.

201B. Survey Research Design
(4) Okamoto, Rumberger
Prerequisite: consent of instructor.
The design of original surveys and the use of existing surveys in educational research. Topics include sampling, questionnaire construction, scales and coding, data management, and supplemental data from school records.

201C. Research Design and Methods in Professional Psychology
(4) Brown
Prerequisite: consent of instructor.
Not open for credit to students who have completed Education 277B.
Examination of both clinical and statistical approaches to professional psychology research. Special attention devoted to conceptualizing and developing research proposals in the area of professional psychology.

201D. Single Case Experimental Design
(4) Furlong, Koegel
Prerequisite: consent of instructor.
Not open for credit to students who have completed Education 213A.
Students design and critique original single case experimental projects. The course covers the internal logic of each design; internal validity; external validity; development of reliable dependent measures and observational systems, as well as issues regarding social validity.

201E. Computer Analysis and Single Subject Design
(4) Furlong, Koegel
Prerequisite: consent of instructor.
Not open for credit to students who have completed Education 213B.
Topics related to the analysis of data generated through various single-subject research designs, including techniques of graphic representation, visual analysis, randomization analysis, meta analysis and time-series approaches.

201F. Issues in Research Methodology
(2) Ho, Hong, Zwick
Prerequisite: consent of instructor.
This course involves students in detailed and specific consideration of the methodological issues related to their own second year research projects, MA theses, or Ph.D. dissertations.

202A. Bilingual Language Development
(4) Kyratzis
Prerequisite: consent of instructor.
This course describes theoretical and empirical accounts of the knowledge representations and psychological processes underlying language comprehension and production. Representative topics include discourse processing; conversational interaction; memory for words, sentences and text; metalinguistic skills; language development.

202C. The Development of Writing Abilities
(4) Bazerman, Blau
Prerequisite: consent of instructor.
Examination of the research literature on the development of writing competence in and outside of school from early childhood through advanced adult competence.

202D. Writing Across the Curriculum and in the Disciplines
(4) Bazerman, Blau
Prerequisite: consent of instructor.
Examination of research literature in writing in disciplines and professions to consider the different dynamics, functions, and forms of writing in the separate areas and different paths of skill development and socialization. Consideration of findings at university and professional levels and their application to K-12 settings.

202E. History of Literacy and Social Organization
(4) Bazerman, Blau
Prerequisite: consent of instructor.
Investigation of historical emergence of literate practices in relation to social organization realized in scribal, print, and electronic media. Consideration of the rise and role of school, academic, disciplinary, professional, and information culture with implications for current literacy education.

203A. Foundations of Education
(3) Kok
Prerequisite: admission to Single Subject Credential Program.
The application of psychological principles to the educative process, personality, and assessment. Other topics include discipline, design of instruction, and adolescent behavior and development.

203DF-DW-DS. Applications of Computers to Educational PurposesI
(1-2-1) Copeland
Prerequisites: admission to Single Subject Teaching Credential Program, and consent of instructor.
In-progress course with grades for all three courses given upon completion of Education 203DS.
Exploration of issues related to use of computer-based technologies in schools, including those of their access, use, and control in a democratic society; their use for development of problem solving, critical thinking, and creativity; and their integration into the school curriculum.

203EF-EW-ES. Applications of Computers to Educational PurposesII
(1-2-1) Copeland
Prerequisites: admission to Multiple Subject Teaching Credential Program, and consent of instructor.
In-progress course with grades for all three courses given upon completion of Education 203ES.
Exploration of issues related to use of computer-based technologies in schools, including those of their access, use, and control in a democratic society; their use for development of problem solving, critical thinking, and creativity; and their integration into the school curriculum.

205. Anthropological/Sociological Perspectives on Education
(4) Brenner, Cook-Gumperz
Prerequisite: consent of instructor.
Examination of anthropological and sociological approaches that have education as a central theoretical issue. Use of comparative perspective to explore a series of issues of relevance to U.S. education and to education in a variety of other countries.

206. Epistemology and Education
(4) Kelly
Prerequisite: consent of instructor.
Theories of knowledge are brought to bear on educational issues such as pedagogy, research traditions, and curricular legitimization. The course treats epistemological topics such as perception, objectivity, argumentation, rationality, theories, paradigms, and the aims of social science research.

207. Sociolinguistics in Education
(4) Cook-Gumperz, Duran, Raley
Prerequisite: consent of instructor.
Aspects of language as it functions in educational contexts. Topics include conversational analysis, non-verbal communication, direction following, children's understanding and use of language in social situations, functions of oral and written language, and sociocultural effects on communication styles.

208 Applied Rhetoric, Poetics, and Linguistics
(4) Blau
Prerequisite: consent of instructor.
Examines current and seminal theory and research in the areas of literary criticism, rhetoric, composition, linguistics, and language acquisition as they apply to the teaching of English in grades 7-14.

209A. Seminar in Language Development
(4) Kyratzis, Okamoto
Prerequisite: consent of instructor.
The course describes theoretical and empirical accounts of the development of the knowledge representations and psychological and social processes underlying language comprehension and use. Topics: grammatical and word meaning development, role of social-interactive routines, situational variation, child discourse, emergent literacy, relationships of oral/written discourse, atypical language development and issues of culture and language.

209B. Seminar in Social Development
(4) Hudley, Jimerson
Prerequisite: consent of instructor.
Examination of theory and research on human social development from infancy to adolescence. Topics include family socialization, aggression and prosocial behavior, gender differences, peer and media influences, and social cognition.

209C. Seminar in Cognitive Development
(4) Kyratzis, Okamoto
Prerequisite: consent of instructor.
Examination of current research and theories in cognitive development. Focus on young children's thinking. Special attention to biological and cultural influences on thinking as well as to implications of cognitive development research for education.

209D. Research Seminar in Human Development
(1-6) Staff
Prerequisite: consent of instructor.
May be repeated for credit.
Seminar for students engaged in the conceptualization, conduct, or analysis of research on child and adolescent development.

209E. Seminar In Human Development
(4) Staff
Prerequisite: consent of instructor.
May be repeated for credit.
In-depth consideration of emerging topics in human development. Course content may vary.

209F. Gender Development and Socialization
(4) Kyratzis
Prerequisite: consent of instructor.
Examines gender development and socialization, including the study of gender differences in cognition, emotion, language, and moral reasoning from infancy through adolescence.

210A. Human Memory and Cognitive Processes
(4) Duran
Prerequisite: consent of instructor.
Survey of theoretical approaches and empirical findings in the areas of learning, memory, psycholinguistics, cognitive processing, and situated cognition. Topics include models of memory, information-processing and related experimental methodology and findings. Contemporary paradigm shifts in cognitive psychology also reviewed.

210B. Cognitive Development
(4) Okamoto
Prerequisite: consent of instructor.
This course presents a broad perspective of cognitive development and focuses on topics such as perception, problem solving, meta cognition, etc. The educational application of cognitive research will also be covered.

210D. Seminar in Cultural Perspectives of Education
(1-6) Staff
Prerequisite: consent of instructor.
May be repeated for credit.
In-depth consideration of emerging topics in cultural perspectives of education.

210E. Foundations of Sociocultural Learning Theory
(4) Bazerman, Duran
Prerequisite: consent of instructor.
Examination of founding theoretical texts of sociocultural theory of learning in both Russia and the West and their application to current issues in education.

210F. Cultural Psychology: Contemporary Sociocultural Learning Theory
(4) Bazerman, Duran
Prerequisite: consent of instructor.
An examination of contemporary developments in cultural psychology and applications to education and learning in diverse sociocultural settings.

210G. Crosscultural Psychology
(4) Brown, Ho
Prerequisite: consent of instructor.
Investigation of current issues in social and cognitive psychology with a crosscultural perspective.

211. Psychological Foundations of Education in the Elementary School
(3) Staff
Prerequisites: admission to Multiple Subject Credential Program and consent of instructor.
Interdisciplinary approaches to theory and research on student behavior.

211A. Proseminar: Introduction to Human Development
(4) Hudley, Jimerson, Kyratzis, Okamoto
Prerequisite: consent of instructor.
Introduction to on-going research on human development pursued by education faculty. Emphasis on current theory and methods guiding research in human development.

211B. Development: Infancy and Early Childhood
(4) Kyratzis, Okamoto, Zimmer
Theoretical bases and empirical findings on the development of children from conception through pre-school age across various areas of competency; such as, social, language, moral, cognitive, and motor.

211C. Development: Middle Childhood to Adolescence
(4) Hudley, Jimerson, Okamoto
Prerequisite: Education 211B.
Theoretical bases and empirical findings on the development of children from age six through adolescence across various areas of competency, such as, social, language, moral, cognitive, and motor.

211D. Development: Adolescence to Adulthood
(4) Hudley, Jimerson
Prerequisite: consent of instructor.
Theory and research about development during adolescence. Discussion of transitions and adaptations during adolescence considering social development, cognitive development, personality development, biological development and important contexts of adolescent development (e.g. families, schools, peer groups, work and communities).

211E. Practicum in Human Development
(1-6) Hudley, Jimerson, Kyratzis, Okamoto
Prerequisite: consent of instructor.
Supervised field experiences in understanding the processes of human development and their implications for education. Students participate in activities that lead to independent research suitable for a masters' project.

212. Seminar: Quantitative Methods in the Social Sciences
(2) Zwick
Prerequisite: consent of instructor.
May be repeated for credit.
Required course for students in the Interdisciplinary Quantitative Methods in the Social Science emphasis.

214A. Introductory Statistics
(4) Block, Brown, Ho, Okamoto, Rumberger
Introduction to the application of descriptive and basic inferential statistics in educational research. Topics include experimental and survey design principles, measures of central tendency and variability, elementary probability concepts, basic hypothesis testing, and procedures for testing the difference between two means.

214B. Inferential Statistics
(4) Ho, Hong, Zwick
Prerequisite: Education 214A.
Hypothesis testing and interval estimation techniques for application to educational research. Includes bivariate correlation and regression, one-way analysis of variance, and elementary techniques for categorical data analysis.

214C. Linear Models for Data Analysis
(4) Hong, Zwick
Prerequisite: consent of instructor.
Intermediate data analysis methods, all of which can be considered to be instances of a general linear model. Selected topics in multiple regression and analysis of variance (ANOVA), including regression with qualitative independent variables, logistic regression models, one-and two-way ANOVA models and analysis of covariance.

215A. Introduction to Testing and Measurement
(4) Brown, Cosden, Duran
Prerequisite: consent of instructor.
Not open for credit to students who have completed Education 219A.
An introduction to testing and assessment in education and education-related fields. Topics include basic concepts and issues in testing and assessment, and professional standards for test development and test use. Elementary notions of test design, and evaluation of reliability of tests and assessments are introduced through hands-on activities.

215B. Psychometrics
(4) Zwick
Prerequisite: consent of instructor.
Introduction to classical test theory and item response theory which provide tools for understanding and analyzing data from educational and psychological tests. Topics include test scoring, validity, reliability, test bias, and the development of tests and questionnaires.

215C. Psychometrics: Item Response Theory
(4) Zwick
Prerequisite: Education 215B.
Introduction to item response theory (IRT), a class of mathematical models for test scores. Description of its application to practical problems such as test construction, test scoring, the design of computerized adaptive tests, and the assessment of differential item functioning (item bias). Students learn to use a computer program that performs IRT analyses.

215D. Special Topics in Psychometrics
(4) Hong, Zwick
Prerequisite: consent of instructor.
Exploration of an advanced or specialized topic in psychometrics.

216A. Advanced Multivariate Statistics
(4) Zwick
Prerequisite: Education 214A or 214B or 214C.
The theory and application of multivariate statistics, including multivariate analysis of variance, discriminant analysis, and canonical correlation. Instruction in the necessary matrix algebra will be provided.

216B. Factor Analysis
(4) Zwick
Prerequisites: Education 214A-B-C.
The theory and application of exploratory and confirmatory factor analysis models.

216C. Hierarchical Linear Models
(4) Rumberger
Prerequisite: consent of instructor.
Many educational phenomena operate at multiple levels, such as the effects of school characteristics on student achievement. This course introduces students to statistical techniques for estimating linear models involving multilevel data, including time periods, individuals, and institutions.

216D. Seminar in Quantitative Research Methods
(4) Ho, Hong, Zwick
Prerequisite: consent of instructor.
Exploration of an advanced or specialized topic in statistics or research methodology.

216E. Nonparametric Statistics
(4) Zwick
Prerequisite: Education 214A and 214B.
Analysis of data using techniques that are appropriate when assumptions of traditional normal-theory statistical procedures are not met. Includes the Wilcoxon and Kruskal-Wallis tests, Spearman Correlation, Kendall's Tau, and methods for the analysis of frequency data.

216F. Structural Equation Models
(4) Hong
Prerequisite: Education 214A-B-C.
The theory and application of structural equation modeling (also called analysis of covariance structures).

218A. Professional Organizations
(1) Staff
Prerequisite: consent of instructor.
This course explores issues related to professional training and practice in scientific-professional psychology. Topics include internship, graduate training models, history of scientific-professional psychology, professional organizations, credentialing, licensure and employment settings.

218B. Descriptive Diagnosis
(1) Staff
Prerequisite: consent of instructor.
This course continues with topics covered in Education 218A related to professional training and practice in applied psychology.

218C. Gender Issues
(1) Staff
Prerequisite: consent of instructor.
This is the third course in a sequence. This course will explore gender and sexual differences in the application of psychotherapy and counseling procedures.

218D. Human Sexuality for Applied Psychologists
(1) Israel
Prerequisites: consent of instructor; must be enrolled in the Counseling/Clinical/School Psychology Program.
Fourth course in the Education 218 Professional Psychology course series. Course introduces the concepts of sex therapy and is designed to meet the requirements for California state licensure of psychologists.

218E. Alcohol and Other Drug Abuse
(1.5) Staff
Prerequisite: consent of instructor.
Designed to meet the requirements for licensure as a psychologist in the State of California and addresses drug and alcohol abuse.

218F. Family Violence
(1) Staff
Prerequisite: consent of instructor.
This is the sixth course in a sequence. This course is devoted to explorations of family violence and its treatment. It will include an exploration of child abuse, elder abuse, spouse abuse, and will include discussions of emotional and physical and sexual abuse.

219B. Research on Classroom Teaching
(4) Copeland, Green
Prerequisite: consent of instructor.
Introduction to various genre of research that have attempted to understand and improve classroom teaching over the past thirty years. Exploration of contemporary research programs and their results.

219C. Motivating Students
(4) Block
An exploration of contemporary school motivation theory. Emphasis is placed on modern cognitive and effective theories of intrinsic motivation: attribution, ability, achievement, self-worth, flow, and self-determination.

221A. Introduction to Qualitative Research Methods
(4) Cook-Gumperz, Kelly, Raley
Prerequisite: consent of instructor.
An overview of qualitative research methods; focus on study of techniques for data collection and analysis within various disciplinary perspectives; student participation in field research methods. Introduction to qualitative data analysis programs.

221B. Qualitative Interviewing
(4) Brenner, Cook-Gumperz
Prerequisite: Education 221A.
Qualitative interviewing methods including ethnographic interviews, life histories, cognitive maps and think-a-loud interviews. How to conduct interviews with different kinds of informants.

221C. Observation in Small Group Analysis
(4) Cook-Gumperz, Conley
Prerequisite: consent of instructor.
Observational methods and small group analysis constitute the backbone of qualitative research and have a long research history. This course provides some insight into the range of methods and techniques available, and explores the thinking that has shaped the individual methods. Issues that different methods were designed to deal with, research agendas that developed as a result, and implications these have for social research in educational settings are also discussed.

221D. Classroom Ethnography
(4) Dixon, Green
Prerequisite: consent of instructor.
Examination of the pre-fieldwork and fieldwork phases of ethnography in school and classroom settings including issues of entry and access, theoretical frameworks, indexing data, and processes of data collection and analysis.

221E. Analyzing Ethnographic and Sociolinguistic Data
(4) Dixon, Green
Prerequisite: consent of instructor.
Examination of ways of analyzing classroom ethnography data, socioloinguistic and ethnographic approaches to data analysis, and issues in data analysis. Involves participants in data analysis of a common data set.

221F. Community Ethnography
(4) Brenner, Green
Prerequisite: Education 221A.
How to carry out ethnographic research in order to explore the relationship between schools, families, and communities.

221G. Textual Analysis
(4) Bazerman, Blau
Prerequisite: consent of instructor.
Methods of examining texts, their form, their contents, and their functions in relation to the operations of educational organizations and to teaching and learning in classrooms. Special attention to student research projects.

222A. Introduction to Exceptional Children
(4) Gerber, Singer
An overview of the historical, social, and legislative foundations of the education of the exceptional pupil. Survey of the range and nature of disabilities requiring special education.

222B. Academic and Cognitive Characteristics of Students with Mild Disabilities
(4) Gerber, Morrison
Prerequisite: consent of instructor.
Study of the academic and cognitive characteristics of children who are at risk or have mild disabilities. Interventions for these students will also be covered.

222C. Social and Affective Characteristics of Students with Mild Disabilities
(4) Cosden
Prerequisite: consent of instructor.
Study of the affective and social characteristics of children who are at risk or have mild disabilities. Interventions for these students will also be covered.

222D. Law, Ethics, and History of Special Education
(4) Gerber, Singer
Prerequisite: consent of instructor.
Intensive look at the laws governing special education and civil rights for people with disabilities in the U.S. The ethics of special education and key historical developments are also covered. Topics include controversies and historical trends.

223E. Psycho-Educational Assessment and Evaluation of Handicapped Children
(4) Furlong
Prerequisite: consent of instructor.
Methods of psycho-educational assessment and evaluation for identification, planning, placement, and review of progress of handicapped children in the public schools. Includes consideration of screening and diagnostic instruments and procedures, as well as instruments and materials to assure nondiscriminatory assessment.

223H. Individual Differences and the Administrator
(4) Gerber
Prerequisite: consent of instructor.
Legal requirements and instructional leadership responsibilities of administrators who deal with special populations in educational settings. Includes consideration of resource allocations, provision of procedural safeguards to parents and initiation of innovations in organizing and administering special programs in the schools.

224A. Discourse Analysis in Educational Settings
(4) Dixon, Green
Prerequisite: consent of instructor.
Examination of the nature of discourse, linguistic constructs and how they apply to the study of discourse in educational settings and issues in transcribing and analyzing classroom talk.

224B. Narrative Analysis
(4) Cook-Gumperz, Kyratzis
Prerequisite: consent of instructor.
Linguistic/stylistic and thematic/content analyses, and structural approaches to the classic narrative theory. Exploration of how narratives are used to shape personal shared reality and social relationships; the power of narrative; how narratives are embedded in conversations; and differences in narrative across gender and culture.

224C. Research Methods for Writing and Writing Processes
(4) Bazerman, Blau
Prerequisites: Ed 214A and 221; consent of instructor.
Principles and practice in methods of investigating writing. Applicability and adaptations of standard qualitative and quantitative educational research methods. Problems of assessing writing text, skills, and processes in relation to research. Use of research techniques for reflective practice of teachers and writers.

225E. Social Foundations of Education/Elementary
(3) Staff
Prerequisites: admission to the Elementary Credential Program in Education. Consent of instructor.
Not open to students who have completed Sociology 164 or Education 125.
A study of the relationship between school and society. Social and political influences on education, historically and currently, will be examined. Schools as a complex organization with unique roles will be studied.

225S. Social Foundations of Education/Secondary
(3) Staff
Prerequisites: admission to the Secondary Credential Program in Education; consent of instructor.
Not open for credit to students who have completed Sociology 164 or Education 125.
A study of the relationship between school and society. Examination of social and political influences of education, historically and currently. Study of schools as a complex organization with unique roles.

228A. Learners with Severe Disabilities: Functional Skills Instruction
(4) Morrison, Singer
Prerequisite: consent of instructor.
Learning and motivational characteristics, assessments for screening, diagnosis, instructional planning, and functional analysis of behavioral problems. Procedures for teaching functional skills and recent research are covered.

228B. Learners with Severe Disabilities: Communication
(4) Morrison, Singer
Prerequisite: consent of instructor.
Teaching and research on instruction of communication and language competence and social competence. Research theory, and instructional practice are covered. The course is designed for masters and doctoral students.

228C. Learners with Severe Disabilities: Functional Academics and Inclusion
(4) Morrison, Singer
Prerequisite: consent of instructor.
Functional academics and social academic as well as managerial aspects of inclusion. Along with practical skills, students learn key theories and review recent research on social and academic inclusion.

228D. Direct Instruction and Strategy Instruction
(4) Singer
Prerequisite: consent of instructor.
Theory, practice, effectiveness, and controversy. Two of the major research-based approaches to teaching academic skills to students with learning disabilities are covered.

228E. Families and Disabilities
(4) Cosden, Singer
Prerequisite: consent of instructor.
An overview of theories about the family, contemporary research regarding family issues, and home-school interactions. Designed for doctoral students who are interested in research and masters students who want to learn practical school-related methods.

228F. Topics in Family and Disability Research
(4) Cosden, Singer
Prerequisite: consent of instructor.
Focus on one important aspect of family life among families of children with disabilities. Research study on selected topics. Best suited for doctoral students.

228G. Interventions with Families and Children with Disabilities
(4) Cosden, Singer
Prerequisite: consent of instructor.
Theory and methods for supporting families of children with disabilities through the lifespan. Topics include theory and methods of behavioral family therapy, providing information about disabilities, stress management, support groups, and self-help organizations.

228H. Working with Stakeholders in Special Education
(4) Gerber, Singer
Prerequisite: consent of instructor.
Provides special educators with information and skills for working with the many stakeholders in special education. Content includes how to communicate with parents, administration, paraprofessionals, and teachers.

229C. Practicum in Special Education Programs for Severely Handicapped Pupils
(2-12) Staff
Prerequisite: consent of instructor.
Supervised field-based practicum in instruction and management of special education programs for severely handicapped pupils.

229D. Applied Systematic Instruction and Assessment
(2) Singer, Gerber
Prerequisites: concurrent enrollment in Education 229C or E392; consent of instructor.
Students read research and best practice studies, discuss current work in practicum placements, and develop documentation of performance and knowledge competencies.

229E. Field Supervision in Teacher Education for Doctoral Students
(4) Singer, Gerber
Prerequisite: consent of instructor.
Provides doctoral students with the opportunity to learn how to systematically observe, assess, give feedback, encourage self reflection, and coach student teachers in public schools and community settings.

234. Linguistics for Teachers
(4) Staff
Linguistic theory and its applications to the teaching of language and reading skills. The course will survey topics in phonetics, syntax, semantics, and pragmatics.

236A-B-C. Seminar in Action Research Methodology and Practice
(4-4-4) Chrispeels, Conley, Rumberger
Prerequisite: consent of instructor.
Not open for credit to students who have completed Education 249B.
Examination of action research as a way to address educational and social issues and as an attitude toward learning and action by engaging students in collective and individual action research cycles to improve practice. Course sequence meets fieldwork requirements for ASC Tier II and is a research methodology option for Teaching and Learning Ed. Psych. M.A. students.

237B. Labor Relations and School Law
(4) Staff
Prerequisite: consent of instructor.
Study of legal/substantive issues, cases, negotiation problems, dispute settlement techniques, and private/public sector comparison. Study of school law history including significant cases; education, administrative, welfare, institutional, and other relevant codes; and opinions of courts, attorney general, and county counsel.

240A. Education Policy
(4) Rumberger
Prerequisite: consent of instructor.
An introduction to education policy that will examine both the process of education policy and a series of substantive issues that are commonly the focus of education policy at the state and federal levels.

240B. Economic Analysis and Education Policy
(4) Rumberger
Prerequisite: Education 240A.
This course will examine the use of economic theory and concepts, i.e., human capital theory, public finance, and cost-effectiveness evaluation, as a basis for understanding and solving a variety of current education policy problems.

240D. Seminar in Higher Education Research and Policy
(4) Staff
Prerequisite: consent of instructor.
This course addresses current research and policy issues in higher education.

241A. Politics of Education
(4) Staff
Prerequisite: consent of instructor.
Same course as Political Science 295.
Examination of the relationship between politics and education in a democratic society. Focus on the role of politics in defining the public purposes of education, determining its content and distribution, and in holding educators accountable to the larger body politic.

242A. Organizational Theories
(4) Conley
Prerequisite: consent of instructor.
Survey of prominent theories about how organizations function, how and why some organizations flourish while others might flounder, how organizations encourage as well as discourage innovation and creativity, and how different theories project different realities about organizations.

242B. Models of Work Behavior
(4) Conley, Brown
Prerequisite: consent of instructor.
Examination of models of work behavior related to human resource strategies and affective reactions to work (e.g., stress, job satisfaction, organizational commitment) in organizations. Course content should be useful to students interested in leadership, management and organizational behavior.

242C. Theories of Organizational Change and Development
(4) Chrispeels, Weissglass
Prerequisite: consent of instructor.
Not open for credit to students who have completed Education 261B.
An overview of organizational change and development theories, with special focus on the concepts of organizational complexity and learning and the problems of change. Students analyze and apply theories through class papers and projects.

242D. School Reform
(4) Block
Prerequisite: consent of instructor.
Not open for credit to students who have completed Education 255C.
In-depth examination of contemporary trends in schooling with special emphasis on current literature on effective schooling, mastery learning, and school reform.

243. The School Administrator and Supervisory Practice
(4) Glasman
Prerequisite: consent of instructor.
The role of the school administrator through theoretical and practical contexts will be explored.

245A. Educational Finance
(4) Glasman
Prerequisite: consent of instructor.
An introduction to the financing of education at the school, district, county, state, and federal levels. Emphasis will be given to the economic foundations of school financing.

246A. Evaluation in Educational Administration
(4) Glasman
Prerequisite: consent of instructor.
Educational evaluation is examined as an executive function. Emphasis is on practices, models, and studies of program and personnel evaluation and the integration of educational evaluation within the context of educational decision making.

246C. Testing Students
(4) Block
Prerequisite: consent of instructor.
Introduction to student testing with special emphasis on three major schoolsmeasurement, evaluation, assessment.

247A. Educational Leadership
(4) Glasman
Prerequisite: consent of instructor.
Systematic analysis of the antecedents and consequences of administrator behavior in a variety of educational settings.

247B. Advanced Seminar in Administrator Behavior and Effects
(4) Staff
Prerequisite: consent of instructor.
In-depth analysis of the literature on administrator behavior and effects in educational organizations, including preparation of independent critiques.

249A. Field Experience in Educational Administration
(1-8) Chrispeels
Prerequisite: consent of instructor.
May be repeated for credit.
School site based field experience working with local school administrators. Eight units are required to meet California Teacher Credential requirements for the Administrative Services Credential.

249D. Practicum in Human Resource Administration
(2) Staff
Prerequisite: consent of instructor.
The course addresses the practical dimensions of human resource administration and the need to attract, retain, develop, and motivate school personnel in ways that enhance student learning and lead to a positive and productive school climate.

249E. Practicum in Use of Technology in Education
(2) Staff
Prerequisite: consent of instructor.
This course will examine and use technology for instructional and adminstrative purposes in schools, including acquisiton, community support, faculty use, curriculum development, potential impacts on student learning. Students will develop a technology plan for a school as part of the course requirements.

249F. Creating Equitable Learning Environments
(2) Staff
Prerequisite: consent of instructor.
Prospective educational leaders use a problem-based model to explore policies and practices necessary for creating inclusive schools that meet the needs of diverse learners. Students examine issues of race, socioeconomics, gender, disabilities, and language including self-examination of bias and assumptions.

250A-B-C. Doctoral Seminar in Educational Leadership and Organizations
(4-4-4) Staff
Prerequisite: consent of instructor.
A seminar for post-comprehensive exam students with the intent of helping to define areas, problems, specific questions, and methodologies for doctoral research. Topics and instructors may vary from quarter to quarter.

251. Families, Schools, and Communities
(4) Chrispeels
Prerequisite: consent of instructor.
Course explores the critical link between families, schools, community and children's school success. Examines history, theory and practice of home-school-community partnerships and addresses skills needed by educators for success with diverse families and interagency collaboration.

253D. Seminar in Teaching and Learning
(1-6) Staff
Prerequisite: consent of instructor.
May be repeated for credit.
In-depth consideration of emerging topics in teaching and learning. Course content may vary.

254. Instructional Supervision and Curriculum Design
(4) Staff
Prerequisite: consent of instructor.
A study of systematic approaches to supervision, and basic conceptions about curriculum theory, design, and evaluation. The role of the administrator as supervisor and developer of curriculum is also examined.

255A. Being a Student
(4) Block
This course focuses on the nature of the student role. Specifically it examines school and classroom life from the student perspective drawing on literature from educational sociology, social psychology, and anthropology.

255B. Being a Teacher
(4) Block
Classrooms are considered as social systems. Special attention is paid to the roles of student and teacher using literature from sociology, social psychology, and anthropology.

258A. Seminar in Curriculum: Literacy
(4) Dixon
Prerequisite: consent of instructor.
Recent developments, review, and evaluation of current research in curriculum is explored.

258B. Seminar in Curriculum: Mathematics
(4) Bianchini, Brenner
Prerequisite: consent of instructor.
Examination of mathematics curricula from several points of view: historical, theoretical, and in practice. Special attention will be given to comparing curricula advocated by the reform movement to curricula currently used in schools.

258D. Seminar in Curriculum: Science
(4) Bianchini, Kelly
Prerequisite: consent of instructor.
The course covers the review and evaluation of recent developments in curriculum development and research in science.

259. Psychopathology
(4) Staff
Prerequisite: consent of instructor. Same course as Psychology 244.
Empirical and clinical approaches to understanding the antecedents, processes, and modification of psychopathology.

260. The Languages of Psychotherapy
(2) Staff
Prerequisite: Education 265.
May be repeated for credit to a maximum of 8 units.
Explores how different cultural languages are expressed in clinical assessment and interviewing. Spanish, Korean and other languages will be explored.

261C. Human Resource Development
(4) Conley
Prerequisite: consent of instructor.
Human resources as a "frame" for examining what individuals bring to their organizations, performances/experiences; what happens as various organizational systems deal with individual organizational members; choices organizational members make about jobs and careers; and the role of interpersonal and group processes.

262. Seminar in Professional Psychology
(4) Israel, Morrison
Consideration of emerging topics in counseling, clinical, and/or school psychology. Course content may vary.

263A. Advanced Counseling and Psychotherapy Techniques
(4) Staff
Prerequisites: Education 265 and 275.
Exploration of techniques of psychodynamic, cognitive-behavioral, behavioral, experimental, and systems theories through prominent psychotherapy manuals. Students develop basic proficiency in one of these manuals and address their value for diverse populations.

263B. Consultation in the Schools and Community
(4) Morrison
Prerequisite: consent of instructor.
Review of major models of consultation (e.g., mental health, behavioral, organizational) as they apply to school and community settings. Emphasis is on the development of generic techniques of problem solving, conflict resolution and program development.

264B. Developmental Psychopathology
(4) Jimerson, Morrison
Prerequisite: consent of instructor.
An introduction to the domain of Developmental Psychopathology, the study of psychological problems in the context of human development. Emphasis on the developmental origins and developmental consequences of social, emotional, and behavioral disturbances during childhood and adolescence.

264C. Behavioral Assessment and Intervention for Children and Adolescents
(4) Koegel
Prerequisite: consent of instructor.
History and philosophy of behavior management approaches; behavioral assessment procedures; treatment delivery paradigms; parent-training; non-aversive/aversive issues; generalization and maintenance of treatment gains; causes, evaluation of behavior changes, medicine, self-management.

264D. Psycho-Educational Strategies in the Schools
(4) Morrison
Group and individual strategies for prevention and intervention with children and adolescents in the schools. Problems and processes involved in the implementation of these strategies and programs by support services personnel will also be explored.

264E. Serious and Emotional Disturbance: Internalizing and Externalizing Disorders
(4) Furlong, Morrison
Prerequisite: consent of instructor.
The characteristics, assessment, and intervention for students with serious and emotional disturbances with internalizing and externalizing disorders.

265S. Basic Practicum II
(4) Neufeldt
Prerequisites: Education 265W; consent of instructor.
Focuses on case conceptualization of clients. Students learn to plan treatment on the basis of an initial interview, a formal intake, history, and present symptoms and client goals.

265W. Basic Practicum I
(4) Neufeldt
Prerequisite: admission to M.Ed. or Ph.D. in Counseling/Clinical/School Psychology Program or School Psychology Credential.
Focuses on building a counseling relationship. Students learn theory and practice of interpersonal process therapy, basic counseling skills, the working alliance, and multicultural adaptations.

266B. Cognitive Assessment in Professional Psychology
(4) Jimerson
Prerequisites: concurrent enrollment in Education 219A; consent of instructor.
This course provides in-depth coverage of the Wechsler series, the Stanford Binet (4th ed.) and other major tests of cognitive ability. A general approach to test administration and interpretation is stressed. General issues in test bias are used to guide class discussion.

266C. Personality Assessment in Professional Psychology
(4) Staff
Prerequisite: Education 219A.
Students will learn how to evaluate, administer, score, and interpret assessment instruments commonly used in professional psychology to evaluate normal and abnormal aspects of personality, mood states, affective states, and behavior patterns. MMPI, Rorshach, 16 PF, and Personality Inventory for Children will be used.

266D. Behavioral and Emotional Assessment of Children and Youth
(4) Furlong
Prerequisites: Education 266B and consent of instructor.
A course for students interested in behavioral and developmental testing and procedures as part of a comprehensive assessment of behavioral and emotional development in children/youth. Presentation of major behavior rating scales, self-reports, and individually administered tests.

266E. Child and Adolescent Assessment: Strengths and Contexts
(4) Furlong, Morrison, Jimerson
Prerequisite: consent of instructor.
Examines issues in the assessment of children and adolescents in school and community settings. Focus on understanding contexts that contribute to positive youth development: early childhood cognitive, emotional development, risk-related behavior, personal strengths and assets, school safety, violence and school climate.

266F. Child and Adolescent Assessment: Language Minority
(4) Staff
Prerequisite: consent of instructor.
Examines best practices in schooling language minority students. First and second language acquisition processes are covered. Assessment is approached through an ecological framework of the child in context. Individual and group evaluation are examined including high-stakes testing.

267. Group Dynamics
(4) Staff
Prerequisite: consent of instructor.
Theoretical and experiential introduction to group processes in small face-to-face groups. Course will include participation in a self-analytic training group.

268A. Advanced Fieldwork: General
(4) Cosden, Israel
Prerequisite: Education 265.
Practice in defined developmental or therapeutic models with a focus on specific populations in the Ray E. Hosford Clinic.

268B. Advanced Fieldwork: School Psychology
(4) Furlong, Morrison
Prerequisites: three quarters of Education 268A.
Advanced supervised fieldwork in an approved school setting under supervision of a credentialed school psychologist. A minimum of two full days of fieldwork plus supervision at the university are required.

268BF. School Psychology Practicum: Roles, Supervision, and Mentorship
(4) Furlong, Morrison
Prerequisites: Education 268KF, 268 KW, and 268KS; must be enrolled in the School Psychology Credential Program; consent of instructor.
Introduction to various roles of the school psychologist and the processes of school entry into school organizations. Supervision models and mentorship relations are examined. Students evaluate the effects of the instructional climate on student performance.

268BS. School Psychology Practicum: Data-Based Decision Making, Ethics, and Diversity
(4) Furlong, Morrison
Prerequisites: Education 268BF and 268BW; must be enrolled in the School Psychology Credential Program; consent of instructor.
Students identify children's developmental, learning, social, emotional, and behavioral strengths and needs to create and evaluate interventions that address identified concerns. Students gain experience with a variety of age groups, ethnicities, developmental levels, and handicapping conditions.

268BW. School Psychology Practicum: Assessment Issues and Processes
(4) Furlong, Morrison
Prerequisites: Education 268BF; must be enrolled in the School Psychology Credential Program; consent of instructor.
Examine the effect of individual and environmental factors on development and achievement, and conduct psychoeducational assessments of cognitive, academic, social, and emotional functioning. Students learn IDEA requirements for eligibility and placement, and integrate findings in written form.

268C. Advanced Fieldwork: Counseling Psychology
(4) Staff
Prerequisites: three quarters of Education 268A.
Advanced supervised fieldwork in an approved counseling setting under the supervision of a licensed psychologist. A minimum of two full days in an approved setting is required.

268D. Advanced Fieldwork: Clinical Psychology
(4) Koegel
Prerequisite: Education 268A.
Advanced supervised fieldwork in an approved clinical setting under the supervision of a licensed psychologist. A minimum of two full days in an approved setting is required.

268E. Advanced Fieldwork in Counseling: Counselor Education
(4) Neufeldt
Prerequisites: at least 8 quarters of practicum experience in a clinical, counseling, or school setting; and consent of instructor.
Supervised fieldwork experience in the supervision of beginning counselors. A minimum of three hours per week of classroom experience and work in individual and group supervision seminars.

268F. Internship in School Psychology
(4-12) Furlong, Jimerson, Morrison
Prerequisites: Education 268B; consent of instructor.
Advanced internship in school psychology in a setting approved by faculty. Twenty to 40 hours weekly of fieldwork under the supervision of a credentialed school psychologist are required.

268IF-IW-IS. Internship in Professional Psychology
(6-12) Cosden
Prerequisites: consent of instructor and advancement to candidacy.
A three-quarter in-progress sequence course with grades for all quarters issued upon completion of Education 268IS.
Advanced fieldwork internship in an approved setting. Twenty to forty hours weekly (minimum of 1500 hours) of fieldwork under supervision of a licensed psychologist. Setting must be approved by CCSP faculty. May take for 12 units/quarter for one year, or 6 units/quarter for two years. Total of 36 units required.

268J. Practicum in International Cross-Cultural Mental Health
(4) Staff
Prerequisite: Education 265.
Course may be repeated up to 12 units.
Student is placed at selected sites including Europe, Asia, Australia or South America where they provide supervised services.

268KF-KS-KW. School Psychology First Year Introduction: Legal and Ethical Issues
(4-4-4) Furlong, Morrison
Prerequisite: consent of instructor.
Course is for first year school psychology students.
University-based supervision, school placements, and seminar course discussing legal and ethical issues.
KF. Issues in student services
KS. School discipline and alternative schooling
KW. Issues in special education process

268L. Hosford Clinic Practicum
(1-4) Neufeldt
Prerequisites: Three quarters of Education 268A; course is limited to CCSP students only.
CCSP students see 1-4 community clients on a weekly basis for psychotherapy in the Gevirtz Graduate School of Education Hosford Counseling Clinic. Students are supervised by clinic supervisors and professionals from the field.

269A. Family Therapy
(4) Cosden
Prerequisite: Education 265.
Focus on systems theories of family therapy. Topics include: Strategic, Systemic, Structural, and Bowenian theories of family therapy.

269B. Counseling Children
(4) Cosden
Prerequisite: Education 265.
Focus on the a