Graduate School of Education, Phelps Hall 1190
Academic Advisor, (805) 893-2137
Credential Advisor, (805) 893-2084
Dean: Jules M. Zimmer
Assistant Dean: Carol N. Dixon
Chair, Department of Education: Willis D. Copeland
Director, Teacher Education Program: Jon D. Snyder
The Graduate School of Education has an active Graduate Student Association in Education (GSAE) that officially represents the "student voice" to the GSE and to the UCSB community. It is a body in which new and returning students can work and meet together to address pertinent issues. In addition to addressing issues of an administrative, academic, or political nature, students involved in GSAE work to promote a positive "student life" in GSE which encourages participation and mutual support among students. GSAE goals are to make participation in the GSE 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 students' voices; to have a cooperative and open relationship with GSE faculty and staff, based on mutual respect; and to aid the GSE in its responsibility to recruit and support diverse and underrepresented populations.
The faculty, students, and staff of the Graduate School of Education are actively engaged in numerous K-12 and community-based research efforts, currently supported by over $2 million of extramural support. These research efforts are supported by the Graduate School of Education Office of Research and provide financial support as well as training for GSE students.
The 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 Graduate School of Education appears in the first chapter of this catalog, under the "Academic Units" heading. Program offerings are subject to available funding.
The Graduate School of Education 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 need to consult with both the academic advisor 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 write to the academic advisor or to the degree program or emphasis in which they are most interested.
Applications for admission to the multiple subject and single subject credential programs may be obtained from the Teacher Education Office and must be submitted by February 1. Admission to the Teacher Education Program requires a bachelor's degree from a regionally accredited institution. Applicants are required to submit an application package, detailed statement of purpose, letters of recommendation, and GRE or Miller's Analogies Test scores. The program accepts applications for summer quarter entrance only. Consideration is given to those with evidence of potential for success in teaching and who meet the standards for graduate work. February 1 is an administrative deadline and programs may fill prior to that date. Candidates are advised to apply well in advance and to contact the credential advisor to discuss admission and requirements. See the section on Credential Programs for information on additional prerequisites.
Education
Chair: Willis D. Copeland
Larry E. Beutler, Ph. D., University of Nebraska, Professor (counseling /clinical/school psychology, psychology)
Sheridan Blau, Ph.D., Brandeis University, Senior Lecturer with Security of Employment (educational psychology, English)
James H. Block, Ph.D., University of Chicago, Professor (educational leadership and organizations)
Mary E. Brenner, Ph.D., UC Irvine, Assistant Professor (educational psychology)
Norman J. Boyan, Ed.D., Harvard University, Professor Emeritus
George I. Brown, Ed.D., Harvard University, Professor Emeritus
Michael T. Brown, Ph.D., Southern Illinois University, Carbondale, Associate Professor (counseling/clinical/school psychology, educational psychology)
J. Manuel Casas, Ph.D., Stanford University, Professor (counseling/clinical/school psychology)
Janet H. Chrispeels, Ed.D., University of San Diego, Assistant Professor (educational leadership and organizations, educational psychology)
Sharon C. Conley, Ph.D.,University of Michigan, Ann Arbor, Associate Professor (educational leadership and organizations)
Jenny Cook-Gumperz, Ph.D., University of London, Professor (educational psychology)
Willis D. Copeland, Ph.D., University of Notre Dame, Professor (educational psychology)
Merith A. Cosden, Ph.D., University of New Mexico, Professor, (counseling/clinical/school psychology, educational psychology)
John W. Cotton, Ph.D., Indiana University, Professor Emeritus
Carol N. Dixon, Ph.D., University of Delaware, Senior Lecturer with Security of Employment (educational psychology)
Priscilla A. Drum, Ph.D., Stanford University, Professor Emeritus
Richard P. Duran, Ph.D., UC Berkeley, Professor (educational psychology, psychology)
Noah E. Friedkin, Ph.D., University of Chicago, Professor (educational leadership and organizations, educational psychology, sociology)
Michael J. Furlong, Ph.D., UC Santa Barbara, Associate Professor, (counseling/clinical/school psychology, educational psychology)
Michael M. Gerber, Ph.D., University of Virginia, Charlottesville, Professor (educational psychology)
Naftaly S. Glasman, Ph.D., UC Berkeley, Professor (educational leadership and organizations, political science)
Judith L. Green, Ph.D., UC Berkeley, Professor (educational psychology)
Hsiu-Zu Ho, Ph.D., University of Colorado, Boulder, Associate Professor (educational psychology, psychology)
Cynthia Hudley, Ph.D., UC Los Angeles, Associate Professor (educational psychology)
Laurence Iannaccone, Ed.D., Teachers College, Columbia University, Professor Emeritus
Elizabeth Irish, Ed.D., Stanford University, Professor Emeritus
Shane R. Jimerson, Ph.D., University of Minnesota, Acting Assistant Professor (counseling/clinical/school psychology and educational psychology
Gregory J. Kelly, Ph.D., Cornell University, Assistant Professor (educational psychology)
Robert Koegel, Ph.D., UC Los Angeles, Professor (counseling/clinical/school psychology, educational psychology, speech)
Amelia Kyratzis, Ph.D., City University of New York, Assistant Professor (educational psychology)
Reynaldo F. Macías, Ph.D., Georgetown University, Professor (educational psychology)
Lorraine M. McDonnell, Ph.D., Stanford University, Professor (educational leadership and organizations, political science)
Ernest D. Michael, Ph.D., University of Illinois, Professor Emeritus
Gale M. Morrison, Ph.D., UC Riverside, Professor (counseling/clinical/school psychology, educational psychology)
Ralph K. Nair, Ed.D., University of Missouri, Professor Emeritus
Yukari Okamoto, Ph.D., Stanford University, Associate Professor (educational psychology)
Russell W. Rumberger, Ph.D., Stanford University, Professor (educational leadership and organizations, educational psychology)
Kermit A. Seefeld, Ed.D., Stanford University, Professor Emeritus
Melvyn I. Semmel, Ed.D., Peabody College, Vanderbilt University, Professor Emeritus
Stewart B. Shapiro, Ph.D., University of Southern California, Professor Emeritus
George H.S. Singer, Ph.D., University of Oregon, Eugene, Professor (educational psychology)
Jon D. Snyder, Ed.D., Teachers College, Columbia University, Lecturer with Security of Employment (teacher education, educational leadership and organization, educational psychology)
R. Murray Thomas, Ph.D., Stanford University, Professor Emeritus
Nolan Zane, Ph.D., University of Washington, Associate Professor, (counseling/clinical/school psychology, Asian American studies)
Jules M. Zimmer, Ed.D., Arizona State University, Professor (educational psychology)
Rebecca Zwick, Ph.D., UC Berkeley, Professor (educational psychology)
Julian Weissglass, Ph.D. (mathematics)
The Department of Education also offers the master of arts and the master of education degrees in selected program 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 not required for all emphases. Advanced credentials may be pursued in addition to the master's degree in any of the available emphases.
After completion of course work, M.A. and M.Ed. candidates are expected to take a final comprehensive examination or to complete a thesis or project. In addition to departmental requirements, candidates for the master's degree must meet the university requirements found in the chapter, "Graduate Education at UCSB." M.A. and M.Ed. candidates must complete at least 30 units of upper division and graduate level course work (with a minimum of 20 graduate units) under the thesis option, or at least 36 units of upper-division and graduate level course work (with a minimum of 24 graduate units) under either the comprehensive or project options. Independent study units numbered 597-599 are ineligible to be counted in these totals. Students admitted to the M.A./Ph.D. or M.Ed./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 a dissertation to be awarded the Ph.D. Upon completion of the dissertation, the degree candidate either defends the dissertation or has the defense waived. In addition to departmental requirements, candidates for doctor of philosophy degrees must meet the University degree requirements found in the chapter, "Graduate Education at UCSB."
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.
The ELO emphasis reflects the belief that since educational leaders operate within diverse contexts, they must understand, appreciate, and integrate that diversity in all its forms including race, culture, language, class, gender, and ways of knowing. Within this framework there is a common core of knowledge, skills, and dispositions that all graduates of the emphasis are expected to obtain. However, students also have an opportunity to develop a program of study to meet their own goals and interests.
Faculty expertise in the GSE determines that the international/comparative specialization may focus geographically on Latin America and developing nations that border the Pacific Ocean, including countries of Southeast Asia, the Pacific Islands, and East Asia.
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.
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 one quarter of Sociology 212R, Introduction to the Analysis of Recorded Interaction, and four quarters of Linguistics/Sociology/Education 274, Proseminar in Language, Interaction, and Social Organization, for credit. Students must complete a minimum of three elective courses from the courses listed below. Two of the elective courses must be from the same department outside the student's home department; only one elective course may be in the student's home department: Linguistics 201, 209, 212, 214, 227, 228, 237, 260, or 266; Sociology 236, 236I, 236V, 242 (Note: Sociology 236 is prerequisite for the subsequent courses in the sociology series); Education 221B, 221C, 270G, or 270H. 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 display 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.
Admission to the Teacher Education Program requires a bachelor's degree from a regionally accredited institution. UCSB offers a large number of undergraduate majors for 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 enroll.
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. For those seeking BCLAD or CLAD Certification, the program may require further academic work. In addition to meeting the usual University standards of scholarship, candidates must clearly demonstrate their teaching aptitude and leadership abilities.
The following prerequisites must be completed before beginning the teaching credential program.
a. 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 Multiple Subject Assessment for Teachers (MSAT) Exam.
b. Mathematics 100A-B (Mathematics for Elementary Teaching): This course must be completed with a grade of C, Pass, or better.
c. 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.
d. Education 109 (Health Education): This course must be completed with a grade of C, Pass, or better.
e. 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 Graduate School of Education.
f. CBEST: Candidates are required to take the California Basic Education Skills Test (CBEST) before beginning the credential program. Candidates must pass the exam to receive a credential from the state.
The following prerequisites must be completed before a student begins the teaching credential program.
a. 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 PRAXIS II and SSAT state exams in the subject to be taught.
b. 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.
c. Education 109 (Health Education): This course must be completed with a grade of C, Pass, or better.
d. 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 Graduate School of Education.
e. CBEST: Candidates are required to take the California Basic Education Skills Test (CBEST) before beginning the credential program. Candidates must pass the exam to receive a credential from the state.
109SS. Health Education
(3) Staff
Topics will include physiological, psychological, and
sociological factors that promote health and prevent disease including
alcohol, narcotics, drugs, and tobacco abuse; nutrition; chronic and infectious
diseases; reproductive health; and stress management. General educational
applications will be presented in discussion sections. (Offered in Summer
Session only.)
121. Techniques of Field Observation in School Settings
(2) Staff
Prerequisites: prior experience in working with elementary
or secondary ages in school settings with pre-professional volunteer track
for at least one quarter. Junior or senior standing required. 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.
Emphasis will be placed on utilizing observational techniques to develop
an integrated knowledge of classroom phenomenon.
122. Practicum in Field Observation in School Settings
(1) Hawthorne
Prerequisites: Education 121 (may be taken concurrently).
Consent of instructor. May be repeated for credit to a maximum of 3 units.
Provides undergraduate students 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) Snyder, Hudley-Paul
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) Snyder, Hudley-Paul
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
(3) Brenner, Duran
Prerequisite: consent of instructor. May be repeated
for credit to a maximum of 9 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. Must have applied
to the UCSB Credential Program.
A study of the relationship between school and society.
Social and political influences on education historically and currently
will be examined. Schools as complex organizations with unique roles will
be studied.
132. Community Ethnography
(4) Staff
Prerequisite: upper-division standing or consent of instructor.
This course will examine how schools are situated in
and related to the communities which surround them. Students will learn
skills for understanding communities through course readings and field-based
projects.
164. Introduction to Educational and Vocational Guidance
(3) Staff
Prerequisite: upper-division standing or 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 Counseling Psychology
(3) Staff
Prerequisite: upper-division standing. The lab for this
course, Education 165L, is optional.
This course is designed for those considering or beginning
counseling psychology as a career. The scientific and clinical aspects
of the field, along with the historical development and new directions
in counseling psychology, will be covered.
165L. Introduction to Counseling Psychology Laboratory
(1) Staff
Prerequisites: upper-division standing. Concurrent enrollment
in Education 165 required.
Optional laboratory course for Education 165.
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 required.
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.
175C. Contemporary Special Education
(4) Staff
Prerequisite: upper-division standing. This course is
the same as Education 175, but is taught via computer with accompanying
discussion sections.
A computer-based survey of contemporary special education.
Covers the psychology and education of handicapped children and young adults,
school programs and educational methods, and contemporary social, legal,
and educational policy issues. Knowledge of computers is not required.
176A. Practicum in Special Education
(2-4) Staff
Prerequisites: upper-division standing, and enrollment
in or completion of Education 175. May be repeated for a maximum of 12
units.
This course provides students with an opportunity for
direct and guided experience in programs for the handicapped. Students
are placed in public school and private agency programs in the community.
Seminars emphasize special education service delivery systems and professional
roles and careers in the field.
176B. Practicum in Individual Differences
(2-4) Staff
Prerequisites: Education 175; upper-division standing.
May be repeated for a maximum of 12 units.
Students work with individuals enrolled in the Educational
Clinic of the Laboratory for Research in Individual Differences. Students
develop skills in using behavior management and microcomputer technology
for remediating learning problems in mathematics, reading, and language
development.
199. Independent Studies
(1-5) Staff
Prerequisites: students must (1) have attained upper-division
standing; (2) have a minimum 3.0 grade-point average for the preceding
three quarters; (3) have completed at least two upper-division courses
in education. Students are limited to 5 units per quarter and 30 units
total in all 98/99/198/199/199RA courses combined. Open only to advanced
students approved by the department chair.
Study of special problems in various fields of education.
199RA. Independent Research Assistance
(1-5) Staff
Prerequisites: students must (1) have attained upper-division
standing; (2) have a minimum 3.0 grade point average for the preceding
three quarters; (3) have completed at least two upper-division courses;
(4) have consent of instructor and department. Students are limited to
5 units per quarter and 30 units total in all 98/99/198/199/199RA courses
combined.
Coursework shall consist of faculty supervised research
assistance.
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) Staff
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.
202A. Language Development
(4) Staff
Prerequisite: consent of instructor. Same course as Psychology
236.
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, and second-language
learning.
202B. Learning to Read and Learning from Reading
(4) Staff
Research on acquisition of literacy and content learning
in schools is examined from an information processing analyses of texts,
characteristics of instruction, and individual differences within the learner.
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.
203D. Applications of Computers to Educational Purposes-I
(2) Copeland
Prerequisites: admission to Multiple Subject or Single
Subject Teaching credential program, and consent of instructor.
Examination of varieties of computer-based technologies
used in schools including computer-assisted instruction, computers as instructional
tools, and computer-managed instruction. Acquisition of knowledge and skills
necessary to use computer software and hardware in instructional settings.
203E. Applications of Computers to Educational Purposes-II
(2) Copeland
Prerequisites: admission to Multiple Subject or Single
Subject Teaching credential program, and consent of instructor.
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. Comparative Education
(4) Staff
Analysis of the role of education in developing nations;
a study of educational problems and attempted solutions in societies of
Asia, Africa, Central and South America, and the Pacific Islands.
206. Epistemology and Education
(4) Staff
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 the Classroom
(4) Staff
Prerequisite: admission to M.A. or Ph.D. program.
Aspects of language as it functions in instructional
contexts. Topics covered include conversational analysis, nonverbal 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) Staff
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. Theories of Child Development
(4) Staff
Survey of general issues in development and approaches
to the study of child development, including the learning theory, normative,
information processing and Piagetian viewpoints. Analysis covers characteristics,
underlying assumptions, and research evidence that bears upon the likely
validity of the theories.
209B. Social Development
(4) Staff
Prerequisite: Education 209A or consent of instructor.
This course surveys the processes and content of human
social development from infancy to adolescence. Topics include family socialization
practices, the development of aggression and prosocial behavior, gender
differences, peer and media influences, and social cognition.
209E. Seminar In Human Development
(1-6) Staff
Prerequisite: consent of instructor. May be repeated.
In-depth consideration of emerging topics in human development.
Course content may vary.
210A. Human Memory and Cognitive Processes
(4) Staff
Survey of theoretical approaches and empirical findings
in the areas of learning, memory, psycholinguistics, and cognitive processing.
Topics include structure and process models of memory, nature of the information-processing
approach, and related experimental methodology and findings.
210B. Cognitive Development
(4) Staff
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 Language, Culture and Literacy
(1-6) Staff
Prerequisite: consent of instructor. May be repeated.
In-depth consideration of emerging topics in language,
culture, and literacy. Course content will vary.
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.
211B. Development: Infancy and Early Childhood
(4) Staff
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 Through Adolescence
(4) Staff
Prerequisite: Education 211B or consent of instructor.
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. Issues in Human Development
(4) Staff
Prerequisite: consent of instructor.
Particular issues in human development will be discussed
and critiqued.
214A. Qualitative Research Methods and Descriptive Statistics
(4) Ho, Rumberger
Prerequisite: consent of instructor.
Introduction to quantitative research methods used in
educational research and the use of descriptive statistics for analyzing
univariate and bivariate distributions of quantitative data, including
measures of central tendency and variability, correlation and linear regression.
214B. Inferential Statistics
(4) Zwick
Prerequisite: consent of instructor.
Introduction to the principles of hypothesis testing
and interval estimation. Introductory probability theory, bivariate correlation
and regression, one- and two-way analysis of variance, basic nonparametric
methods, and techniques for categorical data analysis.
214C. Linear Models for Data Analysis
(4) 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) 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) Staff
Prerequisite: consent of instructor.
Introduction to statistical theories of test scores,
including: classical test theory and item response theory. Presentation
of methods for evaluating psychometric properties of tests. Topics include
validity, reliability, test bias, differential item functioning, scaling,
equating, and new trends in testing.
215C. Psychometrics
(4) Zwick
Prerequisite: Education 215B or consent of instructor.
Introduction to statistical theories of test scores,
including classical test theory and item response theory. Presentation
of methods for evaluating psychometric properties of tests. Topics include
validity, reliability, test bias, differential item functioning, scaling,
equating, and new trends in testing.
215D. Special Topics in Psychometrics
(4) Zwick
Prerequisite: consent of instructor.
Exploration of an advanced or specialized topic in psychometrics.
216A. Advanced Mutivariate Statistics
(4) Zwick
Prerequisite: Education 214A, 214B, 214C, or consent
of instructor.
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. Introduction to Multivariate Statistics in Education
(4) Staff
Prerequisites: Education 214A-B.
Advanced statistics devoted to multivariate distribution
theory and analysis; multivariate analysis of variance, discriminant analysis,
and canonical correlation. A review of the necessary matrix algebra will
be included.
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) Zwick
Prerequisite: consent of instructor.
Exploration of an advanced or specialized topic in statistics
or research methodology.
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. Sex Therapy
(1) Staff
Prerequisite: consent of instructor.
This is the fourth course in a sequence and will introduce
the concepts of sex therapy. This course is designed to meet the requirements
for California State licensure of psychologists.
218E. Alcohol and Other Drug Abuse
(1) Staff
Prerequisite: consent of instructor.
This is the fifth course in a sequence and will address
drug and alcohol abuse. The course is designed to meet the requirements
for licensure as a psychologist in the state of California.
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. Teaching Students and Curriculum Design
(4) Staff
Prerequisite: consent of instructor.
Introduction to contemporary instructional research.
Process-product, process-process, and context-process research are reviewed
and applied to research on teacher-training and effective schooling.
219C. Motivating Students
(4) Staff
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.
220A-B-C. Social Networks
(4-4-4) Staff
Prerequisites: Mathematics 30 and an introductory course
in statistics, or consent of instructor.
This course sequence introduces: (a) concepts, methods,
and results of graph and network theory; (b) related probability and matrix
theory; (c) selected computational routines and simulations; and (d) applications
to social cohesion, position, balance, power, influence, exchange, and
diffusion.
221A. Introduction to Qualitative Research Methods
(4) Cook-Gumperz, Kelly
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) Cook-Gumperz, Brenner
Prerequisite: Education 221A or consent of instructor.
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
(4) Cook-Gumperz, Kyratzis
Prerequisite: consent of instructor.
Observational methods 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.
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 or consent of instructor.
How to carry out ethnographic research in order to explore
the relationship between schools, families, and communities.
222A. Introduction to Exceptional Children
(4) Staff
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. Psychology and Education of Learning Disabled and
Behavior Disordered Children
(4) Staff
Prerequisite: Education 222A or equivalent.
Course surveys definition and classification issues regarding
individuals labeled learning disabled, emotionally disturbed, or behavior
disordered. Cognitive and behavioral characteristics of individuals presented,
analyzed, and discussed. Major attention given to instructional experiments
yield valid and functional descriptions of learning difficulty.
222C. Psychology and Education of Mentally Retarded Children
(4) Staff
Prerequisite: Education 222A or equivalent.
This course is designed to study the developmental, cognitive
and affective characteristics of mentally retarded children. Special education
theory and principles of educational modification for these students are
also covered.
222D-E-F. Proseminar: Policy Research Issues in Special
Education
(4-4-4) Staff
Prerequisites: Education 222A-B-C or consent of program
leader.
Contemporary policy research issues related to referral,
assessment, identification, and placement of handicapped children in the
schools. Includes review of literature, analysis, construction, and evaluation
of variables contributing to least restrictive environments for the handicapped:
IEP and instructional paradigms, due process, parent involvement, and personnel
development.
222G. Seminar: Advanced Topics in Special Education
(4) Staff
Prerequisite: advanced standing in the M.A. program,
the M.Ed. program, or consent of program leader.
Consideration of alternative instructional environments
for handicapped pupils, new instructional roles for teachers, and leadership
and consultation skills.
222H-I-J. Research Seminar: Policy Research in Special
Education
(4-4-4) Staff
Prerequisites: consent of instructor. Open to graduate
students in special education and related areas of specialization.
Students are required to propose and conduct research
studies on policy issues related to the education of handicapped children
in the schools.
223A. Instructional Methods for Learning Handicapped Pupils
(4) Staff
Prerequisite: Education 222A.
Course covers methods of instructional management, classroom
organization, curriculum selection and modification, individual education
program planning and evaluation.
223B. Instructional Methods and Classroom Management for
Handicapped Pupils
(4) Staff
Prerequisite: Education 222A. Education 229A is to be
taken concurrently with this course. Fieldwork will be correlated with
course content.
Implementation of individual educational programs, instructional
management, selection modification of curriculum, and techniques of behavior
management.
223C. Early Childhood Education of the Handicapped Child
(4) Staff
Prerequisite: Education 222A.
Identification, planning, and delivery of special educational
interventions for the preschool handicapped child. Includes review of relevant
literature and service models.
223D. Issues and Instruction in Critical Life Span Needs
(4) Singer
Prerequisite: consent of instructor.
Contemporary research and programmatic developments in
special education towards critical skills needed throughout life in natural
communities. Issues discussed include: social integration, advocacy, vocational
service design, post secondary programs, deinstitutionalization and critical
skills necessary for maximum independent living.
223E. Psycho-Educational Assessment and Evaluation of
Handicapped Children
(4) Staff
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.
223F. Family and Cross-Cultural Issues in Special Education
(4) Staff
Prerequisites: Education 222B-C or consent of instructor.
Issues in the integration of support and social systems
(family and culture) for the identification and provision of special education
service, and the role of cultural factors on intervention with handicapped
children of different ethnic backgrounds.
223G. Social Psychology of the Handicapped
(4) Staff
Prerequisite: consent of instructor.
Includes reviews of relevant research on development
of social competence in handicapped children, and perceptions, somatopsychology,
expectations, and interactions with adults and peers.
223H. Administrative and Legal Issues in Special Education
(4) Staff
Prerequisites: Education 222B-C or equivalent, and consent
of instructor.
Legal requirements and responsibilities of special education
administrators. Includes consideration of resource allocations, provision
of procedural safeguards to parents, and initiation of innovations in organizing
and administering special education programs in the schools.
223I. Secondary Education of Learning Handicapped Pupils
(4) Staff
Prerequisites: Education 222B-C and consent of instructor.
Topics include adolescent development of the handicapped,
educational alternatives, methods, secondary school curriculum, career
counseling, and vocational preparation of handicapped youth.
223J. A Typical Language Development and Its Rehabilitation
(4) Staff
This course focuses on the etiology and treatment of
language disorders associated with a variety of handicap conditions. Topics
include the language characteristics of handicapped children, the assessment
of language ability, design and implementation, and evaluation programs.
223K. Effective Teacher Behavior Seminar and Laboratory
(4) Staff
May be repeated to maximum of 12 units.
A laboratory-based seminar on effective teacher behavior.
Students review research literature and systematically define, observe,
and evaluate specified teacher behavior in the laboratory and in the field.
224A. Analyzing Classroom Discourse
(4) Green
Prerequisite: consent of instructor.
Examination of the nature of discourse, linguistic constructs
and how they apply to the study of discourse in classrooms, 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.
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 to students who have
completed Sociology 164 or Education 125.
A study of the relationship between school and society.
Social and political influences of education, historically and currently,
will be examined. Schools as a complex organization with unique roles will
be studied.
226A. Early Childhood Learning and Development
(4) Staff
Prerequisite: consent of instructor.
Course focuses on learning and developmental concepts
concerning children from birth to 11 years of age. Theories acquired are
placed within a context of home and school. There will be a special emphasis
on Piagetian theory.
226B. Semiotic Functions: Play, Dreams, and Imitation
in Early Childhood
(4) Staff
Prerequisite: consent of instructor.
The course is designed to explore the role of play, dreams,
and imitation as mechanisms for conceptual understanding and as their function
in representation.
226C. Socialization in Early Childhood
(4) Staff
Prerequisite: consent of instructor.
This course explores how preschool and early elementary
school children are socialized as learners, how they feel about themselves
and how they relate to others. Influences of culture, family, and individual
characteristics will be examined.
229A. Practicum in Special Classes for Learning Handicapped
Pupils
(2-12) Staff
Prerequisite: consent of instructor.
Supervised field-based practicum in instruction and management
of special day classes for learning handicapped pupils.
229B. Internship in Special Education
(2-12) Staff
Prerequisites: advanced standing in the doctoral program
and consent of program leader.
Field placement in private, local, state, or federal
education agency to acquire experience in research and policy formulation
on issues related to delivery of educational services to handicapped pupils.
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. Site Visit Practicum in Special Education
(2-4) Staff
The program is designed to acquaint students with the
various public school and community agency programs that serve the handicapped.
Students visit at least five different programs and volunteer in one of
them.
229E. Practicum in Psycho-Educational Assessment of Learning
(2-4) Staff
Development of skills in administration and interpretation
of standardized and informal tests. Test ethics, participation in multidisciplinary
assessment also covered.
230. Developmental and Remedial Reading
(4) Staff
Prerequisite: consent of instructor.
A course for the classroom teacher and the specialized
reading teacher, emphasizing practical, innovative techniques in the reading
program. Offered summer session only.
231A-B-C-D. Developmental and Remedial Reading Laboratory
(1-4, 1-4, 1-4, 1-4) Staff
Prerequisite: admission to the MA in reading or consent
of instructor.
An advanced course in developmental and remedial reading.
A practical laboratory experience. Students will learn to implement instructional
programs with remedial and developmental reading students.
232A. Reading Diagnosis
(4) Staff
Prerequisite: consent of instructor.
First course in reading diagnosis. Course emphasizes
the selection and implementation of diagnostic practices and prescription
in both developmental and remedial reading programs.
232B. Advanced Reading Diagnosis
(4) Staff
Prerequisite: Education 232A.
Second course in reading diagnosis and prescription intended
for the person organizing and implementing developmental and remedial programs
in the schools.
233W-S. The Roles of a Reading Specialist
(2-2) Staff
Prerequisite: consent of instructor. A two quarter in
progress sequence course with grades for both quarters issued upon completion
of 233S.
Seminar discussions examine (among others) roles of reading
specialists as curriculum designer, program evaluator, change agent, and
proposal writer. Major project will involve evaluation of a schoolwide
reading program.
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.
237A. Labor Relations
(4) Staff
Prerequisite: consent of instructor.
Introductory study of legal and substantive issues, cases,
problems in negotiations, dispute settlement techniques and private and
public sector comparison.
237B. Labor Relations and School Law
(4) Staff
Prerequisite: admission to Administrative Services Credential
program and/or M.A. program in Educational Policy and Organization.
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.
238. Children's Literature
(4) Staff
Prerequisite: consent of instructor.
Topics include the development of tastes and interests,
values and attitudes; standards for the creating of children's literature;
bibliotherapy-the problems approach; individualized reading-balancing the
diet; interrelationships with total curriculum; experimenting with children's
literature. (Offered in Summer Session only.)
239. School Law
(4) Staff
The history of school law including significant cases
will be reviewed along with a study of the education, administrative, welfare,
institutional, and other relevant codes. Opinions of the courts, attorney
general, and county counsel will also be studied.
240A. Education Policy
(4) Staff
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) Staff
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.
240C. Advanced Seminar in Educational Policy
(4) Staff
Prerequisite: consent of instructor.
An in-depth analysis of literature and topics in various
areas of education policy. Topics will be geared to particular student
interests.
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.
Examines the relationship between politics and education
in a democratic society. The seminar focuses on the role of politics in
defining the purposes of education, its content and governance, and the
ways that schools shape the policy of their socializing function.
241B. Politics of Education
(4) Staff
Prerequisite: consent of instructor.
A systematic examination of governance and politics of
education in local, state, national, and international contexts. Emphasis
is placed on various processes and mechanisms of politicization of educational
governance.
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. Individuals and Organizations: Selected Topics
(4) Conley
Prerequisite: consent of instructor.
Examination of theories and research pertaining to selected
topics concerning the theme of individuals and organizations. Topics include
affective reactions to work (e.g., job satisfaction and organizational
commitment) and professional-organizational conflict.
242C. Theories of Organizational Change and Development
(4) Chrispeels
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.
242E. Advanced Topics in Complex Organizations
(4) Staff
Prerequisite: consent of instructor. Not open for credit
to students who have completed Education 242B.
Intensive literature review and discussion of an active
research topic in the field of complex/formal organizations. Topic may
vary from year to year.
243. The School Administrator and Supervisory Practice
(4) Staff
Prerequisite: consent of instructor.
The role of the school administrator through theoretical
and practical contexts will be explored.
244. Organizations and Interpersonal Relations
(4) Staff
Prerequisite: consent of instructor.
Theoretical and experiential course on "human side of
management." Applies knowledge of intergroup relations (e.g. cooperation,
competition, the "isms") to organizations. Emphasizes the effects on interpersonal
relations of various organizational and identity group memberships of individuals.
245A. Educational Finance
(4) Staff
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) Staff
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.
246B. Evaluation in Educational Administration
(4) Staff
Prerequisite: consent of instructor.
Theories and practices of program and personnel evaluation,
including use of research methodology in evaluation and construction of
evaluation instruments. Emphasis on program characteristics, personnel
behavior, characteristics, and possible correlations with student achievement.
Evaluation results as inputs for administrative decision making.
247A. Educational Leadership
(4) Staff
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
(4) Staff
Prerequisite: consent of instructor.
School site based field experience working with local
school administrators. Two quarters 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 administrative purposes in schools, including acquisition, 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.
250A-B-C-D. Doctoral Seminar in Educational Leadership
and Organizations
(4-4-4-4) 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) Staff
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.
In-depth consideration of emerging topics in teaching
and learning. Course content may vary.
254. Instructional Supervision and Curriculum Design
(4) Staff
Prerequisites: enrollment in the M.A. and/or Administrative
Services Credential Program.
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) Staff
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: Reading
(4) Staff
Prerequisite: consent of instructor.
Recent developments, review, and evaluation of current
research in curriculum will be explored.
258B. Seminar in Curriculum: Mathematics
(4) Staff
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.
258C. Seminar in Curriculum: Social Studies
(4) Staff
Prerequisite: consent of instructor.
The course explores historical and recent developments
in curriculum development research in Social Studies grades K-12.
258D. Seminar in Curriculum: Science
(4) Staff
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.
261A. Multicultural Organization Management
(4) Staff
Prerequisite: consent of instructor.
Introductory course on the theory and practice of leading
multicultural groups such as project reams, boards, and training groups.
There will be an experiential component to this class.
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) Staff
Consideration of emerging topics in counseling, clinical,
and/or school psychology. Course content may vary.
263A. Advanced Counseling Theories and Techniques
(4) Staff
Prerequisites: Education 265 and 275.
The course explores techniques of psychodynamic, cognitive-behavioral,
behavioral, experimental, and systems theories through prominent psychotherapy
manuals. Students will develop basic proficiency in two of these manuals
and address their value for diverse populations.
263B. Consultation in the Schools and Community
(4) Staff
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.
264A. Administration of Guidance Services
(4) Staff
Prerequisite: consent of instructor.
Students are exposed to a variety of counselor roles,
counseling techniques, and current issues associated with school counseling.
264C. Principles of Behavior Management
(4) Staff
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; cause, evaluation of behavior changes, medicine, self-management.
264D. Psychoeducational Strategies in the Schools
(4) Staff
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.
265. Basic Practicum
(4) Staff
Prerequisite: admission to Counseling/Clinical/School
Psychology Program.
This course provides students with the opportunity to
practice basic helping skills in interviewing and assessing in conjunction
with material presented in Education 266B.
265SS. Fieldwork in Counseling and Concurrent Seminar
(4) Staff
Prerequisite: consent of instructor.
Intensive supervised fieldwork in counseling. A minimum
of one full day in an approved practicum setting plus individual and group
supervision at the university are required. (SS)
266B. Cognitive Assessment in Professional Psychology
(4) Staff
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) Staff
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.
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) Staff
Prerequisite: Education 265 or consent of instructor.
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) Staff
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.
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) Staff
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) Staff
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
(6-12) Staff
Prerequisite: Education 268B.
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.
268I. Internship in Professional Psychology
(6-12) Staff
Prerequisites: consent of instructor and advancement
to candidacy.
Advanced fieldwork internship in an approved setting.
Twenty to 40 hours weekly (minimum of 1500 hours) of fieldwork under supervision
of a licensed psychologist. Setting must be approved by CCSP faculty.
269A. Family Therapy
(4) Staff
Prerequisite: Education 265 or consent of instructor.
Focus on systems theories of family therapy. Topics include:
Strategic, Systemic, Structural, and Bowenian theories of family therapy.
269B. Counseling Children
(4) Staff
Prerequisite: Education 265 or consent of instructor.
Focus on the application of counseling and psychotherapy
to children and adolescents. Topics include: theories and practice of play
therapy, short term school-based counseling, and other types of verbal
therapy.
270A. Classrooms as Cultures
(4) Staff
Prerequisite: consent of instructor.
This course examines classrooms as cultures and overviews
anthropological studies of classroom processes to identify factors that
support and/or constrain learning in classrooms. Topics to be explored
include: classroom discourse, school culture, peer culture, situated learning.
270C. Race and Ethnicity in American Education: A Comparative
History
(4) Staff
Prerequisite: consent of instructor.
Offers a historical overview of minority education in
our public schools with emphasis on urban multiethnic student populations
and their struggle for educational equity. A research paper is required.
270D. Seminar in Crosscultural Education: Concepts and
Theories
(4) Staff
Prerequisite: consent of instructor.
Presents the theoretical foundations of cross-cultural
education with emphasis on its history, rationale, and objectives.
270G. Crosscultural Curriculum Development in Content
Areas
(4) Staff
Prerequisite: consent of instructor.
Offers the theoretical rationale for curriculum development
in cross-cultural education with its specific goals and objectives in social
science, mathematics, science, and related areas.
270H. Language, Culture and Learning
(4) Staff
Prerequisite: consent of instructor.
Explores the effect of language, culture, background,
and values on learning processes and the implications for the development
of appropriate instructional strategies.
271A. Sex and Gender Issues
(4) Staff
Prerequisites: Education 265A and 275.
Overview of sex and gender in counseling process and
outcome. Topics will include sex/gender of counselor, sex/gender of client,
lifespan development and problems of men and women, counseling across sex
and across gender identification.
271B. Counseling of Women
(4) Staff
Prerequisite: consent of instructor.
Topics include: (1) facts, myths, and trends regarding
female roles, and their implication for counseling; (2) female sex-role
socialization and its impact on psychological adjustments; (3) research
on counselor attitudes towards women and men; (4) counseling needs of special
groups of women.
272. Developmental Discontinuities of Children and Youth
(4) Staff
Prerequisite: consent of instructor.
Examination of non-pathological developmental problems
in children and youth including behavioral concerns encountered by teachers
and parents: bedwetting, tantrums, noncompliance, childhood fears, and
other topics.
273. Risk and Resiliency
(4) Staff
Prerequisite: consent of instructor.
An in-depth review of research literature related to
risk and resiliency concepts based on research from fields of developmental
psychopathology, developmental delay, school drop-out, and substance abuse
prevention.
274. Proseminar in Language, Interaction, and Social Organization
(2-4) Staff
Prerequisite: consent of instructor. May be repeated
for credit. Same course as Sociology 274 and Linguistics 274.
Discussion of current research, literature, and theoretical
and methodological issues in language and social interaction.
275. Counseling Philosophies and Theories
(4) Staff
Develops an understanding and appreciation of the major
philosophies and theories in the field of professional psychology. Special
attention is directed towards examination of applicability of theories
and inherent techniques to racial/ethnic minority populations.
276. Services in the Schools
(4) Staff
Prerequisite: consent of instructor.
Consideration of social, legal, and administrative aspects
of providing services to children in the schools who are at-risk or have
disabilities. Prevention, intervention systems, special education services,
pupil personnel services, school-linked services, child welfare and attendance
systems will be covered.
277A. Ethical Standards in Professional Psychology
(4) Staff
Prerequisite: consent of instructor.
Course examines scientific and professional ethics in
applied psychology. In addition to reviewing existing standards, the course
focuses on a range of ethical and legal issues such as confidentiality,
dual relationships, and client rights.
277C. Theories of Career Development
(4) Staff
Prerequisite: consent of instructor.
This course focuses on theories of career development,
current trends in research and the input of technological and social changes
in the society on the role of work in life span development.
277D. Current Research in Professional Psychology
(4) Staff
Prerequisite: consent of instructor.
This course focuses on current process and outcome research
in counseling psychology. Implications of current research for future research,
practice, and counselor education are discussed.
277E. Historical and Philosophical Foundations of Professional
Psychology
(4) Staff
Prerequisite: Education 275.
This seminar will facilitate a selective and critical
analysis of the historical/philosophical foundations of western psychology.
To this end, attention will be directed to those individuals, ideas and
events that have shared the history of psychology.
277F. Theory and Research of Group Counseling
(4) Staff
Prerequisite: consent of instructor.
The course reviews current theory, research, and practices
related to group counseling. Special attention is given to comparisons
of theoretical approaches and accompanying research used in assessing the
effectiveness of group counseling modalities.
277G. Individualized Treatment Planning
(4) Staff
Prerequisites: consent of instructor and Education 263A.
An advanced course in the intervention series which focuses
on developing treatment programs to meet individual needs. Problem presentations,
social environments, personal characteristics, demographic backgrounds
and expectations related to planning settings, modes, formats and psychological
procedures.
277H. Career and Life Development Appraisal
(4) Staff
Examination of the structure, administration, and interpretation
of career and life development assessment instruments. Also examination
of instruments commonly used in counseling, clinical, or school psychology
research.
277I. Professional Psychology and Social Change
(4) Staff
The role of professional psychology in promoting social
change is examined. Topics include the profession's past and future role
in promoting global peace, human rights, and social programs.
277J. Counseling Strategies for Developmental Concerns
(4) Staff
Examination of individual and group counseling strategies
and counseling agency services designed to meet client educational and
developmental needs not attributable to a mental disorder.
277K. Supervision Theory
(4) Staff
Prerequisites: Education 268A-B-C.
An overview of theory and research on the process and
outcomes of supervision of professional psychologists.
278A. Diversity Issues in Professional Psychology
(4) Staff
The experiences of racial/ethnic minority groups, gay
men, and lesbian women, disabled persons, and the elderly are discussed
and variables affecting their mental health needs are examined.
278B. Racial/Ethnic Minority Counseling Interventions
(4) Staff
Prerequisite: consent of instructor.
Critical examination of prevailing counseling intervention
strategies with racial/ethnic minorities. Focus on identification of ways
to improve the quality and utility of the interventions.
278C. Racial/Ethnic Minority Research Across Institutional
Settings
(4) Staff
Prerequisite: consent of instructor.
Identification and critical examination of the methodological
issues inherent in racial/ethnic minority counseling research. Focus on
helping students design research projects relative to racial/ethnic minorities.
280. Seminar: Issues and Trends in Crosscultural Education
(4) Staff
Prerequisite: admission to doctoral study or consent
of instructor.
Examines significant issues and research trends related
to the theory and practice of cross-cultural education at the national,
state, and local levels.
281. Seminar: Program Design in Crosscultural Education
(4) Staff
Prerequisite: admission to doctoral study or consent
of instructor.
A systematic study of major program models in crosscultural
education, including the analysis of current teaching methodologies and
the design of effective programs to meet the special needs of minority
students.
285. Clinical Appraisal
(4) Staff
Prerequisites: Education 219A, 266B, and 266C.
This course presents advanced concepts in psychological
evaluation. Primary focus is on integration of psychological assessment
data and report writing. Special attention is given to the needs of different
settings and the influence of culture, gender, and age on psychological
test data.
286A. Contemporary and Historical Perspectives on Science
Education
(4) Kelly
Prerequisite: consent of instructor.
Focus on contemporary research issues in science education
in relation to historical perspectives of the field. Course readings and
agenda will be partially set by the interests of the students.
286B. Science Education in Sociocultural Context
(4) Kelly
Prerequisite: consent of instructor.
Exploration of science and school science from a sociocultural
perspective drawing on scholarship from the sociology, philosophy, and
discourse of science.
290. Seminar in Autism
(4) Staff
Prerequisite: consent of instructor.
An overview of diagnostic and treatment methods in the
area of autism. Discussion topics include research on language, social
behavior, self-injury, self-stimulation, research on physiological, educational,
and behavioral interventions used in clinical, school and family settings.
291. Professional Issues in Severe Developmental Disabilities
(4) Staff
Prerequisite: consent of instructor.
Study of professional issues and development of projects
in the areas of clinical work with children and families, experimental
analyses of severe behavior problems, preparation of articles for publication,
organization of national conventions and grant writing.
292A. Mathematics Development in Early Years
(4) Staff
Prerequisite: consent of instructor.
Explores how pre-school and early elementary school children
acquire early logical and mathematical understanding. The acquisition of
counting, cardinal, and ordinal understanding, mathematical operations,
and the representations of mathematical ideas by children will be addressed.
292B. Mathematics Development in Middle Years
(4) Staff
Prerequisite: consent of instructor.
This course looks at how elementary school children learn
mathematics in specific topical areas such as word problems and rational
numbers. Implications for instruction will be discussed.
292C. Mathematics Development in Adolescents
(4) Staff
Prerequisite: consent of instructor.
This course examines mathematical problem solving at
the secondary and college level. Different approaches to problem solving
will be discussed in terms of the relevant theories, mathematics curricula
and instructional delivery.
293. Mathematics: Cultural Comparisons
(4) Staff
Prerequisite: consent of instructor.
Investigation of mathematics instructions and achievements
from a cross national perspective. Both formal and informal mathematics
applications will be reviewed. Sources of information will include the
International Education Assessment (IEA) studies of mathematics as well
as sources from anthropology, sociology, and educational journals.
295. Seminar in Instructional Leadership
(4) Block, Chrispeels
Prerequisite: consent of instructor.
Seminar course which deals with a variety of topics related
to leadership in instruction.
296A. Educational/Psychological Characteristics of the
Severely Handicapped Child
(4) Staff
Prerequisite: consent of instructor.
Theoretical and applied models for the education of SH
children. Historic