Dean: Jules M. Zimmer
Assistant Dean: Carol N. Dixon
Chair, Department of Education: Charles Bazerman
Director, Teacher Education Program: Charles A. Peck
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 offer a number of advanced degrees
and credentials. A complete list of degrees and programs offered in the
School can be found in the Academic Units section. Program
offerings are subject to available funding.
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 work to promote
a positive "student life" in GGSE, encouraging participation and mutual
support among students. GGSAE
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 GGSE faculty and staff, based on mutual respect; and to aid
the GGSE in its responsibility to recruit and support diverse and underrepresented
populations.
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.
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.
All GGSE programs require FALL quarter admission, except for the TEP M.Ed. and the Administrative Services Credential programs which require SUMMER admission. Applicants are advised to apply well in advance of the application deadline and should contact the Applications Coordinator 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 completed Application for Graduate Study, published
by the Graduate Division,
as well as the Departmental 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.
Applications must be returned by the date established by Graduate Division:
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.
Donald R. Atkinson, Ph.D., University of Wisconsin, Madison, Professor (counseling psychology)
Charles Bazerman, Ph.D., Brandeis University, Professor (teaching and learning, cultural perspectives of education, research methodology, English)
Larry E. Beutler, Ph. D., University of Nebraska, Professor (clinical psychology, psychology)
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 of education, 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 of education, 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, special education, disabilities and risk studies, IHD)
Carol N. Dixon, Ph.D., University of Delaware, Senior Lecturer with Security of Employment (teaching and learning, cultural perspectives of education, research methodology, LISO)
Richard P. Duran, Ph.D., UC Berkeley, Professor (teaching and learning, research methodology, cultural perspectives of education, teacher education, psychology, cognitive science, LISO, Chicano studies)
Michael J. Furlong, Ph.D., UC Santa Barbara, Professor (school psychology, special education, disabilities and risk studies, IHD)
Michael M. Gerber, Ph.D., University of Virginia, Charlottesville, Professor (educational leadership and organizations, 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 of 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 of education, psychology, IHD)
Sehee Hong, Ph.D., Ohio State University, Assistant Professor (research methodology, 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)
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, Assistant Professor (child and adolescent development, cultural perspectives of 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, special education, disabilities and risk studies, 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 of education, cognitive science, IHD)
Charles A. Peck, Ph.D., UC Santa Barbara, Lecturer, Academic Administrator (teacher education)
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 (child and adolescent development)
Rebecca Zwick, Ph.D., UC Berkeley, Professor (research methodology,
QMSS)
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)
Kermit A. Seefeld, Ed.D., Stanford University, Professor Emeritus (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)
Richard Mayer, Ph.D. (psychology)
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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. 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. Doctoral work emphasizing comparative or international education may be pursued as part of a concentration in some of the existing Ph.D. areas. 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 to complete a thesis. 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 comprehensive exam 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. Two quarters
of enrollment in the UCSB summer session can be used to count toward one regular
quarter of registration for the master's, but not for the Ph.D. The minimum
residence requirement for the Ph.D. is two years spent in full-time study and
research. A minimum of three consecutive quarters of residency must be completed
in regular sessions before advancement to candidacy.
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 (see below). 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 approved by the American Psychological Association (APA) since 1991. The Ph.D. program is designated and approved as a combined Counseling/Clinical/School 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.
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 Graduate Program in Education is built around an active community of scholars-students, faculty and staff-who 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.
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.
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 diversity-cross-cultural, cross-national, and gender-are 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.
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 ASC with M.A. or Ph.D. programs.
UCSB is unique among institutions in the Central Coast that offer students
an opportunity to pursue both an ASC Credential and be enrolled in a first rate
Ph.D. or M.A. degree program. See ASC program descriptions listed under Service
Credentials.
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.
The international/comparative education specialization is supported by the Department of Education's doctoral emphases. Students enrolled in any doctoral emphasis can study international and comparative educational issues related to their primary emphasis.
Faculty expertise in the GSE determines the international/comparative specializations available. Faculty interests currently include Asia, Africa, and Latin America.
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The 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 the multiple subject and single subject credentials are available with an optional emphasis in either the Crosscultural, Language, and Academic Development (CLAD) or Bilingual/Crosscultural, Language, and Academic Development (BCLAD) in Spanish. 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. 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.
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.
Prerequisites
The following prerequisites must be completed before beginning the teaching credential program.
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.
Note: The program at UCSB is called the MSPP. Please call Teacher
Education at (805) 893-2036 for information.
Mathematics 100A-B (Mathematics for Elementary Teaching): These courses must be completed with a grade of C, Pass, or better.
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.
Education 109S or SS (Health Education): This course must be completed with a grade of C, Pass, or better.
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
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.
Single Subject Teaching Credential
Prerequisites
The following prerequisites must be completed before a student begins the teaching credential program.
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. Note: UCSB only offers the Program in Mathematics.
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.
Education 109S or SS (Health Education): This course must be completed with a grade of C, Pass, or better.
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
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.
Candidates applying for the single subject or multiple subject teaching credential
in combination with either the CLAD or BCLAD emphasis must fulfill all program
requirements, including course prerequisites. BCLAD emphasis candidates must
also pass the Spanish Language Exam. For additional information regarding the
requirements for CLAD or BCLAD, please contact the Teacher
Education Program.
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."
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For additional information regarding the state certification and program requirements
for the following service credientials, contact the Gevirtz
Graduate School of Education credential advisor at (805) 893-2036. Applicants
must have a degree in an academic subject from a regionally accredited institution.
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 research, are well grounded in theory and
practice, and experience the "nuts and bolts" of school administration.
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.
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.
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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.
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.
Students pursuing a Ph.D. in the Departments of Education, Linguistics, or Sociology may petition the 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 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 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.
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.
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) Staff
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-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) 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.
126A. Content and Pedagogy: Elementary
(2) Peck
Prerequisite: Must be enrolled in the Multiple Subject Content Program (MSPP).
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: Must be enrolled in Single Subject Content Preparation Program.
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) Staff
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 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
(1-2) Staff
Prerequisites: upper-division standing; concurrent enrollment in Education
165.
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.
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 email account and web-browser.
Student study and discuss important educational policy issues while tutoring
with elementary school students with learning problems in mathematics, reading,
and language development.
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 shall consist of faculty supervised research assistance.
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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) 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.
201F. Issues in Research Methodology
(2) hu, 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.
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 Purposes-I
(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 Purposes-II
(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
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.
210C. Current Research in Cognitive Development
(4) Okamoto
Prerequisite: consent of instructor.
May be repeated for credit.
Examination of current issues in cognitive development. Recent works by leading
scholars are read and discussed as potential ideas for research projects. Implications
of cognitive developmental research for educational practice are of central
concern.
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) atkinson
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) beutler
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) atkinson
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) beutler
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) beutler
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) atkinson
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
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, Hudley
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. History and Philosophy of Exceptional and At-Risk Learners
(4) Gerber, Singer
Prerequisite: consent of instructor.
The history and philosophy of exceptional learners and at-risk students.
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.
225SW-SS. Social Foundations of Education/Secondary
(2-1) 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 two-quarter in-progress sequence course with grades for both quarters
issued upon completion of Education 225SS.
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.
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.
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) 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.
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
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 schools-measurement,
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: Reading
(4) dixon
Prerequisite: consent of instructor.
Recent developments, review, and evaluation of current research in curriculum
will be 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) beutler
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) Beutler
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 Theories and Techniques
(4) beutler
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. Principles of Behavior Management
(4) koegel
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. 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.
265. Basic Practicum
(4) neufeldt
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.
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.
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.
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.
268C. Advanced Fieldwork: Counseling Psychology
(4) atkinson
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
(6-12) furlong
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.
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) beutler, atkinson
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.
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 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) green
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. Psychology of Gender
(4) Israel
Prerequisite: consent of instructor.
Course provides an overview of psychological theory and research related to
gender issues. Topics include bias in psychology, gender socialization, communication
styles, life-span development, ethnicity, education, careers, sexuality, relationships,
violence and victimization, health, and mental health.
271B. Counseling of Women
(4) neufeldt
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) Furlong, Morrison
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) Furlong, Morrison
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) cook-gumperZ
Prerequisite: consent of instructor.
Same course as Sociology 274 and Linguistics 274. May be repeated for credit.
Discussion of current research, literature, and theoretical and methodological
issues in language and social interaction.
275. Theories of Counseling and Psychotherapy
(4) casas
Develops an understanding and appreciation of the major philosophies and theories
in the field of professional psychology. Special attention directed toward examination
of applicability of theories and inherent techniques to racial/ethnic minority
populations.
276. Services in the Schools
(4) Furlong, Morrison
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) atkinson
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) brown
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.
277E. Historical and Philosophical Foundations of Professional Psychology
(4) casas
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) atkinson
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. Differential Treatment in Special Populations
(4) beutler
Prerequisites: Education 263A and consent of instructor.
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) brown
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) atkinson
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.
277K. Supervision Theory
(4) neufeldt
Prerequisites: Education 268A-B-C.
An overview of theory and research on the process and outcomes of supervision
of professional psychologists.
278A. Social and Cultural Bases of Diversity
(4) atkinson
Prerequisite: consent of instructor.
Discussion of the experiences of racial/ethnic minority groups, gay men, and
lesbian women, disabled persons, and the elderly. Examination of variables affecting
their mental health needs.
278B. Racial/Ethnic Minority Counseling Interventions
(4) casas
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) casas
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.
Examines significant issues and research trends related to the theory and practice
of cross-cultural education at the national, state, and local levels.
285. Clinical Appraisal
(4) beutler
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.
286C. Learning Theories and Instructional Practices in Science Education
(4) Bianchini, Kelly
Prerequisite: consent of instructor.
Exploration of contemporary theories of learning and instruction in science
education. Students examine and critique research on constructivism, groupwork,
inquiry, project-based science, multicultural science education and science-technology-society
approaches.
286D. Issues of Gender and Ethnicity in Science and Science Education
(4) Bianchini, Kelly
Prerequisite: consent of instructor.
Examination of recent scholarship related to issues of gender and ethnicity
in science and science education. Readings are drawn not only from the field
of science education, but from the history, philosophy and sociology of science.
286E. Research on Science Teaching and Science Teacher Education
(4) Bianchini, Kelly
Prerequisite: consent of instructor.
Designed primarily for master's and doctoral students interested in teacher
education and/or science education. Examination of current research on the professional
development of science teachers focusing on both preservice and inservice programs.
286ST. The History, Philosophy, and Sociology of Science in Science Education
(4) Bianchini, Kelly
Prerequisite: consent of instructor.
Exploration of the nature of science-what science is, how scientific knowledge
is constructed, and how science and society interact-as well as ways to teach
the nature of science to students. Primarily for pre-service science teachers.
287. Neurophysiology and its Behavioral Correlates
(4) Beutler
Prerequisite: consent of instructor.
Provides an in-depth coverage of human neurophysiology from both a normal and
neuropathological perspective. Emphasis will be in neurophysiology, however,
neuropsychological assessment instruments that identify various types of neuropathology
will also be covered.
287D. Developmental Neurophysiology and Learning Processes
(4) Furlong, Jimmerson, Morrison
Prerequisite: consent of instructor.
Students develop: a) a foundation for understanding the developmental and biological
bases of applied neuropsychology; b) describe relationships between brain structures
and their putative functions; and, c) gain an understanding of the interaction
of behavioral and cognitive impairment with specific neurological conditions.
288. Psychopharmacology for Psychologists
(4) Beutler
Prerequisite: consent of instructor.
Provides a working knowledge of psychoactive substances as they pertain to the
treatment and management of child and adult psychiatric disorders. Clinical
applications, research findings, positive and negative effects, and general
treatment course.
290. Seminar in Autism
(4) Koegel, Singer
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) Koegel, Singer
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) brenner
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) brenner
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.
298A. Research Practicum I
(1) Staff
Prerequisite: consent of instructor.
Student works with research team to develop or conduct an on-going research
study. Focus on learning the process of planning and carrying out a research
program.
298B. Research Practicum II
(3) Staff
Prerequisites: Education 298A and consent of instructor.
Student works with research team to develop a research idea and carry it out.
Focus on implementing research plans and writing research reports in a collaborative
group.
298C. Research Practicum III
(3) Staff
Prerequisites: Education 298B and consent of instructor.
Student works with faculty member to develop and carry out a research project
of particular interest. Focus on planning and conducting research projects of
particular interest to student.
R390AF-AW-AS. Multicultural, Social, and Linguistic Factors in Teaching
English as a Second Language
(1-1-1) Staff
Prerequisites: Education R390F-W and admission to the Single Subject Credential
Program. A three-quarter in-progress sequence course with grades for all quarters
issued upon completion of Education R390AS.
Practical theories and teaching strategies for teaching students from diverse
language groups will be examined and practiced through workshop styles.
R390F-W. Procedures for Secondary Reading
(2-1) Staff
Prerequisite: admission to the Single Subject Credential Program. A two quarter
in progress sequence course with grades for both quarters issued upon completion
of Education R390W.
Application of research and theory to procedures in the teaching of reading
through problem solving situations, inductive reasoning and discovery, adapting
instruction to individual reading needs. Designed to coincide with semester
system of public schools.
SC390F. Curriculum and Instructional Procedure and Materials Used in Teaching
English in the Secondary School
(3) Staff
Prerequisite: admission to Single Subject Credential Program.
Seminar for student teachers in classroom applications of educational theory
to the teaching of English.
SM390. Curriculum and Instructional Procedures and Materials Used in the
Teaching of Mathematics
(3) Staff
Prerequisite: admission to Single Subject Credential Program in mathematics.
Procedures, curriculum, research, and theory related to teaching and learning
mathematics.
SPS390. Special Education in the Secondary School
(4) Staff
Prerequisites: admission to Single Subject Credential Program. Graduate standing.
A survey course in special education for students preparing to teach at the
high school level. Topics include educational policy, instructional modification,
and the role of the teacher in meeting the education needs of the handicapped
adolescent.
SS390F-W-S. Instructional Procedures Used in the Teaching of Social Studies
(1-1-1) Staff
Prerequisite: admission to Single Subject Credential Program in social sciences.
This course is required of candidates for the Single Subject Credential in one
of the following social sciences: anthropology, economics, history, political
science, sociology, geography, psychology, or combined social sciences.
ST390. Curriculum and Instructional Procedures and Materials Used in the
Teaching of Science
(3) Staff
Prerequisite: admission to Single Subject Credential Program in life sciences
or physical sciences.
Lecture-discussion sessions considering secondary school science curriculum
materials, and the objectives and teaching strategies appropriate to these materials.
E391AF. Materials Used in Teaching of Mathematics in Elementary Schools
(3) Staff
Prerequisites: graduate standing and enrollment in the Multiple Subjects
Credential Program.
The application of research and theory to classroom practice in the teaching
of mathematics.
E391BW-BS. Elementary Science Teaching Procedures
(2-1) Staff
Prerequisites: graduate standing and enrollment in the Multiple Subjects
Credential Program. A two-quarter in-progress sequence course with grades for
both quarters issued upon completion of Education E391BS.
An application of research and theory to classroom practice in the teaching
of science.
E391CW-CS. Elementary Social Studies Teaching Procedures
(2-1) Staff
Prerequisites: graduate standing and enrollment in the Multiple Subjects
Credential Program. A two quarter in progress sequence course with grades for
both quarters issued upon completion of Education E391CS.
The application of research and theory to classroom practice in the teaching
of social studies.
E391DF-DW. Elementary Reading and Language Arts Teaching Procedures
(3-1) Staff
Prerequisite: admission to the Multiple Subjects Credential Program. A two
quarter in progress sequence course with grades for both quarters issued upon
completion of Education R391DW.
Application of research and theory to classroom practice in the teaching of
reading and language arts through problem solving situations, inductive reasoning
and discovery, and adapting instruction to individual reading needs.
E391E. Teaching Strategies: Bilingual/Cross-Cultural Education
(3) Staff
Prerequisites: consent of instructor and admission to the Bilingual/Cross-Cultural
Emphasis Program.
An examination of theoretical frameworks for bilingual education. Students will
also learn teaching methods for the Spanish-English classroom with particular
emphasis on language arts.
E391F. Teaching Curriculum: Bilingual/Cross-Cultural Education
(3) Staff
Prerequisites: consent of instructor and admission to Bilingual/Cross-Cultural
Emphasis Program.
A detailed examination and application of teaching methods for the Spanish-English
bilingual/cross-cultural classroom in the areas of science, mathematics, social
science, reading, writing, and culture. Examination of materials and development
of new and appropriate materials.
E391G. Applications of Theory: Bilingual/Cross-Cultural Education
(3) Staff
Prerequisites: consent of instructor and admission to Bilingual/Cross Cultural
Emphasis Program.
Applications of theory and policy will be analyzed for purposes of teaching
applications. ESL and bilingual teaching methods will be reviewed and connected
with classroom application through student teaching experiences.
E391HF-HW-HS. Multicultural, Social, and Linguistic Factors in Teaching
English as a Second Language
(1-1-1) Staff
Prerequisite: enrollment in Multiple Subject Teaching Credential Program.
A three quarter in progress sequence course with grades for all three quarters
issued upon completion of Education E391HS.
Practical theories and teaching strategies for teaching students from diverse
language groups will be examined and practiced through workshop styles. Methods
such as TPR, Natural Approach, and Sheltered Instruction will be presented.
E392F-W-S. Supervised Teaching: Elementary Schools
(5-12, 5-12, 5-12) Staff
Prerequisite: admission to the Multiple Subject Credential Program.
Supervised teaching.
R392A-B. Multicultural Reading Field Experiences
(1-1) Staff
Prerequisites: admission to Single Subject Credential Program; consent of
instructor.
Supervised field experience in multicultural settings for secondary teacher
candidates.
R392C. Multicultural Reading Field Experiences
(1) Staff
Prerequisites: admission to Single Subject Credential Program; consent of
instructor.
Supervised field experience in multicultural settings for secondary teacher
candidates.
SC392. Student Teaching: English
(3-12) Staff
Prerequisite: admission to Single Subject Credential Program. Admission to
student teaching.
Field work, teaching one or more classes in English or related fields, grades
7-12, in a local school under the supervision of a master-teacher and university
field supervisor.
SM392. Student Teaching: Mathematics
(3-12) Staff
Prerequisite: admission to the Single Subject Credential Program in mathematics.
Supervised teaching at the secondary level in mathematics.
SS392. Student Teaching: Social Studies
(3-12) Staff
Prerequisite: admission to the Single Subject Credential Program in social
studies.
Supervised teaching at the secondary level in social studies.
ST392. Student Teaching: Science Education
(3-12) Staff
Prerequisite: admission to the Single Subject Credential Program in science.
Supervised teaching at the secondary level in science.
E393. Seminar in Student Teaching
(1) Staff
Prerequisite: admission to Multiple Subject Credential Program. Concurrent
enrollment in Education E392.
This seminar will cover problems related to student teaching.
SC393. Problems Seminar in Teaching English
(1) Staff
Prerequisite: admission to Single Subject Credential Program in English.
Taken concurrently with supervised teaching in English.
This seminar will cover problems related to student teaching.
SM393. Seminar in Teaching Mathematics
(1) Staff
Prerequisite: admission to Single Subject Credential Program. Taken concurrently
with supervised teaching in mathematics.
This seminar will cover problems related to student teaching.
SS393. Seminar in Teaching Social Studies
(1) Staff
Prerequisite: admission to Single Subject Credential Program in social studies.
Taken concurrently with supervised teaching in social studies.
This seminar will cover problems related to student teaching.
ST393. Seminar in Teaching Science
(1) Staff
Prerequisite: admission to Single Subject Credential Program in science.
Taken concurrently with supervised teaching in science.
This seminar will cover problems related to student teaching.
E394. Ethnography and Communication Skills Development
(2) Staff
Prerequisite: admission to secondary or elementary credential program.
Designed to teach ethnography and communication skills to student teachers in
order that they might engage in peer or collegial observation of one another.
395W-S. Practical Teaching Issues
(1-2) Staff
Prerequisite: admission to Single Subject Credential Program. A two-quarter
in-progress sequence course with grades for both quarters issued upon completion
of Education 395S.
Seminar in various educational issues.
SE396. Writing Project Approaches to Teaching Composition, K-College
(1-6) Staff
Approaches to teaching composition at all levels and in all disciplines. Features
demonstrations of proven techniques by fellows, staff, professional authors,
and visiting scholars from the South Coast Writing Project. Includes examination
of theory and research base for practices.
596. Directed Reading and Research
(2-12) Staff
Prerequisite: consent of instructor.
Individual tutorial in doctoral and masters' degree subprogram special fields.
597. Individual Study for Comprehensive Examinations
(2-12) Staff
Prerequisite: consent of instructor.
Preparation for master's or Ph.D. comprehensive examinations.
598. Master's Thesis Research and Preparation
(2-12) Staff
Prerequisite: consent of instructor.
Supervised research and writing of the thesis in doctoral and masters' degree
subprograms.
599. Ph.D. Dissertation Preparation
(2-12) Staff
Prerequisite: consent of instructor.
Supervised research and writing of the dissertation in doctoral degree programs.
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