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Gevirtz Graduate School of Education

Gevirtz Graduate School of Education, Phelps Hall

GGSE Student Affairs Office, (805) 893-2137
Credential Advisor, (805) 893-2036

 

Website: www.education.ucsb.edu (will open in a new browser window)

 

Dean: Jane Close Conoley
Associate Dean: Carol N. Dixon
Associate Dean: Shane R. Jimerson
Chair, Department of Education: Charles Bazerman
Chair, Counseling, Clinical, School Psychology: Michael Furlong
Teacher Education Program: Tine Sloan

Contents: 


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

The faculty, students, and staff of the Gevirtz Graduate School of Education are actively engaged in numerous P-20 and community-based research efforts, currently supported by nearly $3 million of extramural support. These research efforts are assisted by the GGSE Office of Research and provide financial support as well as training for our students.

The Gevirtz Graduate School of Education offers advanced degrees and credentials as indicated in the table. We also offer an undergraduate minor in Education and Applied Psychology. A complete list of degrees and programs offered in the School appears in the Academic Units section. Program offerings are subject to available funding.

Graduate Student Association

The Gevirtz Graduate School of Education has an active Graduate Student Association in Education (GSAE) 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 the GSAE promote a positive “student life environment,” encouraging participation and mutual support among students. The goals are to make participation rewarding, challenging, and supportive; to be a representative, democratic, and participatory organization where decisions are made by consensus, where all members have a voice in decision making, and where the body represents all student voices; to have a cooperative and open relationship with the faculty and staff, based on mutual respect; and to aid the GGSE in its responsibility to recruit and support diverse and underrepresented populations.

GGSE Diversity and Equity

The Gevirtz Graduate School of Education (GGSE), in the pursuit of academic excellence, is committed to recruiting, supporting, and retaining a community of students, faculty, and staff that reflects the diversity of our state and nation. The faculty, staff, and students of the GGSE recognize and respect the dignity and worth of all people. We value individual differences including, but not limited to, racial and ethnic backgrounds, nationality, gender, sexual orientation, disability, religion, socioeconomic status, age, and divergent perspectives. Our goal is to create a diverse community where all members feel safe and included. We welcome discussion of complex issues related to diversity and equity inside and outside the classroom. We are committed to providing all members of the GGSE community multiple opportunities for their voices to be heard. We believe a dedication to these principles of inclusion is essential to our scholarship, leadership, citizenship, and democracy.

Advising

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

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

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

Prerequisites

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

Admission

All GGSE programs require FALL quarter admission, except for the Credential programs and Joint Doctoral Program, which require SUMMER admission. Applicants are advised to apply well in advance of the application deadline and should contact the Students Affairs Office for general admission requirements. Specific questions regarding program/emphasis requirements and course offerings should be directed to the program or department office.

Applications and specific program/emphasis requirements may be obtained from our website at www.education.ucsb.edu or by contacting: Counseling, Clinical, and School Psychology, (805) 893-3375; Program in Education, (805) 893-4515 or (805) 893-3936; Teacher Education Program, (805) 893-2084; Joint Doctoral Program, (805) 893-3301.

Applicants must submit the online Application for Graduate Study through the Graduate Division. 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 (e.g., writing sample, credential application). Admission to the Teacher Education Program and all credential programs requires a bachelor’s degree in an academic subject from a regionally accredited institution. See the Gevirtz School website for specific program and department admission requirements:
www.education.ucsb.edu.

Application Deadlines

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

  • Department of Counseling, Clinical, and School Psychology–December 10th

  • Department of Education–December 15th for fellowship consideration (final application deadline for Education Program is May 1st )

  • Teacher Education Program–February 1st

  • Education Specialist Program–March 1st

  • Joint Doctoral Program–February 1st

Research and Training Facilities

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

Education

Chair: Michael Gerber

Faculty

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

Julie Bianchini, Ph.D., Stanford University, Associate Professor (teaching and learning, teacher education)

Sheridan Blau, Ph.D., Brandeis University, Senior Lecturer with Security of Employment (teaching and learning, teacher education, English, Joint Doctoral Program in Educational Leadership)

James H. Block, Ph.D., University of Chicago, Professor (Joint Doctoral Program in Educational Leadership)

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

Michael T. Brown, Ph.D., Southern Illinois University, Carbondale, Professor (counseling psychology, Joint Doctoral Program in Educational Leadership)

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

Sharon Conley, Ph.D., University of Michigan, Ann Arbor, Professor (educational leadership and organizations, research methodology, Joint Doctoral Program in Educational Leadership)

Collie W. Conoley, Ph.D., University of Texas, Austin, Professor (counseling psychology)

Jane Close Conoley, Ph.D., University of Texas, Austin, Dean and Professor (school psychology)

Jenny Cook-Gumperz, Ph.D., University of London, Professor (teaching and learning, cultural perspectives and comparative education, research methodology, LISO, applied linguistics, Joint Doctoral Program in Educational Leadership)

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

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

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

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

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

James L. Gentilucci, Ph.D., UC Santa Barbara, Adjunct Assistant Professor (Joint Doctoral Program in Educational Leadership)

Michael M. Gerber, Ph.D., University of Virginia, Charlottesville, Professor (educational leadership and organizations, special education, disabilities and risk studies, cognitive science, IHD, Joint Doctoral Program in Educational Leadership)

Naftaly S. Glasman, Ph.D., UC Berkeley, Professor (educational leadership and organizations, Joint Doctoral Program in Educational Leadership, political science)

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

Danielle Harlow, Ph.D., University of Colorado, Boulder, Assistant Professor (teaching and learning, teacher education)

Kathleen C. Harris, Ph.D., Temple University, Adjunct Associate Professor (Joint Doctoral Program in Educational Leadership)

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

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, Associate Professor (counseling psychology)

Shane R. Jimerson, Ph.D., University of Minnesota, Professor (school psychology)

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

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

Bonnie Konopak, Ph.D., UC Santa Barbara, Adjunct Professor (Joint Doctoral Program in Educational Leadership)

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

Carl A. Lager, Ph.D., UC Los Angeles, Assistant Professor (teaching and learning, teacher education)

Jin Sook Lee, Ph.D., Stanford University, Assistant Professor (cultural perspectives and comparative education, teaching and learning, applied linguistics)

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

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

Karen Nylund, Ph.D., UC Los Angeles, Assistant Professor (research methodology)

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

George J. Petersen, Ph.D., UC Santa Barbara, Adjunct Professor (Joint Doctoral Program in Educational Leadership)

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

Laura F. Romo, Ph.D., UC Los Angeles, Associate Professor (child and adolescent development, cultural perspectives and comparative education)

Louis B. Rosenberg, Ph.D., Stanford University, Adjunct Assistant Professor (Joint Doctoral Program in Educational Leadership)

Michael Ruef, Ph.D., University of Kansas, Adjunct Associate Professor (Joint Doctoral Program in Educational Leadership)

Russell W. Rumberger, Ph.D., Stanford University, Professor (educational leadership and organizations, Joint Doctoral Program in Educational Leadership, research methodology)

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

Tine Sloan, Ph.D., UC Los Angeles, Academic Coordinator (teacher education)

Steven R. Smith, Ph.D., University of Arkansas, Assistant Professor (clinical psychology)

Elizabeth Truesdell, Ph.D., UC, Santa Barbara, Adjunct Assistant Professor (Joint Doctoral Program in Educational Leadership)

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

John T. Yun, Ed.D., Harvard University, Assistant Professor (educational leadership and organizations, research methodology, Joint Doctoral Program in Educational Leadership)

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

Emeriti Faculty

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

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

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

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

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

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

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

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

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

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

Affiliated Faculty

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

Karen Lunsford, Ph.D., (Writing Program)

Richard Mayer, Ph.D. (Psychology)

Claudine Michel, Ph.D. (Black Studies)

Tara Yosso, Ph.D. (Chicano Studies)

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Minor in Education

The Gevirtz Graduate School of Education offers an Education and Applied Psychology Minor. The minor is designed for students who want to work with research faculty and learn more about issues confronting education, for students preparing for a teaching career in elementary or secondary education or exploring a career in education, and for students exploring a career in counseling, clinical or school psychology. The minor requires a minimum of 18 units including three core courses (one of which must be a practicum) and electives. There are three tracks in the minor: Educational Studies; Teacher Preparation; and Applied Psychology (Counseling, Clinical, and School Psychology). For additional information, see our website at www.education.ucsb.edu.

Degree and Credential Programs

The Gevirtz Graduate School of Education offers two doctoral degrees: the doctor of philosophy in education; and the doctor of philosophy in Counseling, Clinical, and School Psychology, as well as a combined M.A./Ph.D. degree and a joint doctoral program (Ed.D.) in Educational Leadership with Cal Poly, San Luis Obispo. 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, and School Psychology. The Ph.D. and Ed.D. programs prepare highly capable individuals to perform as scholars and skilled professionals in their chosen fields.

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

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

Degree Requirements

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

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

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

Residence Requirements

Three quarters of registration are required for the master’s degree. The minimum residence requirement for the Ph.D. or Ed.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.

Department of Counseling, Clinical, and School Psychology (CNCSP)

Chair: Michael Furlong

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

Interviews are scheduled for qualified applicants who meet admission criteria and have interests well suited to faculty interests. Alternatives to the interview may be arranged for those unable to attend due to excessive distance.

School Psychology Emphasis (M.Ed.)

Students pursuing a master’s 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 Department of Education

Chair: Michael Gerber

The Department of 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 Department 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 Department offers six different but complementary M.A. and Ph.D. emphases in the areas of research, development, and practice. The Ed.D. with Cal Poly San Luis Obispo is a joint UC-CSU program.

Child and Adolescent Development Emphasis

This emphasis educates students in the study of developmental change in the context of culture, family, school, community, and society. Cultural contexts of development, adult development, cross-cultural and cross-national comparative studies, and gender studies are primary foci of faculty research. Students receive training in basic and applied research that explores educational and mental health issues, including cultural processes, family studies, intervention research, and developmental research methods. The emphasis is committed to an ecological model that examines change within multiple settings (cultural groups, historical periods, neighborhoods, and activities) to find human universals as well as context specific differences in human development. Students will be grounded in theory and research on the major domains of study: cognitive, language, and social development.

The intellectual core of the emphasis represents a diverse array 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.

Cultural Perspectives and Comparative Education Emphasis

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.

Educational Leadership and Organizations Emphasis

This emphasis prepares students who will fill teaching, administrative, research, academic, governmental, consultative, non-profit, or private-sector positions in local, regional, national, or international educational organizations. The emphasis stresses a balanced focus on disciplined-based theory in educational policy, organizations, leadership, and change and on practice in the design, conduct, and use of educational research. The curriculum emphasizes the theoretical, methodological, and practical knowledge that effective educational leaders need to become better scholars and/or appliers of new ideas and practices in their own organizational settings. At the same time, this curriculum thoroughly grounds that knowledge in understanding of the “real world” circumstances that shape modern educational policies, research, and practices. Graduates often fill teaching, administrative, or consultative positions in schooling (e.g., school district) or schooling-oriented (staff-development and training) settings.

Research Methodology Emphasis

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

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

Special Education, Disabilities and Risk Studies Emphasis

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 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

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 Teacher Education and Professional Development. Alternatively, students can plan their own areas of specialization in conjunction with their advisors. 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.

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

The JDP’s purpose is to develop regional capacity in the leadership of instruction among Central California educational professionals in P-20 school organizations and other educational agencies. The Program uses the unique strengths of UCSB and Cal Poly (i.e., research and field-based practice) to provide a learning experience that focuses on ex-urban schools; accelerates the anticipated time to degree to 3 years; operates all year round with annual summer sessions and institutes; uses a cohort learning model for working professionals; conducts research in situ at regional Professional Development Districts; and provides constant interaction with internationally, nationally, and regionally renowned faculty and practitioners.

The JDP’s curriculum equips students with a broad understanding of extant research, theory, and professional knowledge of educational leadership issues and advances. Students are then trained to design, develop, implement, evaluate, and manage instructional leadership policies and programs affecting the Central California schools. Ed.D. graduates hold or seek positions as: Superintendents, Assistant Superintendents, High-, Middle-, or Elementary-School Principals, other School-Site Administrators, Community-College and University Deans and Administrators, County and State Educational Agents, Non-Profit Educational Leaders, and Public and Private Educational Consultants. Applications are accepted for summer quarter. Applicants must already possess a Master’s degree. Adjunct faculty associated with the JDP: Dr. Claudine Michel, Professor in Black Studies, Dr. Julian Crocker, San Luis Obispo County Superintendent of Schools.

Teacher Education Program

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 credentials are offered in conjunction with an optional master of education with an emphasis in teaching.

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

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

The professional preparation occurs during a post-baccalaureate year with teaching credential programs beginning only in summer. The program consists of a five-quarter (summer, fall through spring quarters, summer) progressive sequence of courses integrated with field experience in local schools. In addition to meeting the usual University standards of scholarship, candidates must clearly demonstrate their teaching aptitude and leadership abilities. In the 2004-2005 Title II Accountability Report, the passing rate for the University of California, Santa Barbara, Teacher Preparation Program was 100%. Detailed information regarding this report is available at:
www.ctc.ca.gov/reports/TitleII_2004-2005_AnnualRpt.pdf

M.Ed. with Emphasis in Teaching

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

Multiple Subject Teaching Credential

Prerequisites

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

  1. Subject-matter competency in the subjects taught at the elementary level is required by passing scores on the CSET Exam.

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

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

  4. Education 103: Tools for Technology: During the credential program, students complete the Level I Technology requirement. To prepare candidates to meet this requirement, students take Education 103: Tools for Technology offered at UCSB in the winter, spring, or summer quarters. Students who cannot take ED 103 before the program begins will take this course in the summer quarter of the program concurrently with the other required teaching credential courses.

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

  6. Field experience: Applicants are required to complete a minimum of 60 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.

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

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

Single Subject Teaching Credential

Prerequisites

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

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

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

  3. Education 103: Tools for Technology: During the credential program, students complete the Level I Technology requirement. To prepare candidates to meet this requirement, students take Education 103. Students who cannot take ED 103 before the program begins will take this course in the fall quarter of the program concurrently with the other required teaching credential courses.

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

  5. Field experience: Applicants are required to complete a minimum of 60 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.

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

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

Standards of Scholarship

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

Education Specialist Credential

The Gevirtz Graduate School of Education offers the Education Specialist: Moderate/Severe Level I and II Credential Programs. Special Education Credentials permit teachers to work with students with moderate and severe disabilities. Admission to the programs require a bachelor’s degree in an academic subject from a regionally accredited institution. Students who wish to apply to the Programs should contact (805) 893-2036 at least one year prior to when they plan to apply.

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

Prerequisites: The following prerequisites must be completed:

  1. Subject matter competency in the subject by attaining passing CSET Exam scores. Please call the Teacher Education Program at (805) 893-2036 for more information.

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

  3. Field Experience. Applicants are required to complete a minimum of 60 hours of field experience. Contact the Pre-Professional Coordinator at (805) 893-3976.

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

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

For more information and an application contact the Teacher Education Program at
(805) 893-2036. The application deadline is March 1.

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Service Credentials

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

Pupil Personnel Services Credential—School Psychology

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

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Interdisciplinary Ph.D. Emphases

Optional Interdisciplinary Ph.D. Emphasis in Applied Linguistics

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

Students pursuing a Ph.D. in the Departments of East Asian Languages and Cultural Studies, Education, French & Italian, Germanic, Slavic & Semitic Studies, Linguistics, and Spanish & Portuguese may petition to add an emphasis in applied linguistics. The interdisciplinary program in applied linguistics involves over 35 faculty members in 12 departments on campus.

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

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

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

Optional Interdisciplinary Ph.D. Emphasis in Cognitive Science

Students pursuing a Ph.D. in the Gevirtz Graduate School of Education may petition to add an emphasis in cognitive science. The interdisciplinary program in cognitive science involves faculty from the Ph.D. programs in Anthropology, Computer Science, Education, English, Electrical and Computer Engineering, Geography, Linguistics, Psychology, and Sociology. Its goal is to give students an appreciation of the interdisciplinary study of thinking, perception, and intelligent behavior, as determined jointly by the nature of the environment and by the internal architecture of the intelligent agent, whether human, animal, or machine. The program features a structured set of courses, which are taught individually and collaboratively by faculty from a variety of disciplines.

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

Optional Interdisciplinary Ph.D. Emphasis in Human Development

Students pursuing a Ph.D. in this department may petition to add an interdisciplinary emphasis in human development. The Interdisciplinary Program in Human Development involves faculty from the Ph.D. programs in Anthropology, Communication, Counseling, Clinical, and School Psychology, Education, Linguistics, Psychology, and Sociology. The program focuses on developmental theory and research across the lifespan.

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

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

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

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

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

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

Optional Interdisciplinary Ph.D. Emphasis in Quantitative Methods for Social Sciences

Students pursuing a Ph.D. in Education may petition to add an interdisciplinary emphasis in Quantitative Methods in the Social Sciences. This interdisciplinary emphasis involves faculty from the Ph.D. programs in Anthropology, 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. This 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 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 emphasis’ on-going 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 student’s home department.
  • A Ph.D. dissertation that is centrally focused on an issue that is appropriate to the emphasis. The dissertation may make a contribution to methodological theory or may involve an advanced or innovative application.
  • A dissertation committee that includes at least one faculty member from outside the student’s home department.

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Department of Education Courses

Lower Division

3A. California Teach 1: Mathematics

(2) Lager, Millett

Introduction to big ideas in mathematics learning and development in grades K-8. Through observation, student interviews, and analysis of student work, undergraduates study how children learn, think about, and do mathematics in classrooms. Includes field experience in schools.

3B. California Teach 2: Mathematics

(2) Lager, Millett

Prerequisite: Education 3A.

Introduction to mathematics learning and teaching in grades 7-12. Undergraduates study how adolescents learn, think about, and do mathematics in classrooms. Through observation and interviews, undergraduates study interactions between teaching and learning. Course includes a field experience in schools.

4A. California Teacher 1: Science

(2) Bianchini, Sears

Introduction to big ideas in science learning and development in grades K-8. Through observation, student interviews, and analysis of student work, undergraduates study how children learn, think about, and do science in classrooms. Includes a field experience in schools.

4B. California Teach 2: Science

(2) Bianchini, Sears

Prerequisite: Education 4A.

Introduction to science learning and teaching in grades 7-12. Undergraduates study how adolescents learn, think about, and do science in classrooms. Through observation and interviews, undergraduates study interactions between teaching and learning. Course includes a field experience in schools.

Upper Division

103. Technology Tools for Teachers

(3) Copeland

Prerequisites: consent of instructor; upper-division standing.

Intended for upper-division undergraduates who contemplate entering a teacher credential program. It will teach for and certify their competency in selected Technology Proficiencies required for the California Level I Teaching Credential.

109M. Health Education

(1) Staff

Prerequisites: admission to the Teacher Education Program; upper-division standing.

Introduces 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 lectures.

109S. Health Education

(4) Staff

Prerequisites: consent of instructor; upper-division standing.

Applicants to the UCSB Credential Program have priority.

Students learn about health education, theories of behavior change, and wellness resources related to nutrition, alcohol, drugs, tobacco, and sexuality. Students demonstrate their understanding of course concepts by critical analysis, papers, reports, and objective tests.

109SS. Health Education

(4) Staff

Prerequisites: consent of instructor; upper-division standing.

Applicants to the UCSB Credential Program have priority.

Students learn about health education, theories of behavior change, and wellness resources related to nutrition, alcohol, drugs, tobacco, and sexuality. Students demonstrate their understanding of course concepts by critical analysis, papers, reports, and objective tests.

111. Introduction to Child and Adolescent Development

(4) Hudley, Kyratzis, Okamoto, Romo

Prerequisites: consent of instructor; upper-division standing.

An introductory course on the development of children from infancy to adolescence. Examines developmental changes and basic developmental theories (e.g., Piaget, Vygotsky) in four general areas: cognitive, social, language, and physical development. Fulfills TEP developmental course prerequisite or Education minor.

118. The Research University and The Transfer Student Experience

(4) Staff

Prerequisites: consent of instructor; must be a new transfer student.

Introduces new transfer students to the mission of the research university, the role of higher education in society and their role, as students, within the community of scholars. Topics cover academic, social and personal issues relevant to college students, specifically transfer students.

120. Practicum in Teaching in Higher Education

(4) Staff

Prerequisites: consent of instructor; upper-division standing.

Must be elected to serve as a student co-leader for INT 20. Taught by affiliated faculty employed by the Division of Student Affairs.

Designed for outstanding students who intern as course assistants for INT 20. Students learn about a variety of issues affiliated with higher education including student development theories, different pedagogical techniques, and assessing learning outcomes. Students gain experience creating lesson plans, facilitating discussion, grading assignments and fostering positive learning environments.

121. Techniques of Field Observation in School Settings

(3) 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 6 units.

Designed to examine issues, practices, values common to most elementary and secondary classrooms. Students acquire a set of skills useful for working within elementary and secondary classrooms, as well as identify concepts and methodology that assist them in applying the California Teaching Standards.

122. Practicum in Field Observation in School Settings

(2) Duran

Prerequisites: consent of instructor; prior experience working in a school setting with a certified teacher.

Stuedents must attend the first meeting of Education 121 and get a pre-professional assignment. May be repeated for credit to a maximum of 4 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.

123. Culture, Development, and Education

(4) Hudley, Brenner

Prerequisites: consent of instructor; upper-division standing.

Priority enrollment will be given to seniors.

An examination of culturally constructed beliefs, attitudes, and values. Course examines how culture shapes human development, behavior, and interpersonal relations in culturally pluralistic environments, with an emphasis on educational settings.

124. Research on Teaching and Learning in Sociocultural Contexts

(4) Brenner, Duran

Prerequisites: consent of instructor; upper-division standing.

May be repeated for credit to a maximum of 12 units.

Introduction to theory and research on teaching and learning from a sociocultural perspective. Students will examine data and findings emanating from research projects grounded in the local community and schools.

125. Social Foundations of Education

(4) Raley

Prerequisites: consent of instructor; upper-division standing.

Priority enrollment will be given to seniors.

A study of the relationship between school and society. Social and political influences on education historically and currently are examined as well as schools as complex organizations and their unique roles in society.

126B. Content and Pedagogy: Secondary

(2) Staff

Prerequisite: consent of instructor.

Course includes both research into the content knowledge needed and used by secondary school teachers as well as an assessment of the content knowledge of the students through a portfolio development process.

164. Introduction to Educational and Vocational Guidance

(4) Staff

Prerequisites: consent of instructor; upper-division standing.

An overview of the theories and concepts involved in career decision making. Develop working knowledge of career information and field survey techniques for understanding the job market in relation to economic trends.

165. Introduction to Applied Psychology

(4) Staff

Prerequisite: upper-division standing.

The lab for this course, Education 165L, is optional.

Designed for those considering or beginning applied psychology as a career. The scientific and clinical aspects of the field, along with the historical development and new directions are covered.

171A. Psychology of Gender

(4) Israel

Prerequisite: upper-division standing.

Preference given to Education and Applied Psychology minors students.

Provides an overview of psychological theory and research related to gender issues. Topics include bias in psychology, gender socialization, communication styles, lifespan development, ethnicity, education, careers, relationships, violence and victimization, health, and mental health.

173. Introduction to Leadership Development

(4) Buford, Andreatta

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.

176B. Practicum in Individual Differences

(4) gerber

Prerequisites: upper-division standing; consent of instructor.

May be repeated for a maximum of 12 units. Class attendance is mandatory. Students must have access to an e-mail account and web-browser.

Students study and discuss important educational policy issues while tutoring with elementary school students with learning problems in mathematics, reading, and language development.

190. Introduction to Autism

(4) Koegel

Prerequisites: Psychology 1; upper-division standing.

Students must have a minimum 3.0 GPA.

Overview of diagnostic, clinical, and educational approaches used for autism. Intervention procedures in clinical, school, and family settings are discussed in relation to language development, social development, and self-stimulatory behavior, self-injury, and pivotal behaviors related to a favorable prognosis.

191A. Sex and Relationships

(4) Staff

Prerequisites: consent of instructor; not open to seniors. Final enrollment determined by student’s qualifications.

Provides internship training in sexual health, including life skills (i.e., self-awareness and assertive communication); health skills; and peer education skills (i.e., group facilitation and motivational interviewing). Students who complete training are eligible to apply for the Sex and Relationship internships.

191B. Alcohol and Drugs

(4) Staff

Prerequisites: consent of instructor; not open to seniors. Final enrollment determined by student’s qualifications.

Provides internship training in alcohol and drugs, including life skills (i.e., self-awareness and assertive communication); health skills; and peer education skills (i.e., group facilitation and motivational interviewing). Students who complete training are eligible to apply for the Alochol and Drug internships.

191C. Healthy Eating and Living

(4) Staff

Prerequisites: consent of instructor; not open to seniors. Final enrollment determined by student’s qualifications.

Provides internship training in healthy eating and living (HEAL), including life skills (i.e., self-awareness and assertive communication); health skills; and peer education skills (i.e., group facilitation and motivational interviewing). Students who complete training are eligible to apply for HEAL internships.

191D. Peer Health Education Internship

(3) Staff

Prerequisite: Education 191A or 191B or 191C; consent of instructor.

Students who have completed Education 191A, 191B, or 191C may apply for placement as a Peer Health Education intern. Under supervision, interns provide health education services to UCSB students through informational, educational, environmental, and motivational activities.

197. Special Topics in Education and Applied Psychology

(2-4) Staff

Prerequisite: consent of instructor.

May be repeated for credit to a maximum of 8 units.

Topics vary by instructor.

199. Independent Studies

(1-5) Staff

Prerequisites: upper-division standing; completion of two upper-division courses in education; departmental approval.

Students must have a minimum 3.0 grade-point average for the preceding three quarters and are limited to 5 units per quarter and 30 units total in all 98/99/198/199/199DC/199RA courses combined.

Study of special problems in various fields of education.

199RA. Independent Research Assistance

(1-5) Staff

Prerequisites: upper-division standing; completion of two upper-division courses in education; instructor and departmental approval.

Students must have a minimum 3.0 grade point average for the preceding three quarters and are limited to 5 units per quarter and 30 units total in all 98/99/198/199/199DC/199RA courses combined.

Coursework consists of faculty supervised research assistance.


Note: Graduate sections below include:
Counseling, Clinical, School Psychology, and Education

Graduate Courses - Department of Counseling, Clinical, School Psychology

200. Research Design and Methods in Professional Psychology

(4) Brown

Prerequisite: consent of instructor.

Not open for credit to students who have completed Education 277B.

Examination of both clinical and statistical approaches to professional psychology research. Special attention devoted to conceptualizing and developing research proposals in the area of professional psychology.

209A. Research Practicum I

(4) 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.

209B. Research Practicum II

(4) Staff

Prerequisite: 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.

209C. Research Practicum III

(4) Staff

Prerequisite: 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.

210. Neuroanatomy and Psychopharmacology

(4) Smith, Cosden

Prerequisite: consent of instructor.

Introduces students to basic neuroanatomy and neurological functioning across lifespan. Relationship of neurological structure to psychiatric disorder is highlighted. Also serves to give students a background in clinical psychopharmacology. Biomedical treatments for child and adult disorders are explored.

212. Cognitive Development in Autism and Other Severe Disabilities

(4) Koegel, Singer

Prerequisite: consent of instructor.

An overview of diagnostic and treatment methods in the area of autism and other severe disabilities. 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.

216. Historical and Philosophical Foundations of Professional Psychology

(4) Casas

Prerequisite: consent of instructor.

Facilitates a selective and critical analysis of the historical/philosophical foundations of western psychology. To this end, attention is directed to those individuals, ideas and events that have shaped the history of psychology.

222A. Descriptive Diagnosis

(1) Staff

Prerequisite: consent of instructor.

Course is the first in the assessment sequence and provides an introduction to descriptive diagnosis via the DSM-IV. It is designed as an introduction to courses in psychopathology, cognitive assessment, and personality assessment.

223B. 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.

224A. Professional Organizations

(1) Furlong, Israel

Prerequisite: consent of instructor.

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.

225. Ethical Standards in Professional Psychology

(4) Staff

Prerequisite: consent of instructor.

Course examines scientific and professional ethics in applied psychology. In addition to reviewing existing standards, the course focuses on a range of ethical and legal issues such as confidentiality, dual relationships, and client rights.

227. Social and Cultural Bases of Diversity

(4) Staff

Prerequisite: consent of instructor.

Acquaints students with the social and cultural bases of diversity and to enhance multicultural competence. Designed to enhance awareness, knowledge, and skills for providing culturally relevant, sensitive, and effective services to diverse populations.

250. Cognitive Assessment in Professional Psychology

(4) jimerson

Prerequisite: consent of instructor.

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.

251. Personality and Emotional Assessment

(4) Smith, Furlong

Prerequisite: consent of instructor.

Introduces students to the major tools and techniques for conducting comprehensive psychological assessments, appropriate for adult, children, and adolescents. Self-report, projective techniques, and behavior ratings are discussed in-depth.

252. Advanced Personality Assessment

(4) Smith, Koegel

Prerequisite: consent of instructor.

Students learn to score and interpret the Rorschach Inkblot Test at a level required for independent practice. Also covered are advanced techniques for integrating assessment results and using assessment in psychological treatment planning.

254. Career and Life Development Appraisal

(4) Brown

Prerequisite: consent of instructor.

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.

255. Neuropsychological Assessment

(4) Smith, Furlong

Prerequisite: consent of instructor.

Students are exposed to the methods and techniques of applied neuropsychology. Course material covers the administration, scoring, and interpretation of measures of memory, executive functioning, speech and language, and motor processing.

256. Behavioral Assessment and Intervention for Children and Adolescents

(4) Koegel

Prerequisite: consent of instructor.

History and philosophy of behavior management approaches, behavioral assessment procedures, treatment delivery paradigms, parent-training, nonaversive/aversive issues, generalization and maintenance of treatment gains, causes, evaluation of behavior changes, medicine, self-management.

257B. Psychoeducational Assessment and Intervention

(4) Staff

Prerequisite: consent of instructor.

Method of psychoeducational assessment and evaluation for identification, intervention, progress monitoring, and educational decision-making planning, and review of progress of children in the public schools. Consideration of screening and diagnostic instruments and procedures, plus instruments and materials to assure nondiscriminatory assessment.

260A. Theories of Counseling and Psychotherapy

(4) Casas, Israel

Prerequisite: consent of instructor.

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.

260B. Basic Practicum I

(4) Staff

Prerequisite: admission to M.Ed. or Ph.D. in Counseling/Clinical/School Psychology program or School Psychology Credential.

Initial practicum in counseling focuses on building a counseling relationship. Students learn theory and practice of basic counseling skills, the working alliance, and multicultural adaptations.

260C. Basic Practicum II

(4) Staff

Prerequisite: consent of instructor.

Focuses on case conceptualization of clients. Students learn to plan treatment on the basis of an initial interview, a formal intake, history, and present symptoms and client goals.

261A. Theories of Career Development

(4) Staff

Prerequisite: consent of instructor.

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.

261B. Theory and Research of Group Counseling

(4) Staff

Prerequisite: consent of instructor.

Reviews current theory, research, and practices related to group counseling. Special attention is given to comparisons of theoretical approaches and accompanying research strategies used in assessing the effectiveness of group counseling modalities.

262A. Consultation in the Schools and Community

(4) Staff

Prerequisite: consent of instructor.

Review of consultation theory and problem-solving models, role of consultant as a systems-change agent. Students utilize data-based decision-making to identify system targets, develop solutions, and facilitate solution implementation to bring about systems change.

262B. School-Based Mental Health Services

(4) Morrison, Furlong

Prerequisite: consent of instructor.

Group, individual and system strategies for evidence-based prevention and intervention with children and adolescents in the schools and communities. Problems and processes involved in the implementation of these strategies and programs are also explored.

262C. Counseling Children and Families

(4) Cosden, Morrison

Prerequisite: consent of instructor.

Covers counseling and psychotherapy for children, adolescents, and families. CBT, play therapy, and family systems therapies are examined.

263A. Advanced Psychotherapy Techniques

(4) Cosden, Koegel, Smith

Prerequisite: consent of instructor.

Exploration of techniques of major psychotherapy theories, evidence-based practices, and application to diverse populations.

264A. Supervision Theory

(4) Staff

Prerequisite: consent of instructor.

An overview of theory and research on the process and outcomes of supervision of professional psychologists.

264B. Promoting Optimal Psychological Functioning Across the Lifespan

(4) Israel

Prerequisites: consent of instructor; must be enrolled in the Counseling/Clinical/School Psychology Program.

Introduces students to concepts and interventions related to lifespan development, prevention of mental health problems, social justice, and optimal psychological functioning.

268A. Gender Issues in Counseling

(4) Israel

Prerequisite: consent of instructor.

Familiarizes students with theoretical approaches to working with gender in counseling, course reviews scholarship related to pscyho-social concerns that disproportionately affect women and men, and demonstrates clinical approaches to working with gender issues in therapy.

268B. Counseling LGBT Clients

(4) Israel

Prerequisites: consent of instructor; must be enrolled in the Counseling/Clinical/School Psychology Program.

Course equips students with the knowledge, attitude awareness, and skills necessary to work effectively with lesbian, gay, bisexual, and transgender clients on a variety of issues.

268C. 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.

268D. Advanced Fieldwork: Clinical Psychology

(4) Koegel

Prerequisite: consent of instructor.

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.

270. Advanced Fieldwork: General

(4) Cosden, Israel

Prerequisite: consent of instructor.

Course involves supervised work with adults, children, adolescents, and families in the Hosford Clinic. Supervised work includes intakes, assessment, counseling & psychotherapy. Related readings, case notes, written case conceptualizations, and other written assignments and clinic responsibilities are required.

271A. Hosford Clinic Practicum

(1-4) Staff

Prerequisites: consent of instructor; limited to CCSP students only.

CCSP students see 1-4 community clients on a weekly basis for psychotherapy in the Gevirtz Graduate School of Education Hosford Counseling Clinic. Students are supervised by clinic supervisors and professionals from the field.

271B. Advanced Practicum: Psychology Assessment Center

(1-4) Smith

Prerequisites: consent of instructor; limited to CCSP students only.

CCSP students see 1-4 community clients on a weekly basis for psychotherapy in the Gevirtz Graduate School of Education Hosford Counseling Clinic. Students are supervised by clinic supervisors and professionals from the field.

272. Advanced Fieldwork: Counseling Psychology

(4) Staff

Prerequisites: three quarters of CNCSP 270; consent of instructor.

Advanced supervised fieldwork in an approved counseling setting under the supervision of a licensed psychologist. A minimum of two full days each week in an approved setting is required.

273. Advanced Fieldwork: Clinical Psychology

(4) Koegel

Prerequisite: consent of instructor.

Advanced supervised fieldwork in an approved clinical setting under the supervision of a licensed psychologist. A minimum of two full days each week in an approved setting is required.

274A. Contemporary Issues in Student Services: School Psychology First Year Induction

(4) Furlong, Morrison

Prerequisite: consent of instructor.

Course is for first-year school psychology students.

University-based supervision, school placements. A seminar course discussing contemporary issues in student services; includes practica.

274B. Contemporary Issues in Special Education Process: School Psychology First Year Induction

(4) Furlong, Morrison

Prerequisite: consent of instructor.

Course is for first-year school psychology students.

University-based supervision and school placements. A seminar course discussing contemporary issues in special education process; including practica.

274C. School Discipline and Alternative Schooling: Psychology First Year Induction

(4) Furlong, Morrison

Prerequisite: consent of instructor.

Course is for first-year school psychology students.

University-based supervision, school placements. A seminar course discussing school discipline and alternative schooling; includes practica.

274D. Assessment and Data-Based Decision-Making in the Schools: School Psychology Practicum

(4) Staff

Prerequisites: enrollment in the school psychology credential program; consent of instructor.

Introduction to the school’s instructional setting. Core instructional features and pro-social prevention efforts are operationalized and examined in schools. Students learn to identify system-level intervention targets.

274E. Ethics, Diversity, and Specialized Assessment and Intervention: School Psychology Practicum

(4) Staff

Prerequisites: enrollment in the school psychology credential program; consent of instructor.

Participation in didactic instruction and practical experiences in working with culturally and linguistically diverse children. Examination of issues in working with children of different ages, in different settings, risk factors and disabilities. Specialized assessment models using single-subject design assessing intervention effectiveness.

274F. The School Psychologist as the Intervention Consultant: School Psychology Practicum

(4) Staff

Prerequisites: enrollment in the school psychology credential program; consent of instructor.

Planning and implementing interventions in the school. Students monitor progress, provide feedback, engage in data-based decision-making in collaboration with teachers, parents and system administrators to facilitate improved child outcomes.

275. Internship in School Psychology

(4-12) Furlong, Jimerson, Morrison

Prerequisite: consent of instructor.

Advanced internship in school psychology in a setting approved by faculty. Twenty to forty hours weekly of fieldwork under the supervision of a credentialed school psychologist are required.

276A. Advanced Fieldwork: Clinical Supervision

(4) Staff

Prerequisites: at least 6 quarters of practicum experience in a clinical, counseling, or school setting; consent of instructor.

Supervised fieldwork experience in the supervision of beginning therapists. A minimum of three hours/week of classroom experience and three hours/week of supervision in individual group sessions are required.

279A-B-C. Internship in Professional Psychology

(6-12, 6-12, 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 CNCSP 279C. May take for 12 units/quarter for one year, or 6 units/quarter for two years. Total of 36 units required.

Advanced fieldwork internship in an approved setting. Twenty to fourty hours weekly (minimum of 1500 hours) of fieldwork under supervision of a licensed psychologist. Setting must be approved by CCSP faculty.

290. Seminar in Professional Psychology

(4) Israel, morrison

Prerequisite: consent of instructor.

Consideration of emerging topics in counseling, clinical, and/or school psychology. Course content may vary.

291A. Human Sexuality for Applied Psychologists

(1) Staff

Prerequisites: consent of instructor; must be enrolled in the Counseling/Clinical/School Psychology Program.

Introduces graduate students in applied psychology to physiological and socio-cultural variables associated with sexual identity, sexual behavior, and sexual functioning.

291B. Alcohol and Other Drug Abuse

(2) Staff

Prerequisite: consent of instructor.

Course addresses causes, prevention, and treatment of drug and alcohol abuse. Designed to meet the requirements for licensure as a psychologist in the State of California.

291C. Family Violence

(4) Staff

Prerequisite: consent of instructor.

Course covers theories relating to the reasons for child abuse and domestic violence as well as theories and research on family violence and its treatment.

292. Resiliency, Strengths, and Youth Development

(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.

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.

Graduate Courses - Department of Education

201A. Qualitative Research Design

(4) Brenner

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.

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.

201F. Issues in Research Methodology

(2) ho, zwick

Prerequisite: consent of instructor.

This course involves students in detailed and specific consideration of the methodological issues related to their own second year research projects, MA theses, or Ph.D. dissertations.

202A. Bilingual Language Development

(4) Kyratzis

Prerequisite: consent of instructor.

This course describes theoretical and empirical accounts of the knowledge representations and psychological processes underlying language comprehension and production. Representative topics include discourse processing; conversational interaction; memory for words, sentences and text; metalinguistic skills; language development.

202C. The Development of Writing Abilities

(4) Bazerman, Blau

Prerequisite: consent of instructor.

Examination of the research literature on the development of writing competence in and outside of school from early childhood through advanced adult competence.

202D. Writing Across the Curriculum and in the Disciplines

(4) Bazerman, Blau

Prerequisite: consent of instructor.

Examination of research literature in writing in disciplines and professions to consider the different dynamics, functions, and forms of writing in the separate areas and different paths of skill development and socialization. Consideration of findings at university and professional levels and their application to K-12 settings.

202E. History of Literacy and Social Organization

(4) Bazerman, Blau

Prerequisite: consent of instructor.

Investigation of historical emergence of literate practices in relation to social organization realized in scribal, print, and electronic media. Consideration of the rise and role of school, academic, disciplinary, professional, and information culture with implications for current literacy education.

202F. Literacy in the Information Age

(4) Lunsford, Bazerman

Prerequisite: consent of instructor.

Definitions of “literacy” are evolving and expanding as they and new information technologies (especially computers) are co-constructed. This course examines the political, pedagogical, and research consequences implied when traditional definitions of literacy are revised and when new literacies are introduced.

202G. Collaborative Learning, Collaborative Writing

(4) Lunsford, Bazerman

Prerequisite: consent of instructor.

Schools at all levels have been charged with teaching the “new basic” skills of collaborative learning and collaborative writing. This course examines what these concepts mean, how they are related, and how they manifest themselves in workplace and educational settings.

202H. Writing Program Administration

(4) Bazerman

Prerequisite: consent of instructor.

Examination of theory and practice of writing program administration focusing on important issues in the field. Students read about and discuss those issues and focus their research on a local instantiation of administration. An optional administrative internship may be added to the class work.

202I. Assessment of Writing

(4) Bazerman

Prerequisite: consent of instructor.

Issues of writing assessment from micro (student papers) to macro (large-scale assessment: NAEP, UC Subject A Examination), and writing program assessment. Exploration of different research paradigms in writing assessment: empirical and hermeneutic are also discussed.

203A. Foundations of Education

(4) Staff

Prerequisite: admission to Single Subject Program or the Multiple Subject Program.

Students develop a rigorous way of thinking about, talking about, and practicing education for a diverse society. Explores the complex relationship among culture, society, and the organization of school. Considers the complex relations among teachers and learners within the context of U.S. schools.

203DF-DW. Applications of Computers to Educational Purposes I

(2-1) Copeland

Prerequisites: admission to Single Subject Teaching Credential Program, and consent of instructor.

Required for students preparing for secondary school teaching.

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. Applications of Computers to Educational Purpose I

(2-1) Copeland

Prerequisites: admission to Multiple Subject Teaching Credential Program, and consent of instructor.

Required for students preparing for elementary school teaching.

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.

204. History and Ideology of Education: Comparative Perspectives

(4) Brenner, Cook-Gumperz

Prerequisite: consent of instructor.

History and ideology of U.S. education and other educational systems. Topics include: history of compulsory schooling; sociological explanations of relationships of schools to society; diversity and ideal education; professionalization of education/teaching; history of educational research.

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) Staff

Prerequisite: consent of instructor.

Theories of knowledge are brought to bear on educational issues such as pedagogy, research traditions, and curricular legitimization. The course treats epistemological topics such as perception, objectivity, argumentation, rationality, theories, paradigms, and the aims of social science research.

207. Sociolinguistics in Education

(4) cook-gumperZ, Green

Prerequisite: consent of instructor.

Course addresses the origins, basic concepts and recent research in sociolinguistics. Both earlier foundational work and recent development in new topics are explored. These include, but are not limited to, interactional sociolinguistics, feminist sociolinguistics, sociolinguistics in the classroom.

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, Cook-Gumperz

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.

209G. Ethnic Identity

(4) Hudley, Romo

Prerequisite: consent of instructor.

Examines the development of ethnic and racial identity among children and adolescents. Topics include self-concept, family socialization, language, peers, and inter- and intra-group relations. Specific attention is given to theories pertinent to this area of development.

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. Introduction to Children’s Thinking

(4) okamoto

Prerequisite: consent of instructor.

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 is also covered.

210D. Seminar in Cultural Perspectives of Education

(1-6) Staff

Prerequisite: consent of instructor.

May be repeated for credit.

In-depth consideration of emerging topics in cultural perspectives of education.

210E. Foundations of Sociocultural Learning Theory

(4) Bazerman, Duran

Prerequisite: consent of instructor.

Examination of founding theoretical texts of sociocultural theory of learning in both Russia and the West and their application to current issues in education.

210F. Cultural Psychology: Contemporary Sociocultural Learning Theory

(4) Bazerman, Duran

Prerequisite: consent of instructor.

An examination of contemporary developments in cultural psychology and applications to education and learning in diverse sociocultural settings.

210G. Crosscultural Psychology

(4) Brown, Ho

Prerequisite: consent of instructor.

Investigation of current issues in social and cognitive psychology with a crosscultural perspective.

211A. Proseminar: Introduction to Human Development

(4) Hudley, Kyratzis, Okamoto, romo

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

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, Okamoto, Romo

Prerequisite: Education 211B.

Theoretical bases and empirical findings on the development of children from age six to adolescence across various areas of competency, such as social, language, moral, cognitive, and motor.

211D. Development: Adolescence to Adulthood

(4) Hudley, Romo

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).

211F. Psychological Foundations of Education: Elementary

(4) Staff

Prerequisites: admission to Multiple Subject Credential Program.

An introduction to psychological principles of learning and development of the elementary age child. Explores dimensions of development indicative of middle childhood, and ways in which development and learning are interwoven with social and cultural contexts in the educative process.

211S. Psychological Foundations of Education: Secondary

(4) Staff

Prerequisites: admission to Secondary (Single Subject) Credential Program.

An introduction to psychological principles of learning and development of the adolescent. Explores dimensions of development indicative of adolescence, and ways in which development and learning are interwoven with social and cultural contexts in the educative process.

212. Quantitative Methods in the Social Sciences Colloquium

(2) Zwick

Same course as Geography 201Q, Sociology 212Q, and PSTAT 250. May be repeated for credit.

Required course for students in the Interdisciplinary Quantitative Methods in the Social Sciences emphasis.

214A. Introductory Statistics

(4) Brown, Ho, Okamoto, Rumberger, Yun

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, 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) 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

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) 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.

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.

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) Staff

Prerequisite: Education 214A-B-C.

The theory and application of structural equation modeling (also called analysis of covariance structures).

219A. Research on Instructional Approaches

(4) Bianchini, Brenner

Prerequisite: consent of instructor.

Examination of models of research or instructional approaches used in K-12 classrooms. These include multicultural/liberatory/feminist inquiry, cooperative learning and experiential learning.

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. Schooling.

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, Raley

Prerequisite: consent of instructor.

An overview of qualitative research methods; focus on study of techniques for data collection and analysis within various disciplinary perspectives; student participation in field research methods. Introduction to qualitative data analysis programs.

221B. Qualitative Interviewing

(4) Brenner, Cook-Gumperz

Prerequisite: Education 221A.

Qualitative interviewing methods including ethnographic interviews, life histories, cognitive maps and think-a-loud interviews. How to conduct interviews with different kinds of informants.

221C. Observation in Small Group Analysis

(4) Cook-Gumperz, Conley

Prerequisite: consent of instructor.

Observational methods and small group analysis constitute the backbone of qualitative research and have a long research history. This course provides some insight into the range of methods and techniques available, and explores the thinking that has shaped the individual methods. Issues that different methods were designed to deal with, research agendas that developed as a result, and implications these have for social research in educational settings are also discussed.

221D. Classroom Ethnography

(4) Dixon, Green

Prerequisite: consent of instructor.

Examination of the pre-fieldwork and fieldwork phases of ethnography in school and classroom settings including issues of entry and access, theoretical frameworks, indexing data, and processes of data collection and analysis.

221F. Community Ethnography

(4) Brenner, Green, Raley

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

Prerequisite: consent of instructor.

Study of the academic and cognitive characteristics of children who are at risk or have mild disabilities. Interventions for these students will also be covered.

222C. Social and Affective Characteristics of Students with Mild Disabilities

(4) Cosden

Prerequisite: consent of instructor.

Study of the affective and social characteristics of children who are at risk or have mild disabilities. Interventions for these students will also be covered.

222D. Law, Ethics, and History of Special Education

(4) Gerber, Singer

Prerequisite: consent of instructor.

Intensive look at the laws governing special education and civil rights for people with disabilities in the U.S. The ethics of special education and key historical developments are also covered. Topics include controversies and historical trends.

223H. Individual Differences and the Administrator

(4) Gerber, Yun

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.

226. The Nature of Subject Matter

(4) Bazerman, Copeland

Prerequisite: consent of instructor.

The formation of school subjects; Views of knowledge and common contents in those subjects; Typical and atypical pedagogic goals and methods; Examination of devices used to regulate subject curriculum; Histories of issues/controversies that arise in shaping subject area learning.

227. Schooling in the United States

(4) Raley, Weissglass

Prerequisite: consent of instructor.

Examines major concepts and principles regarding the historical and contemporary purposes, roles and functions of education in United States society, especially as they relate to the twin challenges of equity and diversity.

228A. Learners with Severe Disabilities: Functional Skills Instruction

(4) 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) 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) 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) 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) Singer, Gerber

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) Singer, Gerber

Prerequisite: consent of instructor.

Theory and methods for supporting families of children with disabilities through the lifespan. Topics include theory and methods of behavioral family therapy, providing information about disabilities, stress management, support groups, and self-help organizations.

228H. Working with Stakeholders in Special Education

(4) Gerber, Singer

Prerequisite: consent of instructor.

Provides special educators with information and skills for working with the many stakeholders in special education. Content includes how to communicate with parents, administration, paraprofessionals, and teachers.

229C. Practicum in Special Education Programs for Severely Handicapped Pupils

(2-12) Staff

Prerequisite: consent of instructor.

Supervised field-based practicum in instruction and management of special education programs for severely handicapped pupils.

229D. Applied Systematic Instruction and Assessment

(2) Singer, Gerber

Prerequisites: concurrent enrollment in Education 229C or E392; consent of instructor.

Students read research and best practice studies, discuss current work in practicum placements, and develop documentation of performance and knowledge competencies.

229E. Field Supervision in Teacher Education for Doctoral Students

(4) Singer, Gerber

Prerequisite: consent of instructor.

Provides doctoral students with the opportunity to learn how to systematically observe, assess, give feedback, encourage self reflection, and coach student teachers in public schools and community settings.

234. Linguistics for Teachers

(4) Staff

Linguistic theory and its applications to the teaching of language and reading skills. The course will survey topics in phonetics, syntax, semantics, and pragmatics.

236A. Research Methods and Practice: Action Research

(4) Conley

Prerequisites: Ph.D. or Ed.D. students who have completed at least two quarters of qualitative research methods and have identified a research problem; consent of instructor.

Not open for credit to students who have completed Education 249B.

Introduction to qualitative methods and exploration of where action research fits within this research paradigm. Course material substantially overlaps ED 221A. Meets requirements for ELO and ASC, Tier II.

236B. Research Methods and Practice: Interviewing as a Research Tool

(4) Conley

Prerequisites: Ph.D. or Ed.D. students who have completed at least one quarter of qualitative methods; consent of instructor.

Prepares students in interviewing as a research tool, particularly for research in school institutions. Course meets requirements for Educational Leadership and Organizations as well as the Joint Doctoral Program in Educational Leadership.

236C. Research Methods and Practice: Case Studies

(4) Conley

Prerequisites: Ph.D. or Ed.D. students who have completed at least two quarters of qualitative research methods and have identified a research problem; consent of instructor.

Not open for credit to students who have completed Education 249B.

Focuses on case study methodology as one form of qualitative research design. Students learn the different types of case studies and the value of using a multiple case design. The course also provides students with the tools for preparing their dissertation proposal. Meets research requirements for ELO and ASC, Tier II.

237B. Labor Relations and School Law

(4) Staff

Prerequisite: consent of instructor.

Study of legal/substantive issues, cases, negotiation problems, dispute settlement techniques, and private/public sector comparison. Study of school law history including significant cases; education, administrative, welfare, institutional, and other relevant codes; and opinions of courts, attorney general, and county counsel.

240A. Education Policy

(4) Rumberger

Prerequisite: consent of instructor.

An introduction to education policy that will examine both the process of education policy and a series of substantive issues that are commonly the focus of education policy at the state and federal levels.

240B. Economic Analysis and Education Policy

(4) Rumberger, Yun

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.

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.

242C. Theories of Organizational Change and Development

(4) Weissglass

Prerequisite: consent of instructor.

Not open for credit to students who have completed Education 261B.

An overview of organizational change and development theories, with special focus on the concepts of organizational complexity and learning and the problems of change. Students analyze and apply theories through class papers and projects.

242D. School Reform

(4) Block

Prerequisite: consent of instructor.

Not open for credit to students who have completed Education 255C.

In-depth examination of contemporary trends in schooling with special emphasis on current literature on effective schooling, mastery learning, and school reform.

243. The School Administrator and Supervisory Practice

(4) glasman

Prerequisite: consent of instructor.

The role of the school administrator through theoretical and practical contexts will be explored.

245A. Educational Finance

(4) glasman

Prerequisite: consent of instructor.

An introduction to the financing of education at the school, district, county, state, and federal levels. Emphasis will be given to the economic foundations of school financing.

246A. Evaluation in Educational Administration

(4) glasman

Prerequisite: consent of instructor.

Educational evaluation is examined as an executive function. Emphasis is on practices, models, and studies of program and personnel evaluation and the integration of educational evaluation within the context of educational decision making.

246C. Testing Students

(4) Block

Prerequisite: consent of instructor.

Introduction to student testing with special emphasis on three major 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.

249A. Field Experience in Educational Administration

(1-8) Staff

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-D. Doctoral Seminar in Educational Leadership and Organizations

(4-4-4-4) Staff

Prerequisite: consent of instructor.

A seminar for post-comprehensive exam students with the intent of helping to define areas, problems, specific questions, and methodologies for doctoral research. Topics and instructors may vary from quarter to quarter.

251. Families, Schools, and Communities

(4) Staff

Prerequisite: consent of instructor.

Course explores the critical link between families, schools, community and children’s school success. Examines history, theory and practice of home-school-community partnerships and addresses skills needed by educators for success with diverse families and interagency collaboration.

253D. Seminar in Teaching and Learning

(1-6) Staff

Prerequisite: consent of instructor.

May be repeated 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.

258A. Seminar in Curriculum: Literacy

(4) dixon

Prerequisite: consent of instructor.

Recent developments, review, and evaluation of current research in curriculum is explored.

258B. Seminar in Curriculum: Mathematics

(4) bianchini, brenner, Lager

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.

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.

270A. Classrooms as Cultures

(4) green

Prerequisite: consent of instructor.

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) Weissglass

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.

270E. Perspectives on Educational Language Policy

(4) Lee, Kyratzis

Prerequisite: consent of instructor.

Examination of the implicit and explicit language policies surrounding bilingual and ESL education and their implications for language minorities in schools and the workplace. Issues concerning language attitudes, language loyalty, language maintenance, identity and power are also discussed.

270F. Second Language Learning in Educational Contexts

(4) Lee, Dixon

Prerequisite: consent of instructor.

Overview of the linguistic, psychological, cognitive, and sociocultural approaches to second language acquisition. Students critically review past and current SLA theories and research and develop an understanding of how language proficiency is conceptualized and assessed.

270H. Language, Culture and Learning

(4) Cook-Gumperz, Lee, Dixon

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.

274. Proseminar in Language, Interaction, and Social Organization

(2-4) cook-gumperZ, Bazerman, Kyratzis, Raley

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.

279. Perspectives on Teacher Education and Professional Development

(4) Staff

Prerequisite: consent of instructor.

Course for Ph.D. candidates in Education with a focus on pre-service and inservice teacher development. Students read professional literature, research and hear from those doing the work of teacher educators.

280. Education in Diverse Societies

(4) Raley

Prerequisite: consent of instructor.

Explores various critical approaches to the theory and practice of crosscultural education in diverse societies.

282. Research on Teacher Education

(4) Bianchini

Prerequisite: consent of instructor.

Examines research on teacher education and professional development. Course explores standards for teacher education, teacher education and professional development models, research on teacher learning communities, and enduring challenges faced by teacher educators.

283A. Seminar in Teacher Education and Professional Development

(2) Copeland, Lager

Prerequisites: concurrent enrollment in Education 283B; consent of instructor.

Designed to provide opportunities for students to explore issues in teacher education and professional development of beginning and/or experienced teachers or other professionals (i.e., counselors, administrators, etc.).

283B. Internship in Teacher Education and Development

(2) Copeland, Raley

Prerequisite: consent of instructor.

May be repeated for credit.

Provides students with opportunities to gain practical experience in teacher education and professional development broadly defined.

284. Teacher Learning and Knowing

(4) Raley, Copeland

Prerequisite: consent of instructor.

Provides students the opportunity to develop a coherent conceptual framework for their study of teaching. Course considers several ways of understanding the relationship between knowledge and practice, with special attention to learning as the transformation of this relationship. Approaches used to examine current efforts to improve the quality of teaching.

286A. Contemporary and Historical Perspectives on Science Education

(4) Staff

Prerequisite: consent of instructor.

Focus on contemporary research issues in science education in relation to historical perspectives of the field. Course readings and agenda are partially set by the interests of the students.

286B. Science Education in Sociocultural Context

(4) Staff

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

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

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

Prerequisite: consent of instructor.

Designed primarily for master’s and doctoral students interested in teacher education and/or science education. Examination of current researchon 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

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.

289. Professional Development Seminar for Facilitators

(2) Staff

Prerequisites: students must be serving as an M.Ed. facilitator for the Teaching Education Program; consent of instructor.

Seminar supports facilitators in their work with M.Ed. candidates. Course examines ways to guide candidates in writing theoretical frameworks, collecting and analyzing their data, and providing feedback to one another. Readings include research literature and samples of candidates work.

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.

292B. Mathematics Development in Middle Years

(4) brenner

Prerequisite: consent of instructor.

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, Okamoto, Lager

Prerequisite: consent of instructor.

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) Brenner, Okamoto

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

Prerequisite: consent of instructor.

Seminar course which deals with a variety of topics related to leadership in instruction.

299. Topics in Applied Linguistics

(4) Staff

Same course as EACS 299, French 299, German 299, Linguistics 299, and Spanish 299.

Specialized topics in the study of applied linguistics.

400. Doctoral Seminar and Practicum in Information Technology

(4) Staff

Prerequisites: enrollment in the Joint Doctoral Program in Educational Leadership; consent of instructor; knowledge of IT fundamentals and ability to conduct online research and communication.

Examines theoretical foundations and practical skills required to effectively utilize and deploy technology and manage information in educational organizations.

401. Doctoral Seminar and Practicum in Organizational Management

(4) Staff

Prerequisite: enrollment in the Joint Doctoral Program in Educational Leadership; consent of instructor.

Application of management science and professional practice within educational organizations. Students engage in research, inquiry, and application. Teams develop a management plan, explain and defend it in context of organizational theory, “best professional practices,” and expected outcomes.

402. Doctoral Seminar and Practicum in Policy, Equity, and Political Issues

(4) Staff

Prerequisite: enrollment in the Joint Doctoral Program in Educational Leadership; consent of instructor.

Explores the development and effects of state, county, and local educational policies on school leadership, instruction, and educational organizations. Students apply such organizational policy tools as agendas, debates, public presentations, and school board communications.

403. Doctoral Seminar and Practicum in Financial Leadership

(4) Staff

Prerequisites: enrollment in the Joint Doctoral Program in Educational Leadership; consent of instructor; knowledge of spreadsheet and presentation software and ability to conduct online research and communication.

Students learn how to plan, appropriate, and manage financial resources to support organizational effectiveness and student learning. Topics include macro-micro-economic theories, K-12 and higher education funding structures, public and corporate financial models, and school finance reform.

404. Doctoral Seminar and Practicum in Leadership in Learning Organizations

(4) Petersen

Prerequisite: enrollment in the Joint Doctoral Program in Educational Leadership; consent of instructor.

Detailed exploration of leadership characteristics and impacts on learning organizations. Topics include “vision,” collaboration, accountability, and leadership frames of reference. Students increase their knowledge of theory as well as evaluation strategies to identify effective leadership behaviors and characteristics.

405. Research Methods and Practicum in Education Leadership

(6) Gerber, Petersen, Block

Prerequisite: enrollment in the Joint Doctoral Program in Educational Leadership; consent of instructor.

Principles of scientific methods used in educational research explored and applied to practicum experience. Includes selection and definition of problem, comparison of research strategies for literature review and selection of measures and instrumentation, common problems of analysis and data interpretation.

406. Research in Educational Leadership

(4-12) Gentilucci, Block

Prerequisite: enrollment in the Joint Doctoral Program in Educational Leadership; consent of instructor.

Focuses on writing a research proposal in the area of educational leadership.

407. Problem Statements in Educational Leadership Research

(4-12) Staff

Prerequisite: enrollment in the Joint Doctoral Program in Educational Leadership; consent of instructor.

Supervised research and writing of problem statements and literature review in educational leadership.

408. Methodological Applications in Educational Leadership Research

(4-12) Gerber, Yun, Block

Prerequisite: enrollment in the Joint Doctoral Program in Educational Leadership; consent of instructor.

Supervised research and methodological applications in educational leadership.

409. Reporting Research Findings in Educational Leadership

(4-12) Petersen, Gentilucci, Yun, Block

Prerequisite: enrollment in the Joint Doctoral Program in Educational Leadership; consent of instructor.

Supervised research and reporting of research findings in educational leadership.

440. Education Policy for Educational Leaders

(4) Rumberger, Block, Yun

Prerequisite: consent of instructor; acceptance into the Joint Doctoral Program in Educational Leadership.

Educational policy analysis techniques are applied to specific, regional, short- and long-term educational issues identified yearly by the Professional Development Districts served by the JDP. Students work on projects on a cohort basis both inside and outside of class utilizing distance education techniques.

442. Organizational Theories for Educational Leaders

(4) conley, Block

Prerequisite: consent of instructor; must be enrolled in the Joint Doctoral Program.

Educational organizations, change, and reform theories are applied to specific, regional, short- and long-term educational issues identified yearly by the Professional Development Districts served by the JDP. Students work on projects on a cohort basis both inside and outside of class utilizing distance education techniques.

447. Leadership for Educational Leaders

(4) Block

Prerequisite: consent of instructor; must be enrolled in the Joint Doctoral Program.

Educational leadership analysis is applied to specific, regional, short- and long-term educational issues identified yearly by the Professional Development Districts served by the JDP. Students work on projects on a cohort basis both inside and outside of class utilizing distance education techniques.

Advanced Studies

Advanced study and research courses (500 series): The 596-599 series of courses are for advanced study and/or research. All students enrolling in 500-level courses must use instructor codes when registering (according to registration instructions distributed each quarter).

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.

Teacher Preparation

Professional preparation in teaching (300-393 series): These courses are designed for the professional sequence in approved credential programs. They provide theory related to field practice in teaching and cover the design of instruction, teaching strategies, development of instructional materials, and the psychology of learning. The student teaching experience provides the opportunity for application of university course work in practice. Courses in the 392 series have as a prerequisite admission to a teaching credential program at UCSB. The Education 392 series courses coincide with the calendar of the public schools.

302. Educational Renovations: Foundations of Education Revisited

(2) Raley

Prerequisite: admission to Multiple Subject, Single Subject, ESC Programs only.

Revisits the themes and issues first considered in Education 203A, the Foundations course that opened students’ teacher preparation program. In conversations with colleagues, students use their recent teaching experiences to revisit-and renovate-their early statements of educational philosophy. (S)

317. Historical Thinking

(4) Kok

Prerequisite: admission to Single Subject Program or the Multiple Subject Program.

Provides future history teachers with an opportunity to explore the nature of history, to investigate the interdisciplinary aspects of the subject, and to develop their own concepts of historical thinking and historical empathy. (S)

332A. Child, Family, Community I

(2) Staff

Prerequisite: enrollment in the Multiple Subject or Single Subject Teaching Credential Program.

A 2-quarter sequence course; students must also take ED 332B in fall quarter.

Prepares teacher candidates to create a supportive and healthy learning environment for student learning. Helps candidates learn how personal, family, school, community, and environmental factors are related to student’s academic, physical, emotional, and social well-being.

332B. Child, Family, Community II

(2) Staff

Prerequisite: enrollment in the Multiple Subject or Single Subject Teaching Credential Program.

A 2-quarter sequence course; students must also take ED 332A in summer quarter.

Prepares teacher candidates to create a supportive and healthy learning environment for student learning. Helps candidates learn how personal, family, school, community, and environmental factors are related to student’s academic, physical, emotional, and social well-being.

R390AF-AW-AS. ELD/SDAIE Methods and Procedures

(2-1-1) Staff

Prerequisites: Admission to the Single Subject Credential Program.

A 3-quarter in-progress sequence course with grades for all quarters issued upon completion of Education R390AS.

Designed to help SST credential candidates begin to A core methods course required for SST Credential designed to help SST Credential candidates develop knowledge, skills, and understanding necessary in decision-making regarding instruction insuring ESL proficiency and progress for each student.

R390M-F-W. Procedures for Teaching Literacy - SST (Secondary)

(1-1-1) Staff

Prerequisite: admission to the Single Subject Credential Program.

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.

S390. Procedures Used for the Teaching of Art in Schools

(3) Staff

Prerequisite: admission to Single Subject Credential Program in Art.

Not open for credit to students who have completed Art Studio 290.

Students are given hands-on experience in developing art instructional strategies. They are prepared to teach the art curriculum commonly taught in California schools. Recent ideas from the literature on art education are covered.

S390M. Procedures for Teaching Art: Secondary

(1) Staff

Prerequisite: admission to Single Subject Credential Program in Art.

Not open for credit to students who have completed Art Studio 290.

Students are given “hands-on experience” in developing art instructional strategies. They are prepared to teach the art curriculum commonly taught in California schools. Recent ideas from the literature on art education are covered.

SC390. 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.

SC390F. Curriculum and Instructional Procedure and Materials Used in Teaching English in the Secondary School

(4) Staff

Prerequisite: admission to Single Subject Credential Program.

Seminar for student teachers in classroom applications of educational theory to the teaching of English.

SC390M. Procedures for Teaching English: Secondary

(1) Staff

Prerequisite: admission to Single Subject Credential.

Seminar for student teachers in classroom applications of educational theory to the teaching of English.

SL390. Curriculum and Instructional Procedures and Materials Used in Teaching of Foreign Language

(3) Staff

Prerequisite: admission to Single Subject Credential Program. Background in foreign language.

Methodology of foreign language teaching.

SL390M. Procedures for Teaching Foreign Language: Secondary

(1) Staff

Prerequisite: admission to Single Subject Credential Program. Background in foreign language.

Methodology of foreign language teaching.

SM390. Curriculum and Instructional Procedures and Materials Used in the Teaching of Mathematics

(3) Staff

Prerequisite: admission to Single Subject Credential Program. Required background in mathematics.

Procedures, curriculum, research, and theory related to teaching and learning mathematics.

SM390M. Procedures for Teaching Math: Secondary

(1) Staff

Prerequisite: admission to Single Subject Credential Program in mathematics.

Procedures, curriculum, research, and theory related to teaching and learning mathematics.

SPS390W. Special Education in Secondary Schools

(4) Kok

Prerequisites: admission to Single Subject Credential Program.

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 ofthe handicapped adolescent.

SS390M-F-W-S. Procedures for Teaching Social Studies

(1-1-1-1) Kok

Prerequisites: admission to Single Subject Credential Program; graduate standing.

Required course for candidates applying 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. Required background 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.

ST390M. Procedures for Teaching Science: Secondary

(1) Staff

Prerequisite: admission to Single Subject Credential Program. Required background in physical or life sciences.

Lecture-discussion sessions considering secondary school science curriculum materials, and the objectives and teaching strategies appropriate to these materials.

ST391A. Elementary Math Procedures

(4) Staff

Prerequisite: graduate standing and enrollment in the Multiple Subject Credential Program.

The application of research and theory to classroom practice in the teaching of mathematics.

E391AW-AS. Materials Used in Teaching of Mathematics in Elementary Schools

(2-1) Staff

Prerequisites: graduate standing and enrollment in the Multiple Subject Credential Program.

A 2-quarter, in-progress sequence course with grades for both quarters issued upon completion of Education E391AS.

The application of research and theory to classroom practice in the teaching of mathematics.

E391BS. Elementary Science Teaching Procedures

(4) Staff

Prerequisites: graduate standing and enrollment in the Multiple Subject Credential Program.

An application of research and theory to classroom practice in the teaching of science.

E391CW-CS. Elementary Social Studies Teaching Procedures

(3-1) Staff

Prerequisites: graduate standing and enrollment in the Multiple Subject Credential Program.

A 2-quarter, in-progress sequence course with final grades for both given upon completion of ED E 391CS.

The application of research and theory to classroom practice in the teaching of social studies. (W,S)

E391DF-DW. Elementary Reading and Language Arts Teaching Procedures

(3-2) Staff

Prerequisite: admission to the Multiple Subjects Credential Program. A 2-quarter, in-progress sequence course with letter grades for both quarters issued upon completion of Education E391DW.

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. Foundations: Teaching English Learners

(4) Staff

Course focuses on social, political, and legal foundations of schooling English learners. The course specifically addresses: Demographics of California, state and federal laws, schooling of English learners, theoretical frameworks of second language acquisition and bilingualism, assessment and diagnosis of language proficiency.

E391F. Teaching Strategies: Bilingual/Cross-Cultural Education

(4) Staff

Prerequisites: consent of instructor and admission to Bilingual/Cross-Cultural Emphasis Program.

Intensive examination of effective teaching methods for Spanish-Spanish-English classroom with particular emphasis on language arts area. Students explore existing materials and applications and also learn of approaches for developing new and appropriate material.

E391G. Applications of Theory: Instruction, Assessment and Policy Implications

(4) Staff

Prerequisites: consent of instructor and admission to Bilingual/Cross Cultural Emphasis Program.

Designed to further develop credential candidates’ knowledge of pedagogical principles of second language acquisition and skills to effectively teach English learners. Goal is to enable credential candidates to apply appropriate pedagogical practices that foster high expectations and provide access to the core curricula.

E391HF-HW-HS. ELD/SDAIE Methods and Procedures

(2-1-1) Staff

Prerequisite: enrollment in Multiple Subject Teaching Credential Program.

A 3-quarter, in-progress sequence course with grades for all three quarters issued upon completion of Education E391HS.

Course focuses on the education of English learners. Primary goal is to prepare professional educators who can articulately advocate for and enact effective educational practices for students who are acquiring English as a new language. Designed to help MST credential candidates begin to develop skills and understanding necessary to make decisions regarding instruction that ensure English language proficiency and academic progress for each student.

E392F-W-S. Supervised Teaching: Elementary Schools

(3-12, 3-12, 3-12) Staff

Prerequisite: admission to the Multiple Subject Credential Program.

Supervised student teaching in the elementary schools.

E392M. Supervised Teaching: Elementary Schools

(3-12) Staff

Prerequisite: admission to the Multiple Subject Credential Program.

Supervised teaching in the elementary schools.

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.

S392M. Supervised Teaching: Art Secondary

(3-12) Staff

Prerequisite: admission to the Single Subject Program.

Supervised teaching in art at the secondary level.

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.

SC392M. Student Teaching: English Secondary

(3-12) Staff

Prerequisite: admission to Single Subject Program.

Supervised student teaching in English at the secondary level.

SL392M. Student Teaching: Foreign Language Secondary

(3-12) Staff

Prerequisite: admission to Single Subject Program.

Supervised student teaching in foreign language at the secondary level.

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.

SM392M. Student Teaching: Math Secondary

(3-12) Staff

Prerequisite: admission to the Single Subject Program.

Supervised teaching in math at the secondary level.

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.

SS392M. Student Teaching: Social Science Secondary

(3-12) Staff

Prerequisite: admission to the Single Subject Program.

Supervised teaching in social science at the secondary level.

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.

ST392M. Student Teaching: Science Secondary

(3-12) Staff

Prerequisite: admission to the Single Subject Credential Program.

Supervised teaching in science at the secondary level.

E393F-W-S. Seminar in Student Teaching

(1-2-1) Staff

Prerequisite: admission to Multiple Subject Credential Program. Concurrent enrollment in Education E392 (for Ed E393F).

A 3-quarter, in-progress sequence course with grades for all three quarters issued upon completion of Education E393S.

This seminar covers problems related to student teaching.

E393M. Professional Seminar in Teaching: Elementary

(1) Staff

Prerequisite: admission to Multiple Subject Program.

Seminar covers problems related to student teaching.

S393F-W-S. Seminar in Secondary Teaching Art

(1-1-2) Staff

Prerequisite: taken concurrently with supervised teaching.

Seminar covers problems related to student teaching.

S393M. Professional Seminar in Teaching Art: Secondary

(1) Staff

Prerequisite: taken concurrently with supervised teaching.

Seminar covers problems related to student teaching.

SC393F-W-S. Problems Seminar in Teaching English

(1-1-2) Staff

Prerequisite: taken concurrently with supervised teaching.

Seminar covers problems related to student teaching.

SC393M. Professional Seminar in Teaching English: Secondary

(1) Staff

Prerequisite: taken concurrently with supervised teaching.

Seminar covers problems related to student teaching.

SL393F-W-S. Problem Seminar: Teaching Foreign Languages

(1-1-2) Staff

Prerequisite: concurrent enrollment in Education SL392.

May be repeated.

Seminar covers problems related to student teaching in foreign languages.

SL393M. Professional Seminar in Teaching Foreign Language: Secondary

(1) Staff

Prerequisite: concurrent enrollment in Education SL 392.

May be repeated for credit.

Seminar covers problems related to student teaching in foreign language.

SM393F-W-S. Seminar in Teaching Mathematics

(1-1-2) Staff

Prerequisite: taken concurrently with supervised teaching in mathematics.

Seminar covers problems related to student teaching.

SM393M. Professional Seminar in Teaching Math: Secondary

(1) Staff

Prerequisite: taken concurrently with supervised teaching in mathematics.

Seminar covers problems related to student teaching.

SS393F-W-S. Seminar in Teaching Social Studies

(1-1-2) Kok

Prerequisite: taken concurrently with supervised teaching in social studies.

Seminar covers problems related to student teaching.

SS393M. Seminar in Teaching Social Science

(1) Staff

Prerequisite: taken concurrently with supervised teaching in mathematics.

Seminar covers problems related to student teaching.

ST393F-W-S. Seminar in Teaching Science

(1-1-2) Staff

Prerequisite: admission to Single Subject Credential Program in science; taken concurrently with supervised teaching in science.

Seminar covers problems related to student teaching.

ST393M. Professional Seminar in Teaching Science: Secondary

(1) Staff

Prerequisite: admission to Single Subject Credential Program in science; taken concurrently with supervised teaching in science.

Seminar covers 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.

E395W. Curriculum Design

(3) Tuyay

Prerequisite: admission to Multiple Subject Program (MST).

Designed to provide MST credential candidates with the knowledge and skills necessary to provide balanced and comprehensive content area instruction in diverse K-8 classrooms. Focuses on interdisciplinary curriculum design. Credential candidates examine contemporary definitions of curricula, compare and contrast various models of integration and apply these theoretical understandings to their instructional planning and classroom practice.

S395F-W-S. Curriculum Planning and Assessment

(1-1-1) Staff

Prerequisite: admission to the Single Subject Credential Program (SST).

Seminar in various educational issues; covers essential elements of lessons and curriculum planning as well as assessment design, implementation, and student work analysis.

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.

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UCSB 2007-2008 General Catalog Enter the 2007-2008 UCSB General Catalog
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