Graduate School of Education
Dean: Jules M. Zimmer
Assistant Dean: Carol N. Dixon
Chair, Department of Education: Willis D. Copeland
Director, Teacher Education Program: Vacant
The activities of scholars and professionals in the Graduate School of Education are woven together by a common thread: a commitment to reshaping schooling from kindergarten through twelfth grade so that all children in our diverse society have knowledge and abilities to become competent and responsible citizens. The Graduate School of Education (GSE) 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 Graduate School of Education benefit from the wide range of faculty interests and research, and from opportunities to work closely with faculty to research and study in depth a chosen area of work.
The Graduate School of Education has an active Graduate Student Association in Education (GSAE) officially representing the "student voice" to the GSE and the UCSB community. It is a body where new and returning students work and meet together to address pertinent issues. In addition to addressing issues of an administrative, academic, or political nature, students involved in GSAE work to promote a positive "student life" in GSE encouraging participation and mutual support among students. GSAE goals are to make participation in the GSE rewarding, challenging, and supportive; to be a representative, democratic, and participatory organization where decisions are made by consensus, where all members have a voice in decision making, and where the body represents all students' voices; to have a cooperative and open relationship with GSE faculty and staff, based on mutual respect; and to aid the GSE in its responsibility to recruit and support diverse and underrepresented populations.
The faculty, students, and staff of the Graduate School of Education are actively engaged in numerous K-12 and community-based research efforts, currently supported by nearly $3 million of extramural support. These research efforts are assisted by the Graduate School of Education Office of Research and provide financial support as well as training for GSE students.
The Graduate School of Education offers advanced degrees and credentials as indicated in the table in this chapter. A complete list of degrees and programs offered in the Graduate School of Education appears in the first chapter of this catalog, under the "Academic Units" heading. Program offerings are subject to available funding.
The academic advisor offers 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 Graduate School of Education credential advisor provides information to prospective applicants and students in credential programs. Those interested in pursuing a teaching credential at UCSB should contact the credential advisor as soon as they begin to consider the teaching profession. Information about pre-credential advising meetings for prospective elementary or secondary teachers may be obtained from the Teacher Education Office at (805) 893-2084.
Candidates who are pursuing both a credential and an advanced degree need to consult with both the academic advisor and credential advisor. Advanced credential applicants may be considered for any degree program in the Department of Education. Those interested in emphases other than a Multiple or Single subject credential should write to the academic advisor or to the degree program or emphasis in which they are most interested.
Applicants must hold a bachelor's degree or its equivalent from an accredited institution and satisfy the admissions requirements of the UCSB Graduate Division. Some emphases require possession of a California teaching credential or its equivalent, and may require teaching or other appropriate experience.
Admission is for fall only (except for the TEP M.Ed. which requires summer admission). Applications may be obtained from the GSE academic advisor. Applicants must complete both the Graduate Division application and the departmental application. Applicants are advised to apply well in advance and to contact the academic advisor to discuss admission and requirements. Applicants must fulfill the general requirements for admission to graduate status as described in the chapter "Graduate Education at UCSB," submit an application package, including a detailed statement of purpose, letters of recommendation and report of performance on the Graduate Record Examination (GRE). (Results from the Miller's Analogies Test may be accepted in some cases.) Test scores must be within five years of the quarter for which you are applying.
Applications for admission to the multiple subject and single subject credential programs may be obtained from the Teacher Education Office and must be submitted by February 1. Admission to the Teacher Education Program requires a bachelor's degree from a regionally accredited institution. Applicants are required to submit an application package, detailed statement of purpose, letters of recommendation, and GRE or Miller's Analogies Test scores. The program accepts applications for summer quarter entrance only. Consideration is given to those with evidence of potential for success in teaching and who meet the standards for graduate work. February 1 is an administrative deadline and programs may fill prior to that date. Candidates are advised to apply well in advance and to contact the credential advisor to discuss admission and requirements. See the section on Credential Programs for information on additional prerequisites.
Applications must be returned by the date established by Graduate Division (May 1 for fall quarter) except for Counseling/Clinical/School Psychology which has a December 10 deadline, and the Teacher Education Program which has a February 1 deadline. Those who wish to be considered for fellowships must file completed applications in Phelps 2309A, GSE, by December 15 or by December 10 if applying to Counseling/Clinical/School Psychology.
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 Graduate School of Education Office of Research. Clinical training is offered through the Education Autism Clinic and the Ray E. Hosford Counseling Clinic. Qualitative and quantitative laboratories are available for research and instruction.
Chair: Willis D. Copeland
Donald R. Atkinson, Ph.D., University of Wisconsin, Madison, Professor (counseling psychology)
Charles Bazerman, Ph.D., Brandeis University, Professor (teaching and learning, cultural perspectives of education, English)
Larry E. Beutler, Ph. D., University of Nebraska, Professor (clinical psychology)
Julie Bianchini, Ph.D., Stanford University, Assistant Professor (teaching and learning)
Sheridan Blau, Ph.D., Brandeis University, Senior Lecturer with Security of Employment (teaching and learning, English)
James H. Block, Ph.D., University of Chicago, Professor
(educational leadership and
organizations)
Mary E. Brenner, Ph.D., UC Irvine, Associate Professor (teaching and learning, developmental studies, cultural perspectives of education)
Norman J. Boyan, Ed.D., Harvard University, Professor Emeritus
George I. Brown, Ed.D., Harvard University, Professor Emeritus
Michael T. Brown, Ph.D., Southern Illinois University, Carbondale, Associate Professor (counseling psychology, research methodology, cultural perspectives of education)
J. Manuel Casas, Ph.D., Stanford University, Professor (counseling psychology)
Janet H. Chrispeels, Ed.D., University of San Diego, Assistant Professor (educational leadership and organizations, teaching and learning)
Sharon C. Conley, Ph.D.,University of Michigan, Ann Arbor, Professor (educational leadership and organizations)
Jenny Cook-Gumperz, Ph.D., University of London, Professor (educational leadership and organizations, cultural perspectives of education)
Willis D. Copeland, Ph.D., University of Notre Dame, Professor (teaching and learning, teacher education)
Merith A. Cosden, Ph.D., University of New Mexico, Professor, (clinical psychology, special education, disabilities and risk studies)
John W. Cotton, Ph.D., Indiana University, Professor Emeritus
Carol N. Dixon, Ph.D., University of Delaware, Senior Lecturer with Security of Employment (teaching and learning, cultural perspectives of education)
Priscilla A. Drum, Ph.D., Stanford University, Professor Emeritus
Richard P. Duran, Ph.D., UC Berkeley, Professor (teaching and learning, research methodology, cultural perspectives of education, teacher education, psychology)
Michael J. Furlong, Ph.D., UC Santa Barbara, Associate Professor, (school psychology, special education, disabilities and risk studies)
Michael M. Gerber, Ph.D., University of Virginia, Charlottesville, Professor (educational leadership and organizations, teacher education)
Naftaly S. Glasman, Ph.D., UC Berkeley, Professor (educational leadership and organizations, political science)
Judith L. Green, Ph.D., UC Berkeley, Professor (teaching and learning, research methodology, cultural perspectives of education)
Hsiu-Zu Ho, Ph.D., University of Colorado, Boulder, Associate Professor (developmental studies, research methodology, cultural perspectives of education, psychology)
Cynthia Hudley, Ph.D., UC Los Angeles, Associate Professor (developmental studies, special education, disabilities and risk studies, teacher education)
Laurence Iannaccone, Ed.D., Teachers College, Columbia University, Professor Emeritus
Elizabeth Irish, Ed.D., Stanford University, Professor Emeritus
Profiled Faculty: Shane R. Jimerson, Ph.D., University of Minnesota, Assistant Professor (school psychology, developmental studies)
Gregory J. Kelly, Ph.D., Cornell University, Assistant Professor (teaching and learning, research methodology)
Robert Koegel, Ph.D., UC Los Angeles, Professor (clinical psychology, special education, disabilities and risk studies, speech)
Amelia Kyratzis, Ph.D., City University of New York, Assistant Professor (developmental studies, cultural perspectives of education)
Reynaldo F. Macías, Ph.D., Georgetown University, Professor (educational leadership and organizations, cultural perspectives of education)
Lorraine M. McDonnell, Ph.D., Stanford University, Professor (educational leadership and organizations, political science)
Ernest D. Michael, Ph.D., University of Illinois, Professor Emeritus
Gale M. Morrison, Ph.D., UC Riverside, Professor (school psychology, special education, disabilities and risk studies)
Ralph K. Nair, Ed.D., University of Missouri, Professor Emeritus
Yukari Okamoto, Ph.D., Stanford University, Associate Professor (developmental studies)
Russell W. Rumberger, Ph.D., Stanford University, Professor (educational leadership and organizations, research methodology)
Kermit A. Seefeld, Ed.D., Stanford University, Professor Emeritus
Melvyn I. Semmel, Ed.D., Peabody College, Vanderbilt University, Professor Emeritus
Stewart B. Shapiro, Ph.D., University of Southern California, Professor Emeritus
George H.S. Singer, Ph.D., University of Oregon, Eugene, Professor (special education, disabilities and risk studies)
Jon D. Snyder, Ed.D., Teachers College, Columbia University, Lecturer with Security of Employment (teaching and learning, teacher education)
R. Murray Thomas, Ph.D., Stanford University, Professor Emeritus
Nolan Zane, Ph.D., University of Washington, Associate Professor, (clinical psychology, Asian American studies)
Jules M. Zimmer, Ed.D., Arizona State University, Professor (developmental studies)
Rebecca Zwick, Ph.D., UC Berkeley, Professor (research
methodology)
Richard Mayer, Ph.D. (psychology)
Julian Weissglass, Ph.D. (mathematics)
The Department of Education offers two doctoral degrees: the doctor of philosophy in education; and the doctor of philosophy in counseling/clinical/school psychology, as well as combined M.A./Ph.D. or M.Ed./Ph.D. degrees. Students admitted to M.A./Ph.D. or M.Ed./Ph.D. programs may elect to exit the program with completion of the master's, except for the Ph.D. in Counseling/Clinical/School Psychology. Doctoral work emphasizing comparative or international education may be pursued as part of a concentration in some of the existing Ph.D. areas. The Ph.D. programs prepare highly capable individuals to perform as scholars and skilled professionals in their chosen fields.
The Department of Education also offers the master of arts and the master of education degrees in selected program areas. Master's degree programs are designed to enhance academic and research competencies of elementary or secondary school teachers and other educational leaders. Previous teaching experience is not required for all emphases. Advanced credentials may be pursued in addition to the master's degree in some emphases.
In addition to departmental requirements, candidates for graduate degrees and credentials must meet the University degree requirements found in the chapter, "Graduate Education at UCSB."
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 course work, M.A. and M.Ed. candidates are expected to take a final comprehensive examination or to complete a thesis or project. M.A. and M.Ed. candidates must complete at least 30 units of upper-division and graduate level course work (with a minimum of 20 graduate units) under the thesis option, or at least 36 units of upper-division and graduate level course work (with a minimum of 24 graduate units) under either the comprehensive or project options. Independent study units numbered 597-599 are ineligible to be counted in these totals. Students admitted to the M.A./Ph.D. or M.Ed./Ph.D. are periodically evaluated for their readiness to progress to the Ph.D. level of study. Continuation is based on success in the master's program, suitability of goals, and anticipated success in the Ph.D. program.
No specific total number of course units is prescribed for a doctoral degree. Particular requirements will be made by faculty advisors in cases where students need specialized skills in foreign language or other areas. Doctoral students must pass qualifying examinations to be advanced to candidacy. Doctoral candidates must conduct original research and write a dissertation to be awarded the Ph.D. Upon completion of the dissertation, the degree candidate either defends the dissertation or has the defense waived.
Residence Requirements
Three quarters of registration are required for the master's degree. Two quarters of enrollment in the UCSB summer session can be used to count toward one regular quarter of registration for the master's, but not for the Ph.D. The minimum residence requirement for the Ph.D. is two years spent in full-time study and research. A minimum of three consecutive quarters of residency must be completed in regular sessions before advancement to candidacy.
Counseling/Clinical/School Psychology Program
The Counseling/Clinical/School Psychology Program offers courses of study leading to the Ph.D. with an emphasis in either counseling psychology, clinical psychology, or school psychology, or a master of education (M.Ed.) in education with an emphasis in school psychology. An M.A. or M.Ed. (non-terminal), open only to continuing CCSP students completing the Ph.D., is also available. Ph.D. students may also pursue an optional emphasis in human development (see below). The emphases in clinical psychology, counseling psychology, or school psychology, share knowledge bases and core skills. The UCSB Counseling/Clinical/School Psychology Program has been approved by the American Psychological Association (APA) since 1991. The Ph.D. program is designated and approved as a combined scientific-professional psychology program. 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 which comprise a specialization in either counseling, clinical, or school psychology.
Submission of a completed background questionnaire (sent with application materials) is required in addition to the regular application materials. Interviews will be scheduled for qualified applicants who meet admission criteria and have interests well suited to faculty interests. Alternatives to the interview may be arranged for those unable to attend due to excessive distance.
School Psychology Emphasis (M.Ed.)
Students pursuing a degree in education with an emphasis in school psychology focus upon the implications of research findings in psychology and education for psychological services primarily in school settings. The school psychologist is viewed as pivotal in the provision of comprehensive support services to teachers, students, and parents. Comprehensive support service includes prevention, assessment, and intervention programs for all children. A primary objective is to train school psychologists to enhance the learning and development of students and to assist those who are at risk or in need of special education services. Students are admitted to an M.Ed. degree in Education and may petition during their third quarter of residency to pursue courses leading to the Pupil Personnel Services credential with specialization in school psychology, approved by the California Commission on Teacher Credentialing. Students enrolled in other education programs may also petition to add this credential option, with admission contingent upon space availability.
The Graduate Program in Education is built around an active community of scholars-students, faculty and staff-who are committed to the common goal of reshaping schooling from pre-school to twelfth grade so that all children in our diverse society will have the knowledge and abilities to become competent and productive citizens. Graduate students in the Program benefit from a wide range of faculty interests and research endeavors, and from opportunities to work closely with faculty to explore rigorously, through research and study, a chosen area of work.
The Education Program offers six different but complementary Ph.D. emphases in the areas of research, development and practice. Students may also pursue a Masters in Education (M.A.) degree.
Cultural Perspectives of 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.
Developmental Studies Emphasis
The Developmental Studies Emphasis focuses on age-related changes throughout the lifespan and their implications for education. Faculty are committed to a model of development spanning multiple settings (cultural groups, historical periods, neighborhoods, activities) to find commonalities as well as differences in human behavior. They are interested in the transactional relations among macrosocial, cultural, and biological influences on development. Issues of diversity-cross-cultural, cross-national, and gender-are a major focus of faculty research.
The core group of students will be grounded in theory and research on the major domains of study: cognitive, language, and social development. Students will be presented with a range and variety of theoretical perspectives on human development. However, students are also expected to look both beyond core requirements and outside of the Department of Education for additional training in research and theories that address their particular research interests.
Educational Leadership and Organizations (ELO) Emphasis
The primary purpose of this emphasis is to prepare students who will either assume leadership positions in educational organizations, work in government and non-profit agencies that conduct policy analysis and evaluation research, or who will teach and conduct research in institutions of higher education. Although most students enrolled in the emphasis are preparing for a career in educational administration, ELO stresses a balanced focus on disciplined-based theory, an understanding of education in its social and political context, and the ability to frame and conduct research. Consequently, in its curriculum, ELO combines an emphasis on the content knowledge and practical leadership skills that effective educational administrators need, with the theoretical grounding and research methods that will make them better problem-solvers and allow them to apply new ideas in their own organizational settings. At the same time, this curriculum prepares students who will take positions in academic or policy organizations because it provides them with strong research skills as well as an understanding of the "real world" circumstances that shape the policies and educational practices they study.
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 program philosophy is that researchers and practitioners need a contextualized view of students, within their school, home, and community, to understand their individual needs as well as the needs of the systems which are serving them. In this program, students will obtain a multidisciplinary 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
The major purpose of this emphasis is to provide students with the knowledge and competencies to contribute to education in multiple roles, including teaching, conducting research, and using teaching and learning theories and empirical findings to improve educational practices (e.g., designing and evaluating curriculum, researching teaching methods, evaluating theories of human activity in teaching and learning settings, understanding educational reform issues from multiple perspectives). Through research, teaching, and community service the members of this emphasis seek to improve educational opportunities at a local and national level. Current faculty research interests include Language, Literacy & Composition Studies, Mathematics Education, Science Education, and Teaching and Teacher Education.
International/Comparative Education Specialization
The international/comparative education specialization is supported by the Department of Education's doctoral emphases. Students enrolled in any doctoral emphasis can study international and comparative educational issues related to their primary emphasis.
Faculty expertise in the GSE determines the international/comparative specializations available. They focus geographically on Latin America and developing nations that border the Pacific Ocean, including countries of Southeast Asia, the Pacific Islands, and East Asia.
Interdisciplinary Ph.D. Emphasis in Human Development (IHD)
Students pursuing a Ph.D. in this department may petition to add an interdisciplinary emphasis in human development. The Interdisciplinary Program in Human Development (IHD) involves faculty from the Ph.D. programs in communication, counseling/clinical/school psychology, education, linguistics, psychology, and sociology. The program focuses on developmental theory and research across the lifespan.
Students who petition to add the emphasis in human development must fulfill the following requirements in addition to the requirements for the Ph.D. in their home department: (1) six quarters of proseminar Interdisciplinary 592; (2) four courses in addition to the proseminar, two of which must be outside the student's home department; (3) a minimum of one member of the student's doctoral committee must be a ladder faculty member officially affiliated with the Interdisciplinary Program in Human Development. Consult the department for additional information.
Ph.D. Emphasis in Language, Interaction and Social Organization (LISO)
Students pursuing a Ph.D. in the Departments of Education, Linguistics, or Sociology may petition the department to add an interdisciplinary emphasis in language, interaction, and social organization (LISO). This emphasis draws upon three approaches: interactional functional linguistics, ethnomethodology and conversational analysis, and interactional sociolinguistics.
In addition to the emphasis requirements, students must satisfy the requirements for the Ph.D. in their home department. Work in satisfaction of departmental Ph.D. requirements may also be used to satisfy emphasis requirements. The emphasis requires one quarter of Sociology 212R, Introduction to the Analysis of Recorded Interaction, and four quarters of Linguistics/Sociology/Education 274, Proseminar in Language, Interaction, and Social Organization, for credit. Students must complete a minimum of three elective courses from the courses listed below. Two of the elective courses must be from the same department outside the student's home department; only one elective course may be in the student's home department: Linguistics 201, 209, 212, 214, 227, 228, 237, 260, or 266; Sociology 236, 236I, 236V, 242 (Note: Sociology 236 is prerequisite for the subsequent courses in the sociology series); Education 221B, 221C, 270G, or 270H. Students must complete a research project; the project must be supervised by at least one participating faculty member. This requirement can be satisfied in either of two ways: (a) Completion of a paper reporting a post-M.A. research project which presents an analysis of interactional data and displays command of the relevant literature. It must be written up in publishable form, though actual publication is not a requirement. (b) Successfully defend a dissertation centrally addressed to questions concerning language, interaction, and social organization; at least one member of the student's qualifying examination and dissertation committee must be a faculty member affiliated with LISO.
Questions or requests for additional information may be directed either to a participating faculty member or to LISO, c/o the Department of Sociology, UCSB, Santa Barbara, CA 93106-9430.
This emphasis focuses on the preparation of educational leaders for the teaching profession. Students who enroll in the M.Ed. in education with an emphasis in teaching must concurrently pursue a multiple subject (elementary) or single subject (secondary) teaching credential. For more information see the following section on teaching credentials.
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, and Social Science. Both the multiple subject and single subject credentials are available with an optional emphasis in either the Crosscultural, Language, and Academic Development (CLAD) or Bilingual/Crosscultural, Language, and Academic Development (BCLAD) in Spanish. Both credentials are offered in conjunction with an optional master of education with an emphasis in teaching.
Admission to the Teacher Education Program requires a bachelor's degree from a regionally accredited institution. UCSB offers a large number of undergraduate majors that are appropriate preparation for teaching at the elementary and secondary school levels.
Students who wish to apply to the Teacher Education Program should contact (805) 893-2084 at least one year prior to when they wish to apply.
The professional preparation occurs during a post-baccalaureate year with teaching credential programs beginning only in summer. The program consists of a five-quarter (summer, fall through spring quarters, summer) progressive sequence of courses integrated with field experience in local schools. For those seeking BCLAD or CLAD Certification, the program may require further academic work. In addition to meeting the usual University standards of scholarship, candidates must clearly demonstrate their teaching aptitude and leadership abilities.
An M.Ed. in education with an emphasis in teaching is also offered. This emphasis focuses on the preparation of educational leaders for the teaching profession. Students who enroll in the M.Ed. in education with an emphasis in teaching must concurrently pursue a multiple subject (elementary) or single subject (secondary) teaching credential. (See "Admissions" above.)
Multiple Subject Teaching Credential
Prerequisites
The following prerequisites must be completed before beginning the teaching credential program.
a. Subject-matter competency in the subjects taught at the elementary level is required by either completing an approved multiple subject matter preparation program at the candidate's undergraduate institution or by attaining passing scores on the Multiple Subject Assessment for Teachers (MSAT) Exam.
b. Mathematics 100A-B (Mathematics for Elementary Teaching): These courses must be completed with a grade of C, Pass, or better.
c. U.S. Constitution: A three quarter-unit course or approved examination covering the provisions and principles of the United States Constitution is required. At UCSB, Political Science 12 meets this requirement. This course must be completed with a grade of C, Pass, or better.
d. Education 109 (Health Education): This course must be completed with a grade of C, Pass, or better.
e. Field experience: Applicants are required to complete a minimum of 80 hours of field experience in an elementary school. For more information contact the field placement coordinator in the Graduate School of Education.
f. CBEST: Candidates are required to take the California Basic Education Skills Test (CBEST) before beginning the credential program. Candidates must pass the exam to receive a credential from the state.
Single Subject Teaching Credential
Prerequisites
The following prerequisites must be completed before a student begins the teaching credential program.
a. Subject-matter competency in the teaching field is required. This is achieved by either completing an undergraduate single subject matter preparation program in the subject area at the candidate's undergraduate institution or by passing the PRAXIS II and SSAT state exams in the subject to be taught.
b. U.S. Constitution: A three quarter-unit course or approved examination covering the provisions and principles of the United States Constitution is required. At UCSB, Political Science 12 meets this requirement. This course must be completed with a grade of C, Pass, or better.
c. Education 109 (Health Education): This course must be completed with a grade of C, Pass, or better.
d. Field experience: Applicants are required to complete a minimum of 80 hours of field experience in a junior or senior high school. For more information contact the field placement coordinator in the Graduate School of Education.
e. CBEST: Candidates are required to take the California Basic Education Skills Test (CBEST) before beginning the credential program. Candidates must pass the exam to receive a credential from the state.
Candidates applying for the single subject or multiple subject teaching credential in combination with either the CLAD or BCLAD emphasis must fulfill all program requirements, including course prerequisites. BCLAD emphasis candidates must also pass the Spanish Language Exam. For additional information regarding the requirements for CLAD or BCLAD, please contact the Teacher Education Program.
During the teaching credential program, students must complete a minimum of 45 post-baccalaureate units. Students must earn the grade of B or better in all required courses for the credential. Students must maintain a cumulative grade-point average of at least 3.0 to remain in good standing and to be awarded graduate degrees at UCSB. Students with cumulative grade-point averages below 3.0 are subject to dismissal. In addition to state and program requirements, students in the Teacher Education Program must meet university requirements found in the chapter "Graduate Education at UCSB."
For additional information on the service credentials, contact the Graduate School of Education credential advisor at (805) 893-2036. Applicants must have a degree from a regionally accredited institution.
Preliminary and Professional Administrative Credential
The administrative services credential program is designed to train administrators to be responsive to the challenges which confront California education. It utilizes the strengths of a major research university to ground that research and theory in the problems of practice.
Pupil Personnel Services Credential
The pupil personnel services credential with specialization in school psychology is committed to a scientist-practitioner model of training in school psychology emphasizing the role of school psychologists as highly qualified practitioners and also as leader/innovators in comprehensive support services to schools.
Note: A lab fee may be required for some courses.
109S. Health Education
(3) Staff
Prerequisite: upper-division standing. Applicants
to the UCSB Credential Program have priority.
Lecturers introduce physiological, psychological and
sociological factors that promote health and prevent disease including
alcohol, narcotic, drug, and tobacco abuse; nutrition; chronic and infectious
diseases; reproductive health and stress management. General educational
applications are presented in lectures.
109SS. Health Education
(3) Staff
Prerequisite: upper-division standing. Applicants
to the UCSB Credential Program have priority.
Lecturers introduce physiological, psychological and
sociological factors that promote health and prevent disease including
alcohol, narcotic, drug, and tobacco abuse; nutrition; chronic and infectious
diseases; reproductive health and stress management. General educational
applications are presented in lectures.
121. Techniques of Field Observation in School Settings
(2) Staff
Prerequisites: prior experience in working with elementary
or secondary ages in school settings with pre-professional volunteer track
for at least one quarter. Junior or senior standing required. Consent of
instructor. May be repeated for credit to a maximum of 4 units.
Consideration of methods for observation and interpretation
of teaching/learning behaviors in elementary and secondary classrooms.
Emphasis will be placed on utilizing observational techniques to develop
an integrated knowledge of classroom phenomenon.
122. Practicum in Field Observation in School Settings
(1) Staff
Prerequisites: Education 121 (may be taken concurrently).
Consent of instructor. May be repeated for credit to a maximum of 3 units.
Provides undergraduate students an opportunity to experience
the real world of teaching, to examine themselves in the role of potential
teacher, to develop first-hand knowledge of the school environment, and
to render service.
123A. Perspectives on Culture
(2) Snyder, Hudley-Paul
Prerequisites: must be enrolled in the Multiple Subject
Matter Preparation Program (MSPP) in Teacher Education. Consent of instructor.
This course develops self-awareness and understanding
of the cultural influences in one's own background as a first step toward
understanding the culturally diverse learner.
123B. Cultural Pluralism
(2) Snyder, Hudley-Paul
Prerequisites: Education 123A and consent of instructor.
This course adds to an understanding of culture; the
influences of culture on roles, status, and communication; and working
constructively with cultures other than one's own.
124. Research on Teaching and Learning in Sociocultural
Contexts
(3) Brenner, Duran
Prerequisite: consent of instructor. May be repeated
for credit to a maximum of 9 units.
Introduction to theory and research on teaching and learning
from a sociocultural perspective. Students will examine data and findings
emanating from research projects grounded in the local community and schools.
125. Social Foundations of Education
(3) Staff
Prerequisite: consent of instructor. Must have applied
to the UCSB Credential Program.
A study of the relationship between school and society.
Social and political influences on education historically and currently
will be examined. Schools as complex organizations with unique roles will
be studied.
132. Community Ethnography
(4) Staff
Prerequisite: upper-division standing or consent of
instructor.
This course will examine how schools are situated in
and related to the communities which surround them. Students will learn
skills for understanding communities through course readings and field-based
projects.
164. Introduction to Educational and Vocational Guidance
(3) Staff
Prerequisite: upper-division standing or consent of
instructor.
An overview of the theories and concepts involved in
career decision-making. Develop working knowledge of career information
and field survey techniques for understanding the job market in relation
to economic trends.
165. Introduction to Counseling Psychology
(3) Staff
Prerequisite: upper-division standing. The lab for
this course, Education 165L, is optional.
This course is designed for those considering or beginning
counseling psychology as a career. The scientific and clinical aspects
of the field, along with the historical development and new directions
in counseling psychology, will be covered.
165L. Introduction to Counseling Psychology Laboratory
(1) Staff
Prerequisites: upper-division standing. Concurrent
enrollment in Education 165 required.
Optional laboratory course for Education 165.
173. Introduction to Leadership Development
(4) Staff
Prerequisite: upper-division standing.
This course is an overview of theoretical constructs
and practical applications of leadership. Through lectures, readings, discussions,
and projects, the course will assist students in developing individual
approaches to effective leadership.
175. Contemporary Special Education
(4) Staff
Prerequisite: junior or senior standing required.
A course in special education for undergraduate students
and other non-majors covering the nature and needs of the handicapped pupil,
special education programs and methods, contemporary social, legal, and
educational issues.
175C. Contemporary Special Education
(4) Staff
Prerequisite: upper-division standing. This course
is the same as Education 175, but is taught via computer with accompanying
discussion sections.
A computer-based survey of contemporary special education.
Covers the psychology and education of handicapped children and young adults,
school programs and educational methods, and contemporary social, legal,
and educational policy issues. Knowledge of computers is not required.
176A. Practicum in Special Education
(2-4) Staff
Prerequisites: upper-division standing, and enrollment
in or completion of Education 175. May be repeated for a maximum of 12
units.
This course provides students with an opportunity for
direct and guided experience in programs for the handicapped. Students
are placed in public school and private agency programs in the community.
Seminars emphasize special education service delivery systems and professional
roles and careers in the field.
176B. Practicum in Individual Differences
(2-4) Staff
Prerequisites: Education 175; upper-division standing.
May be repeated for a maximum of 12 units.
Students work with individuals enrolled in the Educational
Clinic of the Laboratory for Research in Individual Differences. Students
develop skills in using behavior management and microcomputer technology
for remediating learning problems in mathematics, reading, and language
development.
199. Independent Studies
(1-5) Staff
Prerequisites: students must (1) have attained upper-division
standing; (2) have a minimum 3.0 grade-point average for the preceding
three quarters; (3) have completed at least two upper-division courses
in education. Students are limited to 5 units per quarter and 30 units
total in all 98/99/198/199/199RA courses combined. Open only to advanced
students approved by the department chair.
Study of special problems in various fields of education.
199RA. Independent Research Assistance
(1-5) Staff
Prerequisites: students must (1) have attained upper-division
standing; (2) have a minimum 3.0 grade point average for the preceding
three quarters; (3) have completed at least two upper-division courses;
(4) have consent of instructor and department. Students are limited to
5 units per quarter and 30 units total in all 98/99/198/199/199RA courses
combined.
Coursework shall consist of faculty supervised research
assistance.
200. Research Methods in Education
(4) Staff
Basic principles of scientific methods exemplified by
qualitative and quantitative research methods.
201A. Qualitative Research Design
(4) Brenner, Kelly
Prerequisite: prior qualitative research methods courses
or consent of instructor.
Writing a literature review, sampling, issues of quality,
ethics, writing a research proposal and other topics relevant to designing
qualitative research projects.
201B. Survey Research Design
(4) Okamoto, Rumberger
Prerequisite consent of instructor.
The design of original surveys and the use of existing
surveys in educational research. Topics include sampling, questionnaire
construction, scales and coding, data management, and supplemental data
from school records.
201C. Research Design and Methods in Professional Psychology
(4) Staff
Prerequisite: consent of instructor. Not open for
credit to students who have completed Education 277B.
Examination of both clinical and statistical approaches
to professional psychology research. Special attention devoted to conceptualizing
and developing research proposals in the area of professional psychology.
201D. Single Case Experimental Design
(4) Furlong, Koegel
Prerequisite: consent of instructor. Not open for
credit to students who have completed Education 213A.
Students design and critique original single case experimental
projects. The course covers the internal logic of each design; internal
validity; external validity; development of reliable dependent measures
and observational systems, as well as issues regarding social validity.
201E. Computer Analysis and Single Subject Design
(4) Furlong, Koegel
Prerequisite: consent of instructor. Not open for
credit to students who have completed Education 213B.
Topics related to the analysis of data generated through
various single-subject research designs, including techniques of graphic
representation, visual analysis, randomization analysis, meta analysis
and time-series approaches.
201F. Issues in Research Methodology
(2) Staff
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. Language Development
(4) Staff
Prerequisite: consent of instructor. Same course as
Psychology 236.
This course describes theoretical and empirical accounts
of the knowledge representations and psychological processes underlying
language comprehension and production. Representative topics include discourse
processing; conversational interaction; memory for words, sentences, and
text; metalinguistic skills, language development, and second-language
learning.
202B. Learning to Read and Learning from Reading
(4) Staff
Research on acquisition of literacy and content learning
in schools is examined from an information processing analyses of texts,
characteristics of instruction, and individual differences within the learner.
203A. Foundations of Education
(3) Kok
Prerequisite: admission to Single Subject Credential
Program.
The application of psychological principles to the educative
process, personality, and assessment. Other topics include discipline,
design of instruction, and adolescent behavior and development.
203D. Applications of Computers to Educational Purposes-I
(2) Copeland
Prerequisites: admission to Multiple Subject or Single
Subject Teaching credential program, and consent of instructor.
Examination of varieties of computer-based technologies
used in schools including computer-assisted instruction, computers as instructional
tools, and computer-managed instruction. Acquisition of knowledge and skills
necessary to use computer software and hardware in instructional settings.
203E. Applications of Computers to Educational Purposes-II
(2) Copeland
Prerequisites: admission to Multiple Subject or Single
Subject Teaching credential program, and consent of instructor.
Exploration of issues related to use of computer-based
technologies in schools, including those of their access, use, and control
in a democratic society; their use for development of problem solving,
critical thinking, and creativity; and their integration into the school
curriculum.
205. Comparative Education
(4) Staff
Analysis of the role of education in developing nations;
a study of educational problems and attempted solutions in societies of
Asia, Africa, Central and South America, and the Pacific Islands.
206. Epistemology and Education
(4) Staff
Prerequisite: consent of instructor.
Theories of knowledge are brought to bear on educational
issues such as pedagogy, research traditions, and curricular legitimization.
The course treats epistemological topics such as perception, objectivity,
argumentation, rationality, theories, paradigms, and the aims of social
science research.
207. Sociolinguistics in the Classroom
(4) Staff
Prerequisite: admission to M.A. or Ph.D. program.
Aspects of language as it functions in instructional
contexts. Topics covered include conversational analysis, nonverbal communication,
direction following, children's understanding and use of language in social
situations, functions of oral and written language, and sociocultural effects
on communication styles.
208 Applied Rhetoric, Poetics, and Linguistics
(4) Staff
Prerequisite: consent of instructor.
Examines current and seminal theory and research in the
areas of literary criticism, rhetoric, composition, linguistics, and language
acquisition as they apply to the teaching of English in grades 7-14.
209A. 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.
209E. Seminar In Human Development
(1-6) Staff
Prerequisite: consent of instructor. May be repeated.
In-depth consideration of emerging topics in human development.
Course content may vary.
210A. Human Memory and Cognitive Processes
(4) Staff
Survey of theoretical approaches and empirical findings
in the areas of learning, memory, psycholinguistics, and cognitive processing.
Topics include structure and process models of memory, nature of the information-processing
approach, and related experimental methodology and findings.
210B. Cognitive Development
(4) Staff
Prerequisite: consent of instructor.
This course presents a broad perspective of cognitive
development and focuses on topics such as perception, problem solving,
meta cognition, etc. The educational application of cognitive research
will also be covered.
210C. Current Research in Cognitive Development
(4) Okamoto
Prerequisite: consent of instructor. May be repeated
for credit.
Examination of current issues in cognitive development.
Recent works by leading scholars are read and discussed as potential ideas
for research projects. Implications of cognitive developmental research
for educational practice are of central concern.
210D. Seminar in Language, Culture and Literacy
(1-6) Staff
Prerequisite: consent of instructor. May be repeated.
In-depth consideration of emerging topics in language,
culture, and literacy. Course content will vary.
211. Psychological Foundations of Education in the
Elementary School
(3) Staff
Prerequisites: admission to Multiple Subject Credential
Program and consent of instructor.
Interdisciplinary approaches to theory and research on
student behavior.
211A. Proseminar: Introduction to Human Development
(4) Hudley, Jimerson, Kyratzis, Okamoto
Prerequisite: consent of instructor.
Introduction to on-going research on human development
pursued by education faculty. Emphasis on current theory and methods guiding
research in human development.
211B. Development: Infancy and Early Childhood
(4) Kyratzis, Okamoto, Zimmer
Theoretical bases and empirical findings on the development
of children from conception through pre-school age across various areas
of competency; such as, social, language, moral, cognitive, and motor.
211C. Development: Middle Childhood to Adolescence
(4) Hudley, Jimerson, Okamoto
Prerequisite: Education 211B or consent of instructor.
Theoretical bases and empirical findings on the development
of children from age six through adolescence across various areas of competency,
such as, social, language, moral, cognitive, and motor.
211D. Development: Adolescence to Adulthood
(4) Hudley, Jimerson
Prerequisite: consent of instructor.
Theory and research about development during adolescence.
Discussion of transitions and adaptations during adolescence considering
social development, cognitive development, personality development, biological
development and important contexts of adolescent development (e.g. families,
schools, peer groups, work and communities).
211E. Practicum in Human Development
(1-6) Hudley, Jimerson, Kyratzis, Okamoto
Prerequisite: consent of instructor.
Supervised field experiences in understanding the processes
of human development and their implications for education. Students participate
in activities that lead to independent research suitable for a masters'
project.
214A. Introductory Statistics
(4) Brown, Ho, Okamoto, Rumberger
Introduction to the application of descriptive and basic
inferential statistics in educational research. Topics include experimental
and survey design principles, measures of central tendency and variability,
elementary probability concepts, basic hypothesis testing, and procedures
for testing the difference between two means.
214B. Inferential Statistics
(4) Zwick
Prerequisite: Education 214A or consent of instructor.
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, Cosden, Duran
Prerequisite: consent of instructor. Not open for
credit to students who have completed Education 219A.
An introduction to testing and assessment in education
and education-related fields. Topics include basic concepts and issues
in testing and assessment, and professional standards for test development
and test use. Elementary notions of test design, and evaluation of reliability
of tests and assessments are introduced through hands-on activities.
215B. Psychometrics
(4) Zwick
Prerequisite: consent of instructor.
Introduction to statistical theories of test scores,
including: classical test theory and item response theory. Presentation
of methods for evaluating psychometric properties of tests. Topics include
validity, reliability, test bias, differential item functioning, scaling,
equating, and new trends in testing.
215C. Psychometrics
(4) Zwick
Prerequisite: Education 215B or consent of instructor.
Introduction to statistical theories of test scores,
including classical test theory and item response theory. Presentation
of methods for evaluating psychometric properties of tests. Topics include
validity, reliability, test bias, differential item functioning, scaling,
equating, and new trends in testing.
215D. Special Topics in Psychometrics
(4) Zwick
Prerequisite: consent of instructor.
Exploration of an advanced or specialized topic in psychometrics.
216A. Advanced Multivariate Statistics
(4) Zwick
Prerequisite: Education 214A, 214B, 214C, or consent
of instructor.
The theory and application of multivariate statistics,
including multivariate analysis of variance, discriminant analysis, and
canonical correlation. Instruction in the necessary matrix algebra will
be provided.
216B. Factor Analysis
(4) Zwick
Prerequisites: Education 214A, 214B, and 214C, or
consent of instructor.
The theory and application of exploratory and confirmatory
factor analysis models.
216C. Hierarchical Linear Models
(4) Rumberger
Prerequisite: consent of instructor.
Many educational phenomena operate at multiple levels,
such as the effects of school characteristics on student achievement. This
course introduces students to statistical techniques for estimating linear
models involving multilevel data, including time periods, individuals,
and institutions.
216D. Seminar in Quantitative Research Methods
(4) Zwick
Prerequisite: consent of instructor.
Exploration of an advanced or specialized topic in statistics
or research methodology.
216E. Nonparametric Statistics
(4) Zwick
Prerequisite: Education 214A and 214B, or consent
of instructor.
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, 214B, and 214C, or consent
of instructor.
The theory and application of structural equation modeling
(also called analysis of covariance structures).
218A. Professional Organizations
(1) Staff
Prerequisite: consent of instructor.
This course explores issues related to professional training
and practice in scientific-professional psychology. Topics include internship,
graduate training models, history of scientific-professional psychology,
professional organizations, credentialing, licensure and employment settings.
218B. Descriptive Diagnosis
(1) Staff
Prerequisite: consent of instructor.
This course continues with topics covered in Education
218A related to professional training and practice in applied psychology.
218C. Gender Issues
(1) Staff
Prerequisite: consent of instructor.
This is the third course in a sequence. This course will
explore gender and sexual differences in the application of psychotherapy
and counseling procedures.
218D. Sex Therapy
(1) Staff
Prerequisite: consent of instructor.
This is the fourth course in a sequence and will introduce
the concepts of sex therapy. This course is designed to meet the requirements
for California State licensure of psychologists.
218E. Alcohol and Other Drug Abuse
(1) Staff
Prerequisite: consent of instructor.
This is the fifth course in a sequence and will address
drug and alcohol abuse. The course is designed to meet the requirements
for licensure as a psychologist in the state of California.
218F. Family Violence
(1) Staff
Prerequisite: consent of instructor.
This is the sixth course in a sequence. This course is
devoted to explorations of family violence and its treatment. It will include
an exploration of child abuse, elder abuse, spouse abuse, and will include
discussions of emotional and physical and sexual abuse.
219B. Research on Classroom Teaching
(4) Copeland, Green
Prerequisite: consent of instructor.
Introduction to various genre of research that have attempted
to understand and improve classroom teaching over the past thirty years.
Exploration of contemporary research programs and their results.
219C. Motivating Students
(4) Staff
An exploration of contemporary school motivation theory.
Emphasis is placed on modern cognitive and effective theories of intrinsic
motivation: attribution, ability, achievement, self-worth, flow, and self-determination.
220A-B-C. Social Networks
(4-4-4) Staff
Prerequisites: Mathematics 30 and an introductory
course in statistics, or consent of instructor.
This course sequence introduces: (a) concepts, methods,
and results of graph and network theory; (b) related probability and matrix
theory; (c) selected computational routines and simulations; and (d) applications
to social cohesion, position, balance, power, influence, exchange, and
diffusion.
221A. Introduction to Qualitative Research Methods
(4) Cook-Gumperz, Kelly
Prerequisite: consent of instructor.
An overview of qualitative research methods; focus on
study of techniques for data collection and analysis within various disciplinary
perspectives; student participation in field research methods. Introduction
to qualitative data analysis programs.
221B. Qualitative Interviewing
(4) Cook-Gumperz, Brenner
Prerequisite: Education 221A or consent of instructor.
Qualitative interviewing methods including ethnographic
interviews, life histories, cognitive maps and think-a-loud interviews.
How to conduct interviews with different kinds of informants.
221C. Observation
(4) Cook-Gumperz, Kyratzis
Prerequisite: consent of instructor.
Observational methods constitute the backbone of qualitative
research and have a long research history. This course provides some insight
into the range of methods and techniques available, and explores the thinking
that has shaped the individual methods. Issues that different methods were
designed to deal with, research agendas that developed as a result, and
implications these have for social research in educational settings.
221D. Classroom Ethnography
(4) Dixon, Green
Prerequisite: consent of instructor.
Examination of the pre-fieldwork and fieldwork phases
of ethnography in school and classroom settings including issues of entry
and access, theoretical frameworks, indexing data, and processes of data
collection and analysis.
221E. Analyzing Ethnographic and Sociolinguistic Data
(4) Dixon, Green
Prerequisite: consent of instructor.
Examination of ways of analyzing classroom ethnography
data, socioloinguistic and ethnographic approaches to data analysis, and
issues in data analysis. Involves participants in data analysis of a common
data set.
221F. Community Ethnography
(4) Brenner, Green
Prerequisite: Education 221A or consent of instructor.
How to carry out ethnographic research in order to explore
the relationship between schools, families, and communities.
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) Staff
An overview of the historical, social, and legislative
foundations of the education of the exceptional pupil. Survey of the range
and nature of disabilities requiring special education.
222B. Academic and Cognitive Characteristics of Students
with Mild Disabilities
(4) Gerber, Morrison
Prerequisite: consent of instructor.
Study of the academic and cognitive characteristics of
children who are at risk or have mild disabilities. Interventions for these
students will also be covered.
222C. Social and Affective Characteristics of Students
with Mild Disabilities
(4) Cosden, Hudley
Prerequisite: consent of instructor.
Study of the affective and social characteristics of
children who are at risk or have mild disabilities. Interventions for these
students will also be covered.
222D. History and Philosophy of Exceptional and At-Risk
Learners
(4) Gerber, Singer
Prerequisite: consent of instructor.
The history and philosophy of exceptional learners and
at-risk students.
222E-F. Proseminar: Policy Research Issues in Special
Education
(4-4-4) Staff
Prerequisites: Education 222A-B-C or consent of program
leader.
Contemporary policy research issues related to referral,
assessment, identification, and placement of handicapped children in the
schools. Includes review of literature, analysis, construction, and evaluation
of variables contributing to least restrictive environments for the handicapped:
IEP and instructional paradigms, due process, parent involvement, and personnel
development.
222G. Seminar: Advanced Topics in Special Education
(4) Staff
Prerequisite: advanced standing in the M.A. program,
the M.Ed. program, or consent of program leader.
Consideration of alternative instructional environments
for handicapped pupils, new instructional roles for teachers, and leadership
and consultation skills.
222H-I-J. Research Seminar: Policy Research in Special
Education
(4-4-4) Staff
Prerequisites: consent of instructor. Open to graduate
students in special education and related areas of specialization.
Students are required to propose and conduct research
studies on policy issues related to the education of handicapped children
in the schools.
223A. Instructional Methods for Learning Handicapped
Pupils
(4) Staff
Prerequisite: Education 222A.
Course covers methods of instructional management, classroom
organization, curriculum selection and modification, individual education
program planning and evaluation.
223B. Instructional Methods and Classroom Management
for Handicapped Pupils
(4) Staff
Prerequisite: Education 222A. Education 229A is to
be taken concurrently with this course. Fieldwork will be correlated with
course content.
Implementation of individual educational programs, instructional
management, selection modification of curriculum, and techniques of behavior
management.
223C. Early Childhood Education of the Handicapped
Child
(4) Staff
Prerequisite: Education 222A.
Identification, planning, and delivery of special educational
interventions for the preschool handicapped child. Includes review of relevant
literature and service models.
223E. Psycho-Educational Assessment and Evaluation
of Handicapped Children
(4) Staff
Prerequisite: consent of instructor.
Methods of psycho-educational assessment and evaluation
for identification, planning, placement, and review of progress of handicapped
children in the public schools. Includes consideration of screening and
diagnostic instruments and procedures, as well as instruments and materials
to assure nondiscriminatory assessment.
223F. Family and Cross-Cultural Issues in Special Education
(4) Staff
Prerequisites: Education 222B-C or consent of instructor.
Issues in the integration of support and social systems
(family and culture) for the identification and provision of special education
service, and the role of cultural factors on intervention with handicapped
children of different ethnic backgrounds.
223H. Administrative and Legal Issues in Special Education
(4) Staff
Prerequisites: Education 222B-C or equivalent, and
consent of instructor.
Legal requirements and responsibilities of special education
administrators. Includes consideration of resource allocations, provision
of procedural safeguards to parents, and initiation of innovations in organizing
and administering special education programs in the schools.
223J. Atypical Language Development and Its Rehabilitation
(4) Staff
This course focuses on the etiology and treatment of
language disorders associated with a variety of handicap conditions. Topics
include the language characteristics of handicapped children, the assessment
of language ability, design and implementation, and evaluation programs.
224A. Analyzing Classroom Discourse
(4) Green
Prerequisite: consent of instructor.
Examination of the nature of discourse, linguistic constructs
and how they apply to the study of discourse in classrooms, and issues
in transcribing and analyzing classroom talk.
224B. Narrative Analysis
(4) Cook-Gumperz, Kyratzis
Prerequisite: consent of instructor.
Linguistic/stylistic and thematic/content analyses, and
structural approaches to the classic narrative theory. Exploration of how
narratives are used to shape personal shared reality and social relationships;
the power of narrative; how narratives are embedded in conversations; and
differences in narrative across gender and culture.
225E. Social Foundations of Education/Elementary
(3) Staff
Prerequisites: admission to the Elementary Credential
Program in Education. Consent of instructor. Not open to students who have
completed Sociology 164 or Education 125.
A study of the relationship between school and society.
Social and political influences on education, historically and currently,
will be examined. Schools as a complex organization with unique roles will
be studied.
225SW-SS. Social Foundations of Education/Secondary
(2-1) Staff
Prerequisites: admission to the Secondary Credential
Program in Education; consent of instructor. Not open for credit to students
who have completed Sociology 164 or Education 125. A two-quarter in-progress
sequence course with grades for both quarters issued upon completion of
Education 225SS.
A study of the relationship between school and society.
Examination of social and political influences of education, historically
and currently. Study of schools as a complex organization with unique roles.
226A. Early Childhood Learning and Development
(4) Staff
Prerequisite: consent of instructor.
Course focuses on learning and developmental concepts
concerning children from birth to 11 years of age. Theories acquired are
placed within a context of home and school. There will be a special emphasis
on Piagetian theory.
226B. Semiotic Functions: Play, Dreams, and Imitation
in Early Childhood
(4) Staff
Prerequisite: consent of instructor.
The course is designed to explore the role of play, dreams,
and imitation as mechanisims for conceptual understanding and as their
function in representation.
226C. Socialization in Early Childhood
(4) Staff
Prerequisite: consent of instructor.
This course explores how preschool and early elementary
school children are socialized as learners, how they feel about themselves
and how they relate to others. Influences of culture, family, and individual
characteristics will be examined.
228A. Learners with Severe Disabilities: Functional
Skills Instruction
(4) Morrison, Singer
Prerequisite: consent of instructor.
Learning and motivational characteristics, assessments
for screening, diagnosis, instructional planning, and functional analysis
of behavioral problems. Procedures for teaching functional skills and recent
research are covered.
228B. Learners with Severe Disabilities: Communication
(4) Morrison, Singer
Prerequisite: consent of instructor.
Teaching and research on instruction of communication
and language competence and social competence. Research theory, and instructional
practice are covered. The course is designed for masters and doctoral students.
228C. Learners with Severe Disabilities: Functional
Academics and Inclusion
(4) Morrison, Singer
Prerequisite: consent of instructor.
Functional academics and social academic as well as managerial
aspects of inclusion. Along with practical skills, students learn key theories
and review recent research on social and academic inclusion.
228D. Direct Instruction and Strategy Instruction
(4) Singer
Prerequisite: consent of instructor.
Theory, practice, effectiveness, and controversy. Two
of the major research-based approaches to teaching academic skills to students
with learning disabilities are covered.
228E. Families and Disabilities
(4) Cosden, Singer
Prerequisite: consent of instructor.
An overview of theories about the family, contemporary
research regarding family issues, and home-school interactions. Designed
for doctoral students who are interested in research and masters students
who want to learn practical school-related methods.
228F. Topics in Family and Disability Research
(4) Cosden, Singer
Prerequisite: consent of instructor.
Focus on one important aspect of family life among families
of children with disabilities. Research study on selected topics. Best
suited for doctoral students.
228G. Interventions with Families and Children with
Disabilities
(4) Cosden, Singer
Prerequisite: consent of instructor.
Theory and methods for supporting families of children
with disabilities through the lifespan. Topics include theory and methods
of behavioral family therapy, providing information about disabilities,
stress management, support groups, and self-help organizations.
229A. Practicum in Special Classes for Learning Handicapped
Pupils
(2-12) Staff
Prerequisite: consent of instructor.
Supervised field-based practicum in instruction and management
of special day classes for learning handicapped pupils.
229B. Internship in Special Education
(2-12) Staff
Prerequisites: advanced standing in the doctoral program
and consent of program leader.
Field placement in private, local, state, or federal
education agency to acquire experience in research and policy formulation
on issues related to delivery of educational services to handicapped pupils.
229C. Practicum in Special Education Programs for Severely
Handicapped Pupils
(2-12) Staff
Prerequisite: consent of instructor.
Supervised field-based practicum in instruction and management
of special education programs for severely handicapped pupils.
229D. Site Visit Practicum in Special Education
(2-4) Staff
The program is designed to acquaint students with the
various public school and community agency programs that serve the handicapped.
Students visit at least five different programs and volunteer in one of
them.
230. Developmental and Remedial Reading
(4) Staff
Prerequisite: consent of instructor.
A course for the classroom teacher and the specialized
reading teacher, emphasizing practical, innovative techniques in the reading
program. Offered summer session only.
231A-B-C-D. Developmental and Remedial Reading Laboratory
(1-4, 1-4, 1-4, 1-4) Staff
Prerequisite: admission to the MA in reading or consent
of instructor.
An advanced course in developmental and remedial reading.
A practical laboratory experience. Students will learn to implement instructional
programs with remedial and developmental reading students.
232A. Reading Diagnosis
(4) Staff
Prerequisite: consent of instructor.
First course in reading diagnosis. Course emphasizes
the selection and implementation of diagnostic practices and prescription
in both developmental and remedial reading programs.
232B. Advanced Reading Diagnosis
(4) Staff
Prerequisite: Education 232A.
Second course in reading diagnosis and prescription intended
for the person organizing and implementing developmental and remedial programs
in the schools.
233W-S. The Roles of a Reading Specialist
(2-2) Staff
Prerequisite: consent of instructor. A two quarter
in progress sequence course with grades for both quarters issued upon completion
of 233S.
Seminar discussions examine (among others) roles of reading
specialists as curriculum designer, program evaluator, change agent, and
proposal writer. Major project will involve evaluation of a schoolwide
reading program.
234. Linguistics for Teachers
(4) Staff
Linguistic theory and its applications to the teaching
of language and reading skills. The course will survey topics in phonetics,
syntax, semantics, and pragmatics.
236A-B-C. Seminar in Action Research Methodology and
Practice
(4-4-4) Chrispeels, Conley, Rumberger
Prerequisite: consent of instructor. Not open for
credit to students who have completed Education 249B.
Examination of action research as a way to address educational
and social issues and as an attitude toward learning and action by engaging
students in collective and individual action research cycles to improve
practice. Course sequence meets fieldwork requirements for ASC Tier II
and is a research methodology option for Teaching and Learning Ed. Psych.
M.A. students.
237A. Labor Relations
(4) Staff
Prerequisite: consent of instructor.
Introductory study of legal and substantive issues, cases,
problems in negotiations, dispute settlement techniques and private and
public sector comparison.
237B. Labor Relations and School Law
(4) Staff
Prerequisite: admission to Administrative Services
Credential program and/or M.A. program in Educational Policy and Organization.
Study of legal/substantive issues, cases, negotiation
problems, dispute settlement techniques and private/public sector comparison.
Study of school law history including significant cases; education, administrative,
welfare, institutional, and other relevant codes; and opinions of courts,
attorney general, and county counsel.
238. Children's Literature
(4) Staff
Prerequisite: consent of instructor.
Topics include the development of tastes and interests,
values and attitudes; standards for the creating of children's literature;
bibliotherapy-the problems approach; individualized reading-balancing the
diet; interrelationships with total curriculum; experimenting with children's
literature. (Offered in Summer Session only.)
239. School Law
(4) Staff
The history of school law including significant cases
will be reviewed along with a study of the education, administrative, welfare,
institutional, and other relevant codes. Opinions of the courts, attorney
general, and county counsel will also be studied.
240A. Education Policy
(4) Staff
Prerequisite: consent of instructor.
An introduction to education policy that will examine
both the process of education policy and a series of substantive issues
that are commonly the focus of education policy at the state and federal
levels.
240B. Economic Analysis and Education Policy
(4) Staff
Prerequisite: Education 240A.
This course will examine the use of economic theory and
concepts, i.e., human capital theory, public finance, and cost-effectiveness
evaluation, as a basis for understanding and solving a variety of current
education policy problems.
240C. Advanced Seminar in Educational Policy
(4) Staff
Prerequisite: consent of instructor.
An in-depth analysis of literature and topics in various
areas of education policy. Topics will be geared to particular student
interests.
240D. Seminar in Higher Education Research and Policy
(4) Staff
Prerequisite: consent of instructor.
This course addresses current research and policy issues
in higher education.
241A. Politics of Education
(4) Staff
Prerequisite: consent of instructor. 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.
241B. Politics of Education
(4) Staff
Prerequisite: consent of instructor.
A systematic examination of governance and politics of
education in local, state, national, and international contexts. Emphasis
is placed on various processes and mechanisms of politicization of educational
governance.
242A. Organizational Theories
(4) Conley
Prerequisite: consent of instructor.
Survey of prominent theories about how organizations
function, how and why some organizations flourish while others might flounder,
how organizations encourage as well as discourage innovation and creativity,
and how different theories project different realities about organizations.
242B. Individuals and Organizations: Selected Topics
(4) Conley
Prerequisite: consent of instructor.
Examination of theories and research pertaining to selected
topics concerning the theme of individuals and organizations. Topics include
affective reactions to work (e.g., job satisfaction and organizational
commitment) and professional-organizational conflict.
242C. Theories of Organizational Change and Development
(4) Chrispeels
Prerequisite: consent of instructor. Not open for
credit to students who have completed Education 261B.
An overview of organizational change and development
theories, with special focus on the concepts of organizational complexity
and learning and the problems of change. Students analyze and apply theories
through class papers and projects.
242D. School Reform
(4) Block
Prerequisite: consent of instructor. Not open for
credit to students who have completed Education 255C.
In-depth examination of contemporary trends in schooling
with special emphasis on current literature on effective schooling, mastery
learning, and school reform.
242E. Advanced Topics in Complex Organizations
(4) Staff
Prerequisite: consent of instructor. Not open for
credit to students who have completed Education 242B.
Intensive literature review and discussion of an active
research topic in the field of complex/formal organizations. Topic may
vary from year to year.
243. The School Administrator and Supervisory Practice
(4) Staff
Prerequisite: consent of instructor.
The role of the school administrator through theoretical
and practical contexts will be explored.
244. Organizations and Interpersonal Relations
(4) Staff
Prerequisite: consent of instructor.
Theoretical and experiential course on "human side of
management." Applies knowledge of intergroup relations (e.g. cooperation,
competition, the "isms") to organizations. Emphasizes the effects on interpersonal
relations of various organizational and identity group memberships of individuals.
245A. Educational Finance
(4) Staff
Prerequisite: consent of instructor.
An introduction to the financing of education at the
school, district, county, state, and federal levels. Emphasis will be given
to the economic foundations of school financing.
246A. Evaluation in Educational Administration
(4) Staff
Prerequisite: consent of instructor.
Educational evaluation is examined as an executive function.
Emphasis is on practices, models, and studies of program and personnel
evaluation and the integration of educational evaluation within the context
of educational decision making.
246B. Evaluation in Educational Administration
(4) Staff
Prerequisite: consent of instructor.
Theories and practices of program and personnel evaluation,
including use of research methodology in evaluation and construction of
evaluation instruments. Emphasis on program characteristics, personnel
behavior, characteristics, and possible correlations with student achievement.
Evaluation results as inputs for administrative decision making.
247A. Educational Leadership
(4) Staff
Prerequisite: consent of instructor.
Systematic analysis of the antecedents and consequences
of administrator behavior in a variety of educational settings.
247B. Advanced Seminar in Administrator Behavior and
Effects
(4) Staff
Prerequisite: consent of instructor.
In-depth analysis of the literature on administrator
behavior and effects in educational organizations, including preparation
of independent critiques.
249A. Field Experience in Educational Administration
(4) Staff
Prerequisite: consent of instructor.
School site based field experience working with local
school administrators. Two quarters are required to meet California Teacher
Credential requirements for the Administrative Services Credential.
249D. Practicum in Human Resource Administration
(2) Staff
Prerequisite: consent of instructor.
The course addresses the practical dimensions of human
resource administration and the need to attract, retain, develop, and motivate
school personnel in ways that enhance student learning and lead to a positive
and productive school climate.
249E. Practicum in Use of Technology in Education
(2) Staff
Prerequisite: consent of instructor.
This course will examine and use technology for instructional
and 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.
250A-B-C-D. Doctoral Seminar in Educational Leadership
and Organizations
(4-4-4-4) Staff
Prerequisite: consent of instructor.
A seminar for post-comprehensive exam students with the
intent of helping to define areas, problems, specific questions, and methodologies
for doctoral research. Topics and instructors may vary from quarter to
quarter.
251. Families, Schools, and Communities
(4) Staff
Prerequisite: consent of instructor.
Course explores the critical link between families, schools,
community and children's school success. Examines history, theory and practice
of home-school-community partnerships and addresses skills needed by educators
for success with diverse families and interagency collaboration.
253D. Seminar in Teaching and Learning
(1-6) Staff
Prerequisite: consent of instructor. May be repeated.
In-depth consideration of emerging topics in teaching
and learning. Course content may vary.
254. Instructional Supervision and Curriculum Design
(4) Staff
Prerequisites: enrollment in the M.A. and/or Administrative
Services Credential Program.
A study of systematic approaches to supervision, and
basic conceptions about curriculum theory, design, and evaluation. The
role of the administrator as supervisor and developer of curriculum is
also examined.
255A. Being a Student
(4) Staff
This course focuses on the nature of the student role.
Specifically it examines school and classroom life from the student perspective
drawing on literature from educational sociology, social psychology, and
anthropology.
255B. Being a Teacher
(4) Block
Classrooms are considered as social systems. Special
attention is paid to the roles of student and teacher using literature
from sociology, social psychology, and anthropology.
258A. Seminar in Curriculum: Reading
(4) Staff
Prerequisite: consent of instructor.
Recent developments, review, and evaluation of current
research in curriculum will be explored.
258B. Seminar in Curriculum: Mathematics
(4) Staff
Prerequisite: consent of instructor.
Examination of mathematics curricula from several points
of view: historical, theoretical, and in practice. Special attention will
be given to comparing curricula advocated by the reform movement to curricula
currently used in schools.
258C. Seminar in Curriculum: Social Studies
(4) Staff
Prerequisite: consent of instructor.
The course explores historical and recent developments
in curriculum development research in Social Studies grades K-12.
258D. Seminar in Curriculum: Science
(4) Staff
Prerequisite: consent of instructor.
The course covers the review and evaluation of recent
developments in curriculum development and research in science.
259. Psychopathology
(4) Staff
Prerequisite: consent of instructor. Same course as
Psychology 244.
Empirical and clinical approaches to understanding the
antecedents, processes, and modification of psychopathology.
261A. Multicultural Organization Management
(4) Staff
Prerequisite: consent of instructor.
Introductory course on the theory and practice of leading
multicultural groups such as project reams, boards, and training groups.
There will be an experiential component to this class.
261C. Human Resource Development
(4) Conley
Prerequisite: consent of instructor.
Human resources as a "frame" for examining what individuals
bring to their organizations, performances/experiences; what happens as
various organizational systems deal with individual organizational members;
choices organizational members make about jobs and careers; and the role
of interpersonal and group processes.
262. Seminar in Professional Psychology
(4) Staff
Consideration of emerging topics in counseling, clinical,
and/or school psychology. Course content may vary.
263A. Advanced Counseling Theories and Techniques
(4) Staff
Prerequisites: Education 265 and 275.
The course explores techniques of psychodynamic, cognitive-behavioral,
behavioral, experimental, and systems theories through prominent psychotherapy
manuals. Students will develop basic proficiency in two of these manuals
and address their value for diverse populations.
263B. Consultation in the Schools and Community
(4) Staff
Prerequisite: consent of instructor.
Review of major models of consultation (e.g., mental
health, behavioral, organizational) as they apply to school and community
settings. Emphasis is on the development of generic techniques of problem
solving, conflict resolution and program development.
264A. Administration of Guidance Services
(4) Staff
Prerequisite: consent of instructor.
Students are exposed to a variety of counselor roles,
counseling techniques, and current issues associated with school counseling.
264B. Developmental Psychopathology
(4) Jimerson, Morrison
Prerequisite: consent of instructor.
An introduction to the domain of Developmental Psychopathology,
the study of psychological problems in the context of human development.
Emphasis on the developmental origins and developmental consequences of
social, emotional, and behavioral disturbances during childhood and adolescence.
264C. Principles of Behavior Management
(4) Staff
History and philosophy of behavior management approaches;
behavioral assessment procedures; treatment delivery paradigms; parent-training;
non-aversive/aversive issues; generalization and maintenance of treatment
gains; cause, evaluation of behavior changes, medicine, self-management.
264D. Psycho-Educational Strategies in the Schools
(4) Staff
Group and individual strategies for prevention and intervention
with children and adolescents in the schools. Problems and processes involved
in the implementation of these strategies and programs by support services
personnel will also be explored.
264E. Serious and Emotional Disturbance: Internalizing
and Externalizing Disorders
(4) Furlong, Morrison
Prerequisite: consent of instructor.
The characteristics, assessment, and intervention for
students with serious and emotional disturbances with internalizing and
externalizing disorders.
265. Basic Practicum
(4) Staff
Prerequisite: admission to Counseling/Clinical/School
Psychology Program.
This course provides students with the opportunity to
practice basic helping skills in interviewing and assessing in conjunction
with material presented in Education 266B.
265SS. Fieldwork in Counseling and Concurrent Seminar
(4) Staff
Prerequisite: consent of instructor.
Intensive supervised fieldwork in counseling. A minimum
of one full day in an approved practicum setting plus individual and group
supervision at the university are required. (SS)
266B. Cognitive Assessment in Professional Psychology
(4) Staff
Prerequisites: concurrent enrollment in Education
219A. Consent of instructor.
This course provides in-depth coverage of the Wechsler
series, the Stanford Binet (4th ed.) and other major tests of cognitive
ability. A general approach to test administration and interpretation is
stressed. General issues in test bias are used to guide class discussion.
266C. Personality Assessment in Professional Psychology
(4) Staff
Prerequisite: Education 219A.
Students will learn how to evaluate, administer, score,
and interpret assessment instruments commonly used in professional psychology
to evaluate normal and abnormal aspects of personality, mood states, affective
states, and behavior patterns. MMPI, Rorshach, 16 PF, and Personality Inventory
for Children will be used.
266D. Behavioral and Emotional Assessment of Children
and Youth
(4) Staff
Prerequisites: Education 266B and consent of instructor.
A course for students interested in behavioral and developmental
testing and procedures as part of a comprehensive assessment of behavioral
and emotional development in children/youth. Presentation of major behavior
rating scales, self-reports, and individually administered tests.
267. Group Dynamics
(4) Staff
Prerequisite: consent of instructor.
Theoretical and experiential introduction to group processes
in small face-to-face groups. Course will include participation in a self-analytic
training group.
268A. Advanced Fieldwork: General
(4) Staff
Prerequisite: Education 265 or consent of instructor.
Practice in defined developmental or therapeutic models
with a focus on specific populations in the Ray E. Hosford Clinic.
268B. Advanced Fieldwork: School Psychology
(4) Staff
Prerequisites: three quarters of Education 268A.
Advanced supervised fieldwork in an approved school setting
under supervision of a credentialed school psychologist. A minimum of two
full days of fieldwork plus supervision at the university are required.
268C. Advanced Fieldwork: Counseling Psychology
(4) Staff
Prerequisites: three quarters of Education 268A.
Advanced supervised fieldwork in an approved counseling
setting under the supervision of a licensed psychologist. A minimum of
two full days in an approved setting is required.
268D. Advanced Fieldwork: Clinical Psychology
(4) Staff
Prerequisite: Education 268A.
Advanced supervised fieldwork in an approved clinical
setting under the supervision of a licensed psychologist. A minimum of
two full days in an approved setting is required.
268E. Advanced Fieldwork in Counseling: Counselor Education
(4) Staff
Prerequisites: at least 8 quarters of practicum experience
in a clinical, counseling, or school setting; and consent of instructor.
Supervised fieldwork experience in the supervision of
beginning counselors. A minimum of three hours per week of classroom experience
and work in individual and group supervision seminars.
268F. Internship in School Psychology
(6-12) Staff
Prerequisite: Education 268B.
Advanced internship in school psychology in a setting
approved by faculty. Twenty to 40 hours weekly of fieldwork under the supervision
of a credentialed school psychologist are required.
268IF-IW-IS. Internship in Professional Psychology
(6-12) Staff
Prerequisites: consent of instructor and advancement
to candidacy. A three-quarter in-progress sequence course with grades for
all quarters issued upon completion of Education 268IS.
Advanced fieldwork internship in an approved setting.
Twenty to forty hours weekly (minimum of 1500 hours) of fieldwork under
supervision of a licensed psychologist. Setting must be approved by CCSP
faculty. May take for 12 units/quarter for one year, or 6 units/quarter
for two years. Total of 36 units required.
269A. Family Therapy
(4) Staff
Prerequisite: Education 265 or consent of instructor.
Focus on systems theories of family therapy. Topics include:
Strategic, Systemic, Structural, and Bowenian theories of family therapy.
269B. Counseling Children
(4) Staff
Prerequisite: Education 265 or consent of instructor.
Focus on the application of counseling and psychotherapy
to children and adolescents. Topics include: theories and practice of play
therapy, short term school-based counseling, and other types of verbal
therapy.
270A. Classrooms as Cultures
(4) Staff
Prerequisite: consent of instructor.
This course examines classrooms as cultures and overviews
anthropological studies of classroom processes to identify factors that
support and/or constrain learning in classrooms. Topics to be explored
include: classroom discourse, school culture, peer culture, situated learning.
270C. Race and Ethnicity in American Education: A Comparative
History
(4) Staff
Prerequisite: consent of instructor.
Offers a historical overview of minority education in
our public schools with emphasis on urban multiethnic student populations
and their struggle for educational equity. A research paper is required.
270D. Seminar in Crosscultural Education: Concepts
and Theories
(4) Staff
Prerequisite: consent of instructor.
Presents the theoretical foundations of cross-cultural
education with emphasis on its history, rationale, and objectives.
270G. Crosscultural Curriculum Development in Content
Areas
(4) Staff
Prerequisite: consent of instructor.
Offers the theoretical rationale for curriculum development
in cross-cultural education with its specific goals and objectives in social
science, mathematics, science, and related areas.
270H. Language, Culture and Learning
(4) Staff
Prerequisite: consent of instructor.
Explores the effect of language, culture, background,
and values on learning processes and the implications for the development
of appropriate instructional strategies.
271A. Sex and Gender Issues
(4) Staff
Prerequisites: Education 265A and 275.
Overview of sex and gender in counseling process and
outcome. Topics will include sex/gender of counselor, sex/gender of client,
lifespan development and problems of men and women, counseling across sex
and across gender identification.
271B. Counseling of Women
(4) Staff
Prerequisite: consent of instructor.
Topics include: (1) facts, myths, and trends regarding
female roles, and their implication for counseling; (2) female sex-role
socialization and its impact on psychological adjustments; (3) research
on counselor attitudes towards women and men; (4) counseling needs of special
groups of women.
272. Developmental Discontinuities of Children and
Youth
(4) Furlong, Morrison
Prerequisite: consent of instructor.
Examination of non-pathological developmental problems
in children and youth including behavioral concerns encountered by teachers
and parents: bedwetting, tantrums, noncompliance, childhood fears, and
other topics.
273. Risk and Resiliency
(4) Furlong, Morrison
Prerequisite: consent of instructor.
An in-depth review of research literature related to
risk and resiliency concepts based on research from fields of developmental
psychopathology, developmental delay, school drop-out, and substance abuse
prevention.
274. Proseminar in Language, Interaction, and Social
Organization
(2-4) Staff
Prerequisite: consent of instructor. May be repeated
for credit. Same course as Sociology 274 and Linguistics 274.
Discussion of current research, literature, and theoretical
and methodological issues in language and social interaction.
275. Theories of Counseling and Psychotherapy
(4) Staff
Develops an understanding and appreciation of the major
philosophies and theories in the field of professional psychology. Special
attention directed toward examination of applicability of theories and
inherent techniques to racial/ethnic minority populations.
276. Services in the Schools
(4) Furlong, Morrison
Prerequisite: consent of instructor.
Consideration of social, legal, and administrative aspects
of providing services to children in the schools who are at-risk or have
disabilities. Prevention, intervention systems, special education services,
pupil personnel services, school-linked services, child welfare and attendance
systems will be covered.
277A. Ethical Standards in Professional Psychology
(4) Staff
Prerequisite: consent of instructor.
Course examines scientific and professional ethics in
applied psychology. In addition to reviewing existing standards, the course
focuses on a range of ethical and legal issues such as confidentiality,
dual relationships, and client rights.
277C. Theories of Career Development
(4) Staff
Prerequisite: consent of instructor.
This course focuses on theories of career development,
current trends in research and the input of technological and social changes
in the society on the role of work in life span development.
277D. Current Research in Professional Psychology
(4) Staff
Prerequisite: consent of instructor.
This course focuses on current process and outcome research
in counseling psychology. Implications of current research for future research,
practice, and counselor education are discussed.
277E. Historical and Philosophical Foundations of Professional
Psychology
(4) Staff
Prerequisite: Education 275.
This seminar will facilitate a selective and critical
analysis of the historical/philosophical foundations of western psychology.
To this end, attention will be directed to those individuals, ideas and
events that have shared the history of psychology.
277F. Theory and Research of Group Counseling
(4) Staff
Prerequisite: consent of instructor.
The course reviews current theory, research, and practices
related to group counseling. Special attention is given to comparisons
of theoretical approaches and accompanying research used in assessing the
effectiveness of group counseling modalities.
277G. Differential Treatment in Special Populations
(4) Staff
Prerequisites: Education 263A and consent of instructor.
An advanced course in the intervention series which focuses
on developing treatment programs to meet individual needs. Problem presentations,
social environments, personal characteristics, demographic backgrounds
and expectations related to planning settings, modes, formats, and psychological
procedures.
277H. Career and Life Development Appraisal
(4) Staff
Examination of the structure, administration, and interpretation
of career and life development assessment instruments. Also examination
of instruments commonly used in counseling, clinical, or school psychology
research.
277I. Professional Psychology and Social Change
(4) Staff
The role of professional psychology in promoting social
change is examined. Topics include the profession's past and future role
in promoting global peace, human rights, and social programs.
277J. Counseling Strategies for Developmental Concerns
(4) Staff
Examination of individual and group counseling strategies
and counseling agency services designed to meet client educational and
developmental needs not attributable to a mental disorder.
277K. Supervision Theory
(4) Staff
Prerequisites: Education 268A-B-C.
An overview of theory and research on the process and
outcomes of supervision of professional psychologists.
278A. Diversity Issues in Professional Psychology
(4) Staff
The experiences of racial/ethnic minority groups, gay
men, and lesbian women, disabled persons, and the elderly are discussed
and variables affecting their mental health needs are examined.
278B. Racial/Ethnic Minority Counseling Interventions
(4) Staff
Prerequisite: consent of instructor.
Critical examination of prevailing counseling intervention
strategies with racial/ethnic minorities. Focus on identification of ways
to improve the quality and utility of the interventions.
278C. Racial/Ethnic Minority Research Across Institutional
Settings
(4) Staff
Prerequisite: consent of instructor.
Identification and critical examination of the methodological
issues inherent in racial/ethnic minority counseling research. Focus on
helping students design research projects relative to racial/ethnic minorities.
280. Seminar: Issues and Trends in Crosscultural Education
(4) Staff
Prerequisite: admission to doctoral study or consent
of instructor.
Examines significant issues and research trends related
to the theory and practice of cross-cultural education at the national,
state, and local levels.
281. Seminar: Program Design in Crosscultural Education
(4) Staff
Prerequisite: admission to doctoral study or consent
of instructor.
A systematic study of major program models in crosscultural
education, including the analysis of current teaching methodologies and
the design of effective programs to meet the special needs of minority
students.
285. Clinical Appraisal
(4) Staff
Prerequisites: Education 219A, 266B, and 266C.
This course presents advanced concepts in psychological
evaluation. Primary focus is on integration of psychological assessment
data and report writing. Special attention is given to the needs of different
settings and the influence of culture, gender, and age on psychological
test data.
286A. Contemporary and Historical Perspectives on Science
Education
(4) Kelly
Prerequisite: consent of instructor.
Focus on contemporary research issues in science education
in relation to historical perspectives of the field. Course readings and
agenda will be partially set by the interests of the students.
286B. Science Education in Sociocultural Context
(4) Kelly
Prerequisite: consent of instructor.
Exploration of science and school science from a sociocultural
perspective drawing on scholarship from the sociology, philosophy, and
discourse of science.
290. Seminar in Autism
(4) Koegel, Singer
Prerequisite: consent of instructor.
An overview of diagnostic and treatment methods in the
area of autism. Discussion topics include research on language, social
behavior, self-injury, self-stimulation, research on physiological, educational,
and behavioral interventions used in clinical, school and family settings.
291. Professional Issues in Severe Developmental Disabilities
(4) Koegel, Singer
Prerequisite: consent of instructor.
Study of professional issues and development of projects
in the areas of clinical work with children and families, experimental
analyses of severe behavior problems, preparation of articles for publication,
organization of national conventions and grant writing.
292A. Mathematics Development in Early Years
(4) Staff
Prerequisite: consent of instructor.
Explores how pre-school and early elementary school children
acquire early logical and mathematical understanding. The acquisition of
counting, cardinal, and ordinal understanding, mathematical operations,
and the representations of mathematical ideas by children will be addressed.
292B. Mathematics Development in Middle Years
(4) Staff
Prerequisite: consent of instructor.
This course looks at how elementary school children learn
mathematics in specific topical areas such as word problems and rational
numbers. Implications for instruction will be discussed.
292C. Mathematics Development in Adolescents
(4) Staff
Prerequisite: consent of instructor.
This course examines mathematical problem solving at
the secondary and college level. Different approaches to problem solving
will be discussed in terms of the relevant theories, mathematics curricula
and instructional delivery.
293. Mathematics: Cultural Comparisons
(4) Staff
Prerequisite: consent of instructor.
Investigation of mathematics instructions and achievements
from a cross national perspective. Both formal and informal mathematics
applications will be reviewed. Sources of information will include the
International Education Assessment (IEA) studies of mathematics as well
as sources from anthropology, sociology, and educational journals.
295. Seminar in Instructional Leadership
(4) Block, Chrispeels
Prerequisite: consent of instructor.
Seminar course which deals with a variety of topics related
to leadership in instruction.
296A. Educational/Psychological Characteristics of
the Severely Handicapped Child
(4) Staff
Prerequisite: consent of instructor.
Theoretical and applied models for the education of SH
children. Historical and cultural perspectives, service needs of severely
handicapped.
296B. Assessment, Instruction, Evaluation of Severely
Handicapped Students
(4) Staff
Prerequisite: Education 296A.
Methods of systematic assessment, instruction, and evaluation
including observational techniques, curriculum development, and single
subject evaluation design for teaching severely handicapped.
298A. Research Practicum I
(1) Staff
Prerequisite: consent of instructor.
Student works with research team to develop or conduct
an on-going research study. Focus on learning the process of planning and
carrying out a research program.
298B. Research Practicum II
(3) Staff
Prerequisites: Education 298A and consent of instructor.
Student works with research team to develop a research
idea and carry it out. Focus on implementing research plans and writing
research reports in a collaborative group.
298C. Research Practicum III
(3) Staff
Prerequisites: Education 298B and consent of instructor.
Student works with faculty member to develop and carry
out a research project of particular interest. Focus on planning and conducting
research projects of particular interest to student.
299. Assessment and Treatment of Substance Abuse
(3) Staff
Prerequisites: admission to counseling psychology
program and consent of instructor.
This course covers diagnosis of substance abuse, current
theories of the etiology of substance abuse, and major treatment approaches
to alcoholism and chemical dependence.
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.
R390AF-AW-AS. Multicultural, Social, and Linguistic
Factors in Teaching English as a Second Language
(1-1-1) Staff
Prerequisites: Education R390F-W and admission to
the Single Subject Credential Program. A three-quarter in-progress sequence
course with grades for all quarters issued upon completion of Education
R390AS.
Practical theories and teaching strategies for teaching
students from diverse language groups will be examined and practiced through
workshop styles.
R390F-W. Procedures for Secondary Reading
(2-1) Staff
Prerequisite: admission to the Single Subject Credential
Program. A two quarter in progress sequence course with grades for both
quarters issued upon completion of Education R390W.
Application of research and theory to procedures in the
teaching of reading through problem solving situations, inductive reasoning
and discovery, adapting instruction to individual reading needs. Designed
to coincide with semester system of public schools.
SC390F-W-S. Curriculum and Instructional Procedures
& Materials Used in Teaching English in the Secondary School
(1-1-1) Staff
Prerequisite: admission to Single Subject Credential
Program. A three quarter in progress sequence course with grades for all
three quarters issued upon completion of Education SC390S.
Seminar for student teachers in classroom applications
of educational theory to the teaching of English. Education SC390F-W-S
is a three quarter in-progress course. All three quarters must be taken
to receive credit for a total of 3 units.
SM390. Curriculum and Instructional Procedures and
Materials Used in the Teaching of Mathematics
(3) Staff
Prerequisite: admission to Single Subject Credential
Program in mathematics.
Procedures, curriculum, research, and theory related
to teaching and learning mathematics.
SPS390. Special Education in the Secondary School
(4) Staff
Prerequisites: admission to Single Subject Credential
Program. Graduate standing.
A survey course in special education for students preparing
to teach at the high school level. Topics include educational policy, instructional
modification, and the role of the teacher in meeting the education needs
of the handicapped adolescent.
SS390F-W-S. Instructional Procedures Used in the Teaching
of Social Studies
(1-1-1) Staff
Prerequisite: admission to Single Subject Credential
Program in social sciences.
This course is required of candidates for the Single
Subject Credential in one of the following social sciences: anthropology,
economics, history, political science, sociology, geography, psychology,
or combined social sciences.
ST390. Curriculum and Instructional Procedures and
Materials Used in the Teaching of Science
(3) Staff
Prerequisite: admission to Single Subject Credential
Program in life sciences or physical sciences.
Lecture-discussion sessions considering secondary school
science curriculum materials, and the objectives and teaching strategies
appropriate to these materials.
E391AF-AW. Materials Used in Teaching of Mathematics
in Elementary Schools
(2-1) Berman
Prerequisites: graduate standing and enrollment in
the Multiple Subjects Credential Program. A two-quarter in-progress sequence
course with grades for both quarters issued upon completion of Education
E391AW
The application of research and theory to classroom practice
in the teaching of mathematics.
E391BW-BS. Elementary Science Teaching Procedures
(2-1) Staff
Prerequisites: graduate standing and enrollment in
the Multiple Subjects Credential Program. A two-quarter in-progress sequence
course with grades for both quarters issued upon completion of Education
E391BS.
An application of research and theory to classroom practice
in the teaching of science.
E391CW-CS. Elementary Social Studies Teaching Procedures
(2-1) Staff
Prerequisites: graduate standing and enrollment in
the Multiple Subjects Credential Program. A two quarter in progress sequence
course with grades for both quarters issued upon completion of Education
E391CS.
The application of research and theory to classroom practice
in the teaching of social studies.
E391DF-DW. Elementary Reading and Language Arts Teaching
Procedures
(3-1) Staff
Prerequisite: admission to the Multiple Subjects Credential
Program. A two quarter in progress sequence course with grades for both
quarters issued upon completion of Education R391DW.
Application of research and theory to classroom practice
in the teaching of reading and language arts through problem solving situations,
inductive reasoning and discovery, and adapting instruction to individual
reading needs.
E391E. Teaching Strategies: Bilingual/Cross-Cultural
Education
(3) Staff
Prerequisites: consent of instructor and admission
to the Bilingual/Cross-Cultural Emphasis Program.
An examination of theoretical frameworks for bilingual
education. Students will also learn teaching methods for the Spanish-English
classroom with particular emphasis on language arts.
E391F. Teaching Curriculum: Bilingual/Cross-Cultural
Education
(3) Staff
Prerequisites: consent of instructor and admission
to Bilingual/Cross-Cultural Emphasis Program.
A detailed examination and application of teaching methods
for the Spanish-English bilingual/cross-cultural classroom in the areas
of science, mathematics, social science, reading, writing, and culture.
Examination of materials and development of new and appropriate materials.
E391G. Applications of Theory: Bilingual/Cross-Cultural
Education
(3) Staff
Prerequisites: consent of instructor and admission
to Bilingual/Cross Cultural Emphasis Program.
Applications of theory and policy will be analyzed for
purposes of teaching applications. ESL and bilingual teaching methods will
be reviewed and connected with classroom application through student teaching
experiences.
E391HF-HW-HS. Multicultural, Social, and Linguistic
Factors in Teaching English as a Second Language
(1-1-1) Staff
Prerequisite: enrollment in Multiple Subject Teaching
Credential Program. A three quarter in progress sequence course with grades
for all three quarters issued upon completion of Education E391HS.
Practical theories and teaching strategies for teaching
students from diverse language groups will be examined and practiced through
workshop styles. Methods such as TPR, Natural Approach, and Sheltered Instruction
will be presented.
E392F-W-S. Supervised Teaching: Elementary Schools
(5-12, 5-12, 5-12) Staff
Prerequisite: admission to the Multiple Subject Credential
Program.
Supervised teaching.
R392A-B. Multicultural Reading Field Experiences
(1-1) Staff
Prerequisites: admission to Single Subject Credential
Program; consent of instructor.
Supervised field experience in multicultural settings
for secondary teacher candidates.
R392C. Multicultural Reading Field Experiences
(1) Staff
Prerequisites: admission to Single Subject Credential
Program; consent of instructor.
Supervised field experience in multicultural settings
for secondary teacher candidates.
SC392. Student Teaching: English
(3-12) Staff
Prerequisite: admission to Single Subject Credential
Program. Admission to student teaching.
Field work, teaching one or more classes in English or
related fields, grades 7-12, in a local school under the supervision of
a master-teacher and university field supervisor.
SM392. Student Teaching: Mathematics
(3-12) Staff
Prerequisite: admission to the Single Subject Credential
Program in mathematics.
Supervised teaching at the secondary level in mathematics.
SS392. Student Teaching: Social Studies
(3-12) Staff
Prerequisite: admission to the Single Subject Credential
Program in social studies.
Supervised teaching at the secondary level in social
studies.
ST392. Student Teaching: Science Education
(3-12) Staff
Prerequisite: admission to the Single Subject Credential
Program in science.
Supervised teaching at the secondary level in science.
E393. Seminar in Student Teaching
(1) Staff
Prerequisite: admission to Multiple Subject Credential
Program. Concurrent enrollment in Education E392.
This seminar will cover problems related to student teaching.
SC393. Problems Seminar in Teaching English
(1) Staff
Prerequisite: admission to Single Subject Credential
Program in English. Taken concurrently with supervised teaching in English.
This seminar will cover problems related to student teaching.
SM393. Seminar in Teaching Mathematics
(1) Staff
Prerequisite: admission to Single Subject Credential
Program. Taken concurrently with supervised teaching in mathematics.
This seminar will cover problems related to student teaching.
SS393. Seminar in Teaching Social Studies
(1) Staff
Prerequisite: admission to Single Subject Credential
Program in social studies. Taken concurrently with supervised teaching
in social studies.
This seminar will cover problems related to student teaching.
ST393. Seminar in Teaching Science
(1) Staff
Prerequisite: admission to Single Subject Credential
Program in science. Taken concurrently with supervised teaching in science.
This seminar will cover problems related to student teaching.
E394. Ethnography and Communication Skills Development
(2) Staff
Prerequisite: admission to secondary or elementary
credential program.
Designed to teach ethnography and communication skills
to student teachers in order that they might engage in peer or collegial
observation of one another.
395W-S. Practical Teaching Issues
(1-2) Staff
Prerequisite: admission to Single Subject Credential
Program. A two-quarter in-progress sequence course with grades for both
quarters issued upon completion of Education 395S.
Seminar in various educational issues.
SE396. Writing Project Approaches to Teaching Composition,
K-College
(1-6) Staff
Approaches to teaching composition at all levels and
in all disciplines. Features demonstrations of proven techniques by fellows,
staff, professional authors, and visiting scholars from the South Coast
Writing Project. Includes examination of theory and research base for practices.
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.