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Dual Credential: Single Subject and Education Specialist Course Descriptions

Prerequisite Courses

EDU 508
Educational Foundations (3 units)

This course involves a systematic analysis of the effect of culture, values, language, economic status, gender, and ethnicity on children in the classroom. Issues related to political control of education, English Language Learners, culture, philosophy, and history will be addressed. Students develop an understanding of the relationship between schools and society by focusing on recent contemplated changes in the role of the teacher, historical contexts of education and politics, educational responses to an increasingly diverse and multicultural society, the law and its effect on schools, and the organization and financing of schools.

Core Courses

EDU 515
Cultural Diversity in the Classroom (3 units)

This course focuses on the general nature of cultural diversity. Students explore school and community implications such as ethnic, linguistic, socioeconomic, gender, and handicapping differences. A focus on theoretical and practical issues of diversity in a classroom setting as it relates to culture, race, gender ethnicity, language, and socio-economic levels are included. Group culture patterns and value orientation, research findings in multicultural education, learning experiences, and curriculum development are discussed.

EDU 516
Classroom Field Experience and Seminar (1 unit)

This course is the companion course to EDU 514, Effective Teaching. It provides an introduction to the K- 12 classroom. Students engage in observations, interviews, and interaction with students, teachers, and administrators in a selected school setting as they investigate effective teaching strategies. Findings and observations are shared in a seminar setting. (This course is best taken with EDU 514, although it is not mandatory.)

EDU 520
Second Language Learners (3 units)

This course focuses on theories and factors in first and second language acquisition and English language development, including cognitive, affective, socio-cultural, political, and pedagogical factors that affect first and second language development in a multicultural setting. The course prepares teacher credential candidates to achieve knowledge about language learning issues required for teaching culturally and linguistically diverse learners in California. In addition, students explore and develop instructional models, strategies, approaches, and assessment for English as a Second Language (ESL) and content based second language teaching in diverse cultural and linguistic settings. Field work observation is included.

EDU 530
Methods: Language Arts and Reading Curriculum and Instruction (6 units)

The course includes theory, content, and methods for teaching reading and promoting literacy in the classroom. Teaching candidates participate in intensive instruction in reading, literacy development, and language methods grounded in sound research. The course includes exposure to a substantive, research-based program that provides a balanced, comprehensive program of instruction in reading, writing, listening, and oral language. The course includes explicit instruction in reading skills and comprehension strategies for all students regardless of reading level or language background. The course presents, analyzes, and critically explores research and practice related to the development of literacy. In addition, the course is standards-based and linked to the state framework and content standards.

Prerequisites: Subject Matter Competency for Multiple Subject Candidates

EDU 531
Computer Technology for Teaching and Learning I (2 units)

This course addresses the use of personal computers with applications to the classroom. It includes the use of collaborative computer tools, selection and evaluation of computer software and resources, development of computer based lessons targeting different learning styles, and knowledge of copyright, privacy, and security issues.

EDU 550
Teaching Health Education (2 units)

This course is designed to raise teacher awareness and examine the current health issues confronting today's educators. The course will introduce educators to resource links within the community and public school system. Participants reflect on how this information connects to their own practice within their own classrooms and schools. Topics include chemical dependency, nutrition, fitness, HIV/AIDS, conflict resolution/mental health, and maintaining a healthy school environment.

EDU 551
Inclusive Education Practices (3 units)

This course is designed to provide the basic knowledge, skills, and strategies for teaching special populations including students with disabilities, students on behavior plans, and gifted and talented students in the general education classroom. The course will examine the philosophical, legal, and educational foundations of inclusive education and its implications for the classroom teacher. Practical ideas for adapting standard instruction to provide the least restrictive environment consistent with classroom strategies are discussed. The course includes integration of learning handicapped, physically handicapped, severely handicapped, gifted, and culturally diverse students.

Education Specialist Courses

SPED 500
Assessment and Instructional Planning (2 units)

This course exposes students to a variety of assessment techniques appropriate for individuals with exceptionalities. Emphasis is placed on instruments and assessment methods that provide direction for instruction as well as diagnosis, including, but not restricted to: traditional psychometric instruments, curriculum-based assessment, clinical observation, interviews, dynamic assessment, criterion-referenced assessment, and other alternative assessment techniques. The course also focuses on methods for assessing, instructing, and modifying curriculum so that students with disabilities, language, and other learning differences are able to reach their full potential.

SPED 501
Behavior Management and Intervention (3 units)

This course looks at strategies for constructing collaborative learning environments that promote positive behavior and active learner participation. Behavior management approaches and classroom design discussed within the context of this course focus on developing dynamic learning environments that accommodate diverse educational needs and that are centered on positive and proactive learner supports. Students gain knowledge of components of positive behavior support plans and intervention strategies. Individual, small group, and large group supports for success are addressed. Discussions on the legal aspects of behavioral support, aspects of challenging communication, self-advocacy, systems change, and school violence are included.

SPED 502
Curriculum and Instruction Adaptations (3 units)

This special education methods course is designed to present information on the instruction of students with disabilities. A focus on diversity is inherent in the design of the course, and information of teaching culturally and linguistically diverse students is infused throughout. Students learn adaptations in curriculum and instruction for students with disabilities in language development, reading, language arts including: informal assessment, formulation of long- and short-term instructional objectives, and design and delivery of instruction including lesson development, on-going assessment, and modification of instruction based on student progress.

SPED 503
Teaching Mild to Moderate Students (3 units)

This course provides an overview of special education disabilities and programs for the education of children, youth, and young adults with mild/moderate disabilities. Content focuses on creating responsive environments, planning and organizing instruction, and various educational approaches including technology for diverse learners with mild/moderate disabilities. Research in the field is reviewed with emphasis on current trends. This course provides a knowledge base and introduces skills necessary for the teacher in contemporary educational environments to assess, plan for, instruct, and evaluate students with mild/moderate disabilities.

EDU 555A and B
Student Teaching Practicum (2 units)

Supervised field experience, systematic field experiences, portfolio assessment of personal growth and development, problem-solving and documentation of Teacher Performance Expectation (TPE) will be completed during this course. University supervisors meet with the students to discuss issues and concerns, conduct on-site conferences with the candidates and cooperating teacher to ensure that satisfactory progress is being made towards proficiency in the TPEs.

Single Subject Courses

EDU 514
Effective Teaching and Learning (3 units)

This course provides the teacher with the tools and strategies to be effective in managing a classroom. The content includes learning processes, principles of instruction, teaching strategies, principles, and techniques of classroom organization and behavior management and parent involvement. The California Standards for the Teaching Profession is introduced.

EDU 524
Secondary Content Methods: Curriculum and Instruction (6 units)

This curriculum and instruction course uses observations in public school settings and participation in university classroom activities. Candidates demonstrate an understanding of their chosen content area and will leave this course with a deep knowledge of the California State Content Standards and Frameworks. Candidates deliver lessons derived from state standards using a variety of instructional strategies appropriate to the lesson and learner. Pedagogical knowledge, concepts of learning, standards-based curricular content, use of materials, including technology, instructional planning, organization, lesson delivery, and student assessment are be demonstrated by candidates within and across major subdivisions of the subject.

Prerequisite: Subject Matter Competency