School of Education Courses

EDUCATION COURSES

UPPER-DIVISION

EDU 304 (3) LEGAL, ETHICAL, AND WESLEYAN PERSPECTIVES ON EDUCATION

Major laws and principles regarding the historical and contemporary purposes, roles and functions of education in American society are examined. Research on the social and cultural conditions of K-12 schools is analyzed in relation to the purposes, functions and inequalities of schools. The role of Christian educators in public and private schools from the Wesleyan tradition and perspective is emphasized. Open to all majors. Fifteen fieldwork hours are required. Task stream registration required.

EDU 306 (3) PRINCIPLES OF LANGUAGE ACQUISITION

This theory course focuses on the principles of language acquisition and effective instructional practices for English learners. It further examines the pedagogy of educational equity to provide English learners access to the core curriculum. Foundational knowledge and classroom instructional practices are linked through the systematic study of phonemic awareness, oral language, and literacy development. Special emphasis is placed on the Structured English Immersion model as practiced in California schools. Effective instructional strategies that ensure active and equitable participation of learners who are culturally, ethnically, and socio-economically diverse are introduced and applied through fieldwork experiences. This course requires 15 clock hours of observation and participation specific to culturally and linguistically diverse learners in a culturally diverse and inclusive school setting. Candidates are responsible for transportation to and from school site. Task stream registration required.
Prerequisite: EDU 304 and EDU 402.

EDU 324 (3) DIFFERENTIATED MATHEMATICS INSTRUCTION FOR ALL LEARNERS

This methodology course addresses the planning of content-specific instruction and delivery of content consistent with state adopted (K-8) mathematics standards and the language needs of all learners. The interrelated components of a balanced program of mathematics and the fostering of positive attitudes toward mathematics are stressed. This course includes instruction in how to model concepts and teach learners to solve problems using multiple strategies and to anticipate, recognize and clarify mathematical misunderstandings that are common among (K-8) learners. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched and applied through fieldwork experience. Technology for teaching and learning is integrated in the course. It is through this course that each candidate completes the CalTPA task "Designing Instruction" as a performance-based measure of the knowledge and skills taught in this course. This course requires 15 clock hours of observation and participation specific to math instruction in a culturally diverse and inclusive school setting. Candidates are responsible for transportation to and from school site. Task stream registration required.
Prerequisite: Mathematics 223, EDU 304, EDU 402, and EDU 306.

EDU 400A (0) ORIENTATION TO ASSES[SMENT

Throughout the preliminary teaching credential program students participate in the performance based assessment system "CalTPA." The four assessments are submitted in various courses throughout the program. This seminar introduces students to the concepts and procedures for submission. Students already holding a Multiple Subject or Single Subject preliminary teaching credential are exempt from this course. TPA assessment fee is attached to this course.

EDU 402 (3) RESEARCH-BASED LEARNING THEORY

An overview of the major concepts, principles, theories and research related to the cognitive, linguistic, social, emotional and physical development of children and adolescents. Effective instructional strategies that ensure active and equitable participation of all students are analyzed and applied. Fifteen fieldwork hours are required. Task stream registration required.

EDU 490 (1-3) SPECIAL STUDIES IN EDUCATION

Intensive study in a special topic in education under the direction of faculty member. May be repeated for a total of six units.
Prerequisite: Consent of instructor.

EDU 499 (1-3) RESEARCH IN EDUCATION

Open to students of proven ability. May be repeated for a total of six units.
Prerequisites: Consent of the dean of the School of Education and of instructor.

MULTIPLE SUBJECTS TEACHING CREDENTIALS

Liberal Studies majors complete a 128-unit undergraduate degree program which includes four Education courses that are required for the Multiple Subjects Teaching Credential. Liberal Studies majors also have the option of applying the following credential courses (listed below) to their undergraduate degree if additional units are needed to fulfill the 128-unit requirement for the Bachelor's degree. These 400 level courses are cross listed with the 600 level credential courses, and cross listed courses cannot be repeated between the undergraduate and graduate programs. These courses represent the required courses for the California Level I Multiple Subjects Teaching Credential. At the point that the 128-unit requirement is fulfilled, the candidate would apply to the Graduate School of Education and complete the remaining courses required for the credential post-baccalaureate.

Students desiring to enroll in the Multiple Subjects credential courses listed below would need to make application to the Teacher Education program, meeting all program, university and state requirements for classroom observations and tests required prior to student teaching. Students would be interviewed by a faculty committee prior to being placed in student teaching.

*The following courses may be used for credentialing purposes in the State of California. When taken prior to the posting of a baccalaureate degree, unit values may not be applied toward master's degree courses. Other appropriate master's degree-level courses must be substituted for unit values.

Prerequisites: Completion of all Liberal Studies major courses.

COURSE	TITLE	UNITS
EDU 404	Foundations of Special Education	3
EDU 409	Classroom Assessment and Research Practice	3
EDU 412F*	Fieldwork for Differentiated Mathematics Instruction for all Learners	.5
EDU 420	Methods of Teaching Reading and Writing	3
EDU 420F**	Fieldwork for Methods of Teaching Reading and Writing	.5
EDU 422	Interdisciplinary Approaches in Teaching in the Content Areas	3
EDU 440	Elementary Clinical Practice I	4
EDU 441	Elementary Clinical Practice Seminar I	1
EDU 460	Elementary Clinical Practice II	4
EDU 461	Elementary Clinical Practice Seminar II	1
*Requires 15 hours of classroom observations in an approved Elementary math classroom Setting
**Requires 15 hours of classroom observations that requires teaching of reading in a small group

COURSE DESCRIPTIONS FOR MULTIPLE SUBJECT PRELIMINARY CREDENTIAL

EDU 404 (3) FOUNDATIONS OF SPECIAL EDUCATION

This survey course provides an overview of the major educational practices, theories, and research regarding diverse learners with disabilities. Emergent issues and best practices including differentiated instruction, curricular adaptations and modifications, compliance with laws, ethical concerns, and characteristics and needs of learners with disabilities will be examined. Principles of effective collaborative and interdisciplinary teaming, positive behavior supports, and inclusive educational programming are addressed. This course meets the special education mainstreaming requirement for all basic teaching credentials. It is through this course that each candidate completes the CalTPA task "Subject Specific Pedagogy" as a performance-based measure of the knowledge and skills taught in this course.
Offered as Education 602.

EDU 409 (3) CLASSROOM ASSESSMENT AND RESEARCH PRACTICES

This methodology course analyzes assessment types, practices, and instruments used to evaluate student academic achievement utilizing formative, summative, formal, informal, as well as classroom-based and standardized measures. Candidates apply the knowledge and skills to design both whole class and differentiated instruction and assessments based on learner profiles. The relationship between theory and practice provides the basis for reflection to encourage application of research-based assessment strategies in the classroom. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse leaders, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched and applied. Technology for teaching and learning is integrated in the course.
Offered as Education 603.

EDU 412F (.5) FIELDWORK FOR DIFFERENTIATED MATHEMATICS INSTRUCTION FOR ALL LEARNERS 

This course requires 15 clock hours of observation and participation specific to math instruction in a culturally diverse and inclusive school setting. Candidates are responsible for transportation to and from school site. Graded Credit/No Credit.
Corequisite: Education 324.
Offered as Education 612F

EDU 420 (3) METHODS OF TEACHING READING AND WRITING

This methodology course provides intensive instruction grounded in sound research to enable candidates to deliver a comprehensive program of systematic, explicit, and meaningfully-applied instruction in reading, writing, listening, and speaking. Opportunities for candidates to learn, understand and effectively use materials, methods, and strategies to include culturally diverse literature for all learners are provided. Instruction is aligned to the state adopted English Language Arts Content Standards (K-8) and the English Language Development Standards. This course includes intentional practice of classroom management, active, and equitable participation for culturally, ethnically, linguistically, and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched and applied through field work experience. Technology for teaching and learning is integrated in the course.
Corequisite: Education 420F.
Offered as Education 610.

EDU 420F (.5) FIELDWORK FOR METHODS OF TEACHING READING AND WRITING

This course requires 15 clock hours of participation in a classroom specific to literacy instruction in a culturally diverse and inclusive school setting. Candidates work with a small group in the area of literacy under the direction of a cooperating teacher. Candidates are responsible for transportation to and from school site. Graded Credit/No Credit.
Corequisite: Education 420.
Offered as Education 610F.

EDU 422 (3) INTERDISCIPLINARY APPROACHES TO TEACHING IN THE CONTENT AREAS

This methodology course emphasizes a cross-curricular approach to content-based instruction through critical thinking skills, basic analysis skills, study skills and specific teaching strategies and methodology for active forms of learning. The process of interrelation of ideas and information within and across science, social studies, health and physical education utilizing the academic content standards is emphasized. Included in this course is the integration of reading, writing, listening, and speaking across content areas. Instruction is aligned to the state adopted content standards (K-8) and the language needs of all learners. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched and applied. Technology for teaching and learning is integrated in the course.
Offered as Education 611.

EDU 440 (4) ELEMENTARY CLINICAL PRACTICE I

This Clinical Practice experience provides the candidate with an opportunity to work directly with learners in a university assigned elementary classroom with a Cooperating Teacher. Candidates observe and apply instructional strategies under the leadership of the Cooperating Teacher to learn to manage and deliver instruction in the elementary classroom. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communication. Throughout the student teaching experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. The Clinical Practice experience contributes to the candidates' preparation to complete the Teaching Performance Assessment (TPA) required for credential completion. This course is graded Credit/No Credit.
Corequisite: Education 431.
Prerequisites: Approval to student teach and completion of all Teacher Education admission requirements, Education 304, Education 306, Education 324, Education 402, Education 420, Education 420F, Education 422, Education 412F.
Offered as Education 630.

EDU 441 (1) ELEMENTARY CLINICAL PRACTICE SEMINAR I

This seminar course supports the Student Teaching I experience through classroom inquiry and reflection of the principles of effective classroom management, teaching methods, differentiation of instruction, lesson planning and delivery, and parent communication. Emphasis is placed on the modification of lessons and instructional support of English learners, diverse learners and learners with exceptionalities. Candidates explore school and community demographics and consider methods for teaching diverse populations. It is through this course that each candidate completes the Cal TPA task "Assessing Learning" as a performance-based measure of the knowledge and skills taught in this course.
Corequisite: Education 440.
Offered as Education 631.

EDU 460 (4) ELEMENTARY CLINICAL PRACTICE II

This course is the second Clinical Practice teaching experience. Student Teachers are assigned to a different content area and/or grade level in an elementary classroom than in the first Clinical Practice experience with an approved Cooperating Teacher. Candidates observe and apply instructional strategies under the leadership of the Cooperating Teacher to learn to manage and deliver instruction in this new elementary classroom setting. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communication. Throughout the student teaching experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. The Clinical Practice experience contributes to candidates' preparation to complete the Teaching Performance Assessment (TPA) required for credential completion. Graded Credit/No Credit.
Corequisite: Education 461.
Prerequisites: Successful completion of Clinical Practice I and completion of all Teacher Education admission requirements.
Offered as Education 634.

EDU 461 (1) ELEMENTARY CLINICAL PRACTICE SEMINAR II

This seminar course supports the Student Teaching II experience through classroom inquiry and reflection of the principles of effective classroom management, teaching methods, differentiation of instruction, lesson planning and delivery, and parent communication. Emphasis is placed on further development of skills in the modification of lessons and instructional support of English learners, diverse learners and learners with exceptionalities. Candidates continue to explore school and community demographics and consider methods for teaching diverse populations. It is through this course that each candidate completes the CalTPA task "Culminating Teaching Experience" as a performance-based measure of the knowledge and skills taught in this course.
Corequisite: Education 460.
Offered as Education 635.

COURSE DESCRIPTIONS FOR SINGLE SUBJECT TEACHING CREDENTIAL

EDU 421 (3) GENERAL METHODS FOR SECONDARY TEACHERS

This methodology course explores current pedagogy and its research underpinnings with the goal of implementing specific strategies, techniques, and practice of the methods presented. Candidates demonstrate mastery of specific competencies including literacy and language development in detailed lesson plans to make content accessible to all learners through developmentally appropriate pedagogy, effective questioning techniques, and use of appropriate resources. Candidates’ demonstration lessons provide opportunity for reflection on attempted practices. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched and applied through field work experience. Technology for teaching and learning is integrated in the course. It is through this course that each candidate completes the CalTPA task “Designing Instruction” as a performance-based measure of the knowledge and skills taught in this course.
Corequisite EDU 421F.
Offered as EDU 621.

EDU 421F (.5) FIELDWORK FOR GENERAL METHODS FOR SECONDARY TEACHERS

This fieldwork course requires 15 clock hours of observation and participation specific to content area teaching strategies in a culturally diverse and inclusive school setting. Candidates are responsible for transportation to and from school site. Graded Credit/No Credit.
Corequisite: Education 421.
Offered as Education 621F.

EDU 450 (4) SECONDARY CLINICAL PRACTICE I

This Clinical Practice experience provides the candidate with an opportunity to work directly with learners in a university assigned secondary classroom with a Cooperating Teacher. Candidates observe and apply instructional strategies under the leadership of the Cooperating Teacher to learn to manage and deliver instruction in the secondary classroom. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communications. Throughout the student teaching experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. The Clinical Practice experience contributes to candidates’ preparation to complete the Teaching Performance Assessment (TPA) required for credential completion. Graded Credit/No Credit.
Corequisite: Education 451.
Offered as Education 640.

EDU 451 (1) SECONDARY CLINICAL PRACTICE SEMINAR I

This seminar course supports the Clinical Practice I experience through classroom inquiry and reflection of the principles of effective classroom management, teaching methods, differentiation of instruction, lesson planning and delivery, and parent communication. Emphasis is placed on the modification of lessons and instructional support of English learners, diverse learners and learners with exceptionalities. Candidates explore school and community demographics and consider methods for teaching diverse populations. It is through this course that each candidate completes the CalTPA task “Assessing Learning” as a performance-based measure of the knowledge and skills taught in this course. Graded Credit/No Credit.
Corequisite: Education 450.
Offered as Education 641.

EDU 455 (4) SECONDARY CLINICAL PRACTICE II

This course is the second Clinical Practice teaching experience. Student Teachers are assigned to a different content area and/or grade level in a secondary classroom than in the first Clinical Practice experience with an approved Cooperating Teacher. Candidates observe and apply instructional strategies under the leadership of the Cooperating Teacher to learn to manage and deliver instruction in this new secondary classroom setting. The Cooperating Teacher models appropriate teaching methods, lesson planning and delivery, classroom management, use of technology and parent communication. Throughout the student teaching experience, the teaching responsibility gradually shifts from the Cooperating Teacher to the candidate, with careful consideration as to when the candidate is ready to assume the full-day teaching experience. The Clinical Practice experience contributes to candidates’ preparation to complete the Teaching Performance Assessment (TPA) required for credential completion. Graded Credit/No Credit.
Corequisite: Education 456.
Offered as Education 644.

EDU 456 (1) SECONDARY CLINICAL PRACTICE SEMINAR II

This seminar course supports the Student Teaching II experience through classroom inquiry and reflection of the principles of effective classroom management, teaching methods, differentiation of instruction, lesson planning and delivery, and parent communication. Emphasis is placed on further development of skills in the modification of lessons and instructional support of English learners, diverse learners and learners with exceptionalities. Candidates continue to explore school and community demographics and consider methods for teaching diverse populations. It is through this course that each candidate completes the CalTPA task “Culminating Teaching Experience” as a performance-based measure of the knowledge and skills taught in this course. Graded Credit/No Credit.
Corequisite: Education 455.
Offered as Education 645.