Courses
EED 295A-C. Tutorial Field Work in Elementary Education (1-3)
Experiential education field work course placing CSUN students in a one-on-one tutoring relationship with elementary school pupils. Tutors receive guidance in instructional techniques, consult with public school teachers and keep pupil performance records. Open to all majors in good academic standing. Academic Internship course.
EED 397SOC. Elementary School Experiential Program (3)
Recommended Corequisite: Teacher’s Aide position in an approved elementary school. Designed for students seeking to elect or enhance a career in elementary education or the child development professions. In conjunction with the paid experience as a teacher’s aide, students undertake projects that examine teaching-related techniques and issues. The elementary school experience is the foundation for these projects and the subject of class instruction and discussion. Academic Internship course.
EED 472. Mathematics Curriculum and Methods (3)
Prerequisites: EPC 315; Admission to credential program. Recommended Corequisite: MATH 310L. Recommended Pre/corequisite: MATH 310. Restricted to Integrated Teacher Education Program candidates admitted to the Credential Program. Addresses the skills and understandings that Multiple Subject Credential candidates and Preliminary Education Specialist candidates need in order to effectively plan, implement and evaluate instructional programs in mathematics for diverse student populations that reflect the California Mathematics Framework and Academic Content Standards. Designed to provide teacher candidates with models of pre- and post-assessment and instruction consistent with our current understanding of learning processes, opportunities to develop related process skills, and skills in implementing instructional models. The course helps teacher candidates develop strategies for teaching children of various cultural and linguistic heritages, developmental levels, learning styles and special populations to ensure all children equal access to the core curriculum.
EED 475. Mathematics and Science Curriculum and Methods (4)
Corequisites: ESCI 300; MATH 310/L. Recommended Corequisites: BIOL 100/L; MATH 210; PHSC 196. Course is required of and limited to students enrolled in the Integrated Teacher Education Program. A curriculum and methods course which prepares Multiple Subject and Education Specialists Candidates to teach mathematics and science in the elementary (K-8) school classroom.
EED 476. History-Social Science Curriculum and Methods (2)
Corequisite: California History/Geography course. Recommended Corequisites: EPC 314; Admission to the Integrated Teacher Education Program. A curriculum and methods course which prepares Multiple Subject Candidates to teach history-social science in the elementary (K-8) classroom.
EED 477A. Literacy Instruction for Diverse Learners (3)
Prerequisite: Admission to the Integrated Teacher Education Program. This is the first of two courses designed to prepare credential candidates to teach language arts and English Language Development in a multicultural setting at the elementary-school level. The content of the course includes theoretical perspectives on reading; historical and current approaches to literacy instruction; language arts curriculum development, including emergent literacy and strategies for working with second language learners; and assessment of learner abilities and their implications for instruction. 20 hours of directed observation/participation in the public schools is required. This course is to be taken prior to EED 477B and the first semester of EED 578A — Student Teaching.
EED 477B. Literacy Instruction for Diverse Learners (3)
Prerequisite: EED 477A; Admission to the Integrated Teacher Education Program. Corequisites: EED 578A, 579A. This is the second of two courses designed to prepare credential candidates to teach reading/language arts and ELD (English Language Development) in multicultural/multilingual settings at the elementary-school level. Specifically, this course emphasizes instructional approaches for literacy development with regard to: a) second language learners of English; and b) language arts/writing methods within the context of a balanced literacy program. Students will prepare language arts teaching units, develop on-going programs of assessment, design early intervention strategies and integrate the language arts in all areas of the curriculum. 20 hours of directed observation/participation in the public schools is required This course is to be taken after EED 477A and concurrently with the first semester of EED 578A — Student Teaching.
EED 480. Science/Social Science Curriculum Methods (3)
Prerequisites: Successful completion of EED 477B; First student teaching assignment. Corequisites: EED 578D, EED 579; SPED 579, 580MM. Addresses the skills and understandings that Multiple Subject Credential and Preliminary Education Specialist Credential candidates need in order to effectively plan, implement and evaluate instructional programs in science and social science for diverse student populations that reflect the California Science and Social Science Frameworks and Academic Content Standards. Designed to provide teacher candidates with models of instruction consistent with our current understanding of learning processes opportunities to develop related process skills, use of technology in the teaching and learning of science and social science, and skills in implementing instructional models. Furthermore, the course helps teacher candidates develop strategies for teaching children of widely differing cultural and linguistic heritages, developmental levels and learning styles; and special populations to ensure equal access to the core curriculum. Restricted to Integrated Teacher Education Program candidates admitted to the credential program.
EED 496A-Z. Experimental Topics Courses (1-3)
Selected topics in elementary education with course content to be determined.
EED 499. Independent Study (1-3)
No Course Description.
EED 500. Fundamentals Of Teaching (3)
Prerequisite: Admission to the Multiple Subject Credential Program. Recommended Corequisite: EED 520. Through this course, credential candidates acquire the essential knowledge and skills needed to successfully teach in an elementary classroom. Major concepts, principles and theories about development and learning are applied to the design and implementation of instruction and assessment, and to the creation of a safe, equitable classroom environment that promotes academic achievement. (Cross-listed with EPC 500.)
EED 513. Computers in the Elementary School Curriculum (3)
Prerequisite: MATH 210 or equivalent. Introductory course in the use of computers in the elementary school curriculum. Students learn how to operate the computer and become familiar with computer terminology. Includes a study of historical development, and social, philosophical and ethical issues regarding computer technology. Students evaluate software for use in the various curricular areas of the elementary school. Emphasis is given to using computer applications, such as word processing, desktop, multimedia/hypermedia, graphics, Internet collaborative tools and school management/record keeping. Students become aware of the significance of the computers in elementary instruction, its contributions to learning theory and problem solving, and computational skills.
EED 515. Basic Technology Methods (2)
Recommended Corequisite or Preparatory: EED 500 or EPC 500. Introductory course to enhance the effectiveness of teaching by beginning to learn how to use computer-based technology to plan and deliver instruction and to manage information related to teaching. Additionally, credential candidates become aware of legal and ethical issues related to a teacher’s use of technology and learn to select and evaluate technologies in relation to state-adopted academic content standards. Course meets the technology standard for the Preliminary Multiple Subject Teaching Credential.
EED 520. Teaching Reading in the Elementary School (3)
This course in developmental reading instruction focuses on the place of reading in a total language arts curriculum, a variety of definitions of reading and their implications for instruction, current reading approaches, word-attack strategies, methods and materials used in directed reading instruction and in the content subjects, and a discussion of methods and materials for the culturally and/or linguistically diverse. 20 hours of directed observation/participation in the public schools are required. Restricted to candidates officially admitted to the credential program.
EED 520A. Teaching Reading in the Elementary School (3)
Recommended prerequisite: Admission to the Multiple Subject Credential Program. This course is designed primarily for Armenian/ English bilingual credential candidates in the Multiple Subject-Bilingual, Cross-cultural, Language and Academic Development Emphasis Credential Program. Field-based activities will be completed in conjunction with this course. (Cross-listed with EED 520, except literacy instruction in the primary language and the transference of skills to English are emphasized.)
EED 520BL. Teaching Reading in the Elementary School (3)
Taught in Spanish and English, and designed primarily for Spanish/English bilingual credential candidates in the Multiple Subject Bilingual, Crosscultural, Language and Academic Development Emphasis Credential program. (Cross-listed with EED 520, except literacy instruction in the primary language and the transference of skills to English are emphasized.)
EED 520K. Teaching Reading in the Elementary School (3)
Designed primarily for Korean/English bilingual credential candidates in the Multiple Subject-Bilingual, Crosscultural, Language and Academic Development Emphasis Credential program. (Cross-listed with EED 520, except literacy instruction in the primary language and the transference of skills to English are emphasized.)
EED 524. Teaching Reading to the Speaker of Non-Standard Dialect (3)
Exploration of methods and problems peculiar to the teaching of reading to culturally disadvantaged children. Emphasis in 3 areas: 1) general planning and procedures to solve reading problems; 2) lab practice in the application of reading materials; and 3) evaluation of techniques. (Cross-listed with SED 524.)
EED 525. Bilingual and Bicultural Teaching in the Elementary School (3)
This is a required course for all Multiple Subject BCLAD Emphasis Credential program candidates. Evidence of bi-literacy proficiency (passage of required CSET LOTE exam) in all four modes of literacy in the primary language (Spanish, Korean, Armenian; and Cambodian, Cantonese, Mandarin and Vietnamese through the CSU Asian BCLAD Consortium) and English language is required of all BCLAD Emphasis Credential program candidates. This course will examine and compare/contrast the foundations of literacy development in the primary languages (Spanish, Korean, Armenian, Cambodian, Cantonese, Mandarin and Vietnamese) and English. Relationships among emergent literacy, primary language development, literature-based programs and other paradigms of L1 and L2 literacy will be explored. Moreover, effective bilingual and bicultural teaching methodology also will be addressed, along with effective bilingual teaching strategies for reading and writing across the curriculum and SDAIE strategies for core content area (e.g., mathematics, science, history-social science, music, art and p.e.) language development. Bilingual instructional planning (short- and long-range planning) and teaching also will be explored.
EED 543. Improving Instruction Through Learning Centers (2)
Prerequisite: Teaching experience or admittance to a teacher credential program. The theory and role of learning centers in providing individualized and personalized instruction for elementary school children. Creating differentiated learning experiences through centers in an environment emphasizing independence, pupil input and interaction, self-pacing, self-selection, self-management and self-evaluation.
EED 550A-F. Student Teaching in the Elementary School (1-6)
Recommended Corequisite: Enrollment in required multiple subject credential coursework. Specially arranged student teaching for students not in the regular student teaching program. Open to students only upon Departmental approval.
EED 550B 1. Supervised Field Work and Seminar (2)
Prerequisites: Admission to the Multiple Subject University Internship Credential Program; Currently a teacher-of-record for a K-8 classroom. Recommended Corequisite: Enrollment or completion of EED 500 and 520. The combined field work and seminar format of this course assists the intern in establishing connections among course content, theories of teaching and learning, and classroom pedagogy. This first supervised field experience and seminar provides interns with the formative feedback necessary to teach in the full range of domains defined by the Teaching Performance Expectations (TPEs). During the sequence of field work experiences and seminars, interns will complete the Teacher Performance Assessments (TPAs) required by the CCTC.
EED 550B 2. Supervised Field Work and Seminar (2)
Prerequisites: EED 500, 550B(1) and 520; Admission to the Multiple Subject University Internship Credential Program; Currently a teacher-of-record for a K-8 classroom. Recommended Corequisites: Enrollment in or completion of EED 565M, 577; SPED 401C. The combined field work and seminar format of this course assists the intern in establishing connections among course content, theories of teaching and learning, and classroom pedagogy. This second supervised field experience and seminar provides interns with the formative feedback necessary to teach in the full range of domains defined by the Teaching Performance Expectations (TPEs). During the sequence of field work experiences and seminars, interns will complete the Teacher Performance Assessments (TPAs) required by the CCTC.
EED 550B 3. Supervised Field Work (2)
Prerequisites: EED 500 (or EPC 500), 520, 565M, 577; SPEC 401C; Admission to the Multiple Subject Credential Program — University Internship Pathway; Currently a teacher of record for a K-8 classroom; Verification of eligibility from Credential Office. Corequisite: EED 559C. Recommended Pre/Corequisites: Enrollment in or completion of ELPS/CHS/AFRS/AAS/ARMN 417, EED 575. This course assists the intern in establishing connections among course content, theories of teaching and learning, and classroom pedagogy. This third supervised field experience provides interns with the formative feedback necessary to teach in the full range of domains defined by the Teaching Performance Expectations (TPEs). During the field work assignment, Interns will rehearse the Teacher Performance Assessment (TPA) required by the CCTC. (Credit/No Credit only)
EED 551A-F. Supervised Practicum Seminar (1-6)
Prerequisites: 6 units of EED 550 and all methods courses or concurrent enrollment in remaining methods courses; Clearance from the Credential Office. Required for candidates in the Multiple Subject University Internship Program. EED 551 is the last field work course in the Internship Program. The field experience takes place in the candidate’s own classroom and is supervised by a University supervisor. There is a seminar associated with the field work. The intern must teach English language learners. See the Credential Office or the Advisor for the Internship Program for additional details. (Credit/No Credit only)
EED 551C. Supervised Practicum (3)
Prerequisites: EED 500 (or EPC 500), 520, 550B(1), 550B(2), 550B(3), 559C, 565M, 575, 577; ELPS/CHS/AFRS/AAS/ARMN 417; SPED 401C; Admission to the Multiple Subject Credential Program — University Internship Pathway; Currently a teacher of record for a K-8 classroom; Verification of eligibility from Credential Office; Documentation of 40 hours of field work. Corequisite: EED 559F. Prerequisites/Corequisites: Enrollment in or completion of EED 515, 565S; HSCI 496TH; KIN 595PE. This course assists the intern in establishing connections among course content, theories of teaching and learning, and classroom pedagogy. This culminating intern teaching experience provides interns with the formative feedback necessary to teach in the full range of domains defined by the Teaching Performance Expectations (TPEs). (Credit/No Credit only)
EED 559C. Supervised Field Work Seminar (2)
Prerequisites/Corequisites: EED 500 (or EPC 500), 520, 565M Corequisite: EED 560C or 567ACT. This course is a two-unit supervised field work seminar for students completing the Traditional, Accelerated Collaborative Teacher (ACT) Preparation or Internship pathway for Multiple Subject Credential candidates. The seminar provides opportunities for candidates to reflect on and analyze field work experiences. Student teachers learn to: 1) assess their needs; 2) gather data; 3) analyze results; 4) problem solve; 5) modify teaching practices; and 6) determine implications of their experience for future instruction. The seminar will promote teacher candidates’ rehearsal of the Teaching Event of the adopted Teacher Performance Assessment. This course is taken concurrently with the first semester of supervised field work in the Traditional (EED 560C), ACT (EED 567ACT) and Intern (EED 550B(3)) pathways. (Credit/No Credit only)
EED 559F. Student Teaching Seminar (1)
Prerequisites: EED 550B(3), 560C or 567ACT; 559C. Corequisites: EED 551C, 561F or 568ACT. This course is a one-unit supervised field work seminar for Multiple Subject Credential candidates completing the Traditional, Accelerated Collaborative Teacher (ACT) Preparation and Internship pathways. The seminar provides opportunities for candidates to reflect on and analyze field work experiences. Student teachers and interns learn to: 1) assess their own and pupil needs; 2) gather data; 3) analyze results; 4) problem solve; 5) modify teaching practices; and 6) determine implications of their experience for future instruction. The seminar will promote teacher candidates’ successful completion of the Teaching Event of the adopted Teacher Performance Assessment. (Credit/No Credit only)
EED 560A-F. Supervised Field Experience and Seminar (1-6)
Prerequisites: Admission to the Multiple Subject Credential Program; Verification of application for all clearances from Credential Office. Corequisite: Enrollment in required Multiple Subject Credential coursework. Supervised Field Experience and Seminar is designed for Multiple Subject Credential candidates who will be placed with a collaborating classroom teacher at a school site. The combined field work and seminar format of this course assists the candidate in establishing connections among course content, theories of teaching and learning, and classroom pedagogy. The supervised field experiences and seminar provide candidates with the formative feedback necessary to teach in the full range of domains defined by the Teaching Performance Expectations. During the sequence of field work experiences, candidates will complete the Teaching Performance Assessment required by the CCTC. During the various field experiences, candidates will be supervised in a minimum of two K-8 classroom placements, providing experience at two grade level ranges (K-2, 3-5 and/or 6-8); one placement will be in a classroom in which beginning reading instruction is provided to English language learners. (Credit/No Credit only)
EED 560C. Supervised Field Work (3)
Prerequisites: Admission to the Multiple Subject Credential Program. Verification of eligibility from Credential Office. Pre/Corequisites: EED 500 (or EPC 500), 520, 565M. Corequisite: EED 559C. EED 560C is the first of two substantive field experiences in the Multiple Subject Credential Program — Traditional Pathway. The field experience takes place in participating public schools and provides the teacher candidate the opportunity to establish connections among course content, theories of teaching and learning, and classroom pedagogy. In this course, students develop skills in assessing pupils and planning and implementing the elementary curriculum and are provided formative feedback necessary to teach in the full range of domains defined by the California Standards for the Teaching Profession and associated Teacher Performance Expectations. Emphasis in this 10-week (approximately 180 hours) field experience is on general pedagogical skills, such as classroom management and lesson planning, and in teaching reading/language arts, English language development (ELD)and mathematics. Teacher candidates will rehearse the state-mandated Teaching Performance Assessment (TPA) in this supervised field work course. (Credit/No Credit only)
EED 561F. Student Teaching (6)
Prerequisites: EED 559C, 560C; Admission to the Multiple Subject Credential Program; Verification of eligibility from Credential Office. Corequisite: EED 559F. Pre/Corequisites: EED 515, 565S, 575, 577; AAS/AFRS/ARMN/CHS/ELPS 417; HSCI 496TH; KIN 595PE; SPED 420. EED 561F is the second of two substantive field experiences in the Multiple Subject Credential Program — Traditional Pathway. The field experience takes place in participating public schools and provides the teacher candidate the opportunity to establish connections among course content, theories of teaching and learning, and classroom pedagogy. In this course, students develop skills in assessing pupils and planning and implementing the elementary curriculum, and are provided formative feedback necessary to teach in the full range of domains defined by the California Standards for the Teaching Profession and associated Teacher Performance Expectations. Emphasis in this full-time, 10-week (approximately 290 hours) student teaching experience is on general pedagogical skills, such as classroom management and lesson planning, and in planning, implementing and evaluating all areas of the elementary curriculum. Teacher candidates will complete the state-mandated TPA during the student teaching experience. (Credit/No Credit only)
EED 565M. Mathematics Curriculum and Methods (3)
Prerequisite: Admission to the Multiple Subject or Educational Specialist Credential Program. Pre/Corequisite: EED 500 (or EPC 500). This course addresses the skills and understandings that Multiple Subject Credential candidates and Education Specialist candidates need in order to effectively plan, implement and evaluate instructional programs in mathematics for diverse student populations that reflect the California Mathematics Framework and Academic Content Standards. It is designed to provide credential candidates with models of pre- and post-assessment, instruction consistent with our current understanding of learning processes, opportunities to develop related process skills, and skills in implementing instructional models. Furthermore, the course helps teacher candidates develop strategies for teaching children of widely differing cultural and linguistic heritages, developmental levels and learning styles, and special populations to ensure all children equal access to the core curriculum.
EED 565S. Science Curriculum and Methods (2)
Recommended Prerequisite: Admission to the Multiple Subject Credential Program. This course addresses the skills and understandings needed to effectively plan, implement and evaluate instructional programs for diverse student populations. The course is designed to provide multiple subject credential candidates with models of instruction consistent with our current understanding of learning processes, opportunities to develop related process skills, and skills in implementing instructional models. Furthermore, the course helps teacher candidates develop strategies for teaching children of widely differing cultural and linguistic heritages, developmental levels and learning styles; mainstreamed special education children; and all children to ensure them equal access to the core science curriculum.
EED 567ACT. Supervised Field Work (4)
Prerequisite: Admission to the ACT Preparation Program. Corequisites: EED 500 (or EPC 500), 515, 520, 559C, 565M, 577; ELPS 541A; SPED 541B. Restricted to candidates admitted to the Accelerated Collaborative Teacher Preparation Program and offered in the Fall Semester only. EED 567ACT is the first field experience for Multiple Subject Credential candidates enrolled in the ACT pathway. The field experience takes place in participating public schools and provides the teacher candidate the opportunity to establish connections among course content, theories of teaching and learning, and classroom pedagogy. In this course, students develop skills in assessing pupils and planning and implementing the elementary curriculum, and are provided formative feedback necessary to teach in the full range of domains defined by the California Standards for the Teaching Profession and associated Teacher Performance Expectations. This field experience provides the teacher candidate the opportunity to work toward the goal of assuming the full responsibilities of a certificated teacher. Emphasis in this field experience is on general pedagogical skills, such as classroom management and lesson planning in teaching in the areas of reading/language arts, English language development (ELD) and mathematics. This course also provides a context for rehearsal of the Teaching Event of the state-mandated Teaching Performance Assessment (TPA). (Credit/No Credit only)
EED 568ACT. Student Teaching (6)
Prerequisites: EED 559C, 567ACT; Admission to the ACT Preparation Program; Verification of eligibility from Credential Office. Corequisites: EED 559F, 565S, 575; ELPS 542A; HSCI 496TH; KIN 595PE; SPED 542B. EED 568ACT is the second field experience in the ACT Pathway and the culminating student teaching experience for Multiple Subject Credential candidates enrolled in ACT. The field experience provides the teacher candidate the opportunity to establish connections among course content, theories of teaching and learning, and classroom pedagogy. In this course, students develop skills in assessing pupils and planning and implementing the elementary curriculum, and are provided formative feedback necessary to teach in the full range of domains defined by the California Standards for the Teaching Profession and associated Teacher Performance Expectations. This field experience provides the teacher candidate the opportunity to work toward the goal of assuming the full responsibilities of a certificated teacher. The 8-week (approximately 240 hours) field experience takes place in participating public schools and expands on the first student teaching assignment with the inclusion of planning, implementing and evaluating social studies, science, arts, physical education and health education curriculum to the responsibilities of the student teacher. (Credit/No Credit only)
EED 570. ESL Instruction in Bilingual and Multilingual Classrooms (3)
Prerequisite: Admission to the Multiple Subject Credential program or Department consent. Prepares credential candidates to teach English as a Second Language in a bilingual or multilingual setting at the elementary-school level. Emphasis on strategies and materials designed to facilitate second language learning based on the nature of language acquisition. Provides opportunity for curriculum development in this field. May be taken prior to or concurrently with EED 571BL — Student Teaching.
EED 570M. Elementary School Curriculum (3)
Prerequisite: Admission to Teacher Education Program. A methods course teaching the basic content and competencies required for effective instruction in elementary school language arts and social sciences. May be taken prior to or concurrently with EED 571ST — Student Teaching. If taken concurrently with student teaching, students must receive prior clearance for student teaching from the Credential Preparation Office. Inquire at the Credential Preparation Office for information on admission to teacher credential programs and requirements for student teaching.
EED 570MAK. Elementary School Curriculum (3)
Prerequisite: Admission to Teacher Education Program. Same as EED 570M except instruction in the primary language, transference of skills to English and organizational approaches specific to bilingual education are emphasized. Primarily for Korean/English and Armenian/English bilingual credential candidates in the Multiple Subject — Bilingual, Crosscultural, Language and Academic Development Emphasis Credential Program. May be taken prior to or concurrently with EED 571BL — Student Teaching. If taken concurrently with student teaching, students must receive prior clearance for student teaching from the Credential Preparation Office. Inquire at the Credential Preparation Office for information on admission to teacher credential Programs and requirements for student teaching. A methods course teaching the basic contents and competencies required for effective instruction in elementary school language arts and social sciences.
EED 570MBL. Elementary School Curriculum (3)
Prerequisite: Admission to Teacher Education Program. Taught in Spanish and English and designed primarily for Spanish/English bilingual credential candidates in the Multiple Subject — Bilingual, Crosscultural, Language and Academic Development Emphasis Credential Program. A methods course teaching the basic content and competencies required for effective instruction in elementary school language arts and social sciences. May be taken prior to or concurrently with EED 571BL — Student Teaching. If taken concurrently with student teaching, students must receive prior clearance for student teaching from the Credential Preparation Office. Inquire at the Credential Preparation Office for information on admission to teacher credential programs and requirements for student teaching. (Cross-listed with EED 570M, except instruction in the primary language, transference of skills to English and organizational approaches specific to bilingual education are emphasized.)
EED 571BL. Student Teaching in the Elementary School (6)
Prerequisites: EED 570MAK or 570MBL; Admission to student teaching. Recommended Corequisite: With prior approval, EED 570MAK or 570MBL may be taken concurrently with EED 571BL. See the Credential Preparation Office for details on admission to student teaching and concurrent enrollment in 570MBL or 570MAK. Student teaching for the Multiple Subject Bilingual, Crosscultural, Language and Academic Development Emphasis Credential. See the detailed description of student teaching in the Credentials Section. Inquire at the Credential Preparation Office for application date deadlines. EED 571BL and 581BL may be taken in the same semester only if EED 570MAK or 570MBL and EED 580MAK or 580MBL were successfully completed in prior semesters. (Cross-listed with EED 571ST, except course is designed primarily for Armenian/English or Korean/English and Spanish/English and Korean/English bilingual credential candidates in the Multiple Subject Bilingual, Crosscultural, Language and Academic Development Emphasis Credential Program.)
EED 571ST. Student Teaching in the Elementary School (6)
Prerequisite: Completion of Methods Coursework. Recommended Corequisite: With prior approval, 570M may be taken concurrently with EED 571ST. See the Credential Preparation Office for details on admission to student teaching and concurrent enrollment in 570M. Student teaching for the Multiple Subject Credential and the Multiple Subject-Crosscultural, Language and Academic Development Emphasis Credential. See the detailed description of student teaching in the Credentials Section. Inquire at the Credential Preparation Office for application date deadlines. EED 571ST and 581 ST may be taken in the same semester only if EED 570M and 580M were successfully completed in prior semesters.
EED 575. Integrated Social Studies and Arts Curriculum and Methods (3)
Recommended Prerequisite: Admission to the credential program. A methods course teaching the basic content and competencies required for effective instruction in elementary school social studies and visual-performing arts. It is offered concurrently with a student teaching assignment. Opportunity for interdisciplinary curriculum development will be provided.
EED 577. Language Arts and ESL Instruction (3)
Prerequisites: EED 500 (or EPC 500) (may be taken concurrently); Admission to the credential program. This course is designed to prepare credential candidates to teach language arts as well as English as a Second Language (ESL) in multilingual settings at the elementary-school level. Emphasis will be given to strategies and materials designed to facilitate second language learning and fluency in the language arts for speakers of English and English language learners. Opportunity for curriculum development will be provided pursuant to English Language Arts Academic Content Standards for Students and the Reading/Language Arts Framework.
EED 578 A-D. Student Teaching in the Elementary School (3-6)
Prerequisites: Admission to Multiple Subject Credential program and/or Education Specialist Credential (Mild/Moderate Disabilities) Program; Admission to student teaching. EED/SPED 578A-D is a field experience in the Multiple Subject Credential Program and/or Education Specialist Credential (Mild/Moderate Disabilities) Program. The field experience takes place in a participating public elementary school and provides opportunities for the credential candidate to work under the daily direction and guidance of a qualified supervising elementary teacher/special education teacher who exemplifies best practices in teaching all students, including English language learners and students with disabilities. A University faculty member supervises the field work assignment. In each assignment the candidate gradually assumes responsibility. In the final assignment the candidate gradually assumes full responsibility for the complete instructional program. A minimum of 125 hours in the classroom is required in EED/SPED 578A, a minimum of 167 hours in EED/SPED 578B, a minimum of 208 hours in EED/SPED 578C, and a minimum of 250 hours in EED/SPED 578D.
EED 578A. Student Teaching (3)
Prerequisites: Admission to Multiple Subject Credential Program admission to student teaching. Corequisites: EED 477B and 579A. EED 578A is a field experience in the Multiple Subject Credential Program. The field experience takes place in public elementary schools, and provides opportunities for the credential candidate to work under the daily direction and guidance of a qualified supervising elementary teacher who exemplifies best practices in teaching all students, including English language learners and students with disabilities. A University faculty member supervises the field work assignment.
EED 578D. Student Teaching (6)
Recommended Prerequisites: Admission to Multiple Subject Credential Program; Admission to student teaching. Corequisite: EED 480 and 579D. The field experience takes place in a participating public elementary school and provides opportunities for the credential candidate to work under the daily direction and guidance of a qualified supervising elementary teacher who exemplifies best practices in teaching all students, including English language learners and students with disabilities. A University faculty member supervises the field work assignment. In this assignment, the candidate gradually assumes full responsibility for the complete instructional program. A minimum of 250 hours is required for this course.
EED 579A. Student Teaching Seminar (2)
Prerequisites: Admission to Multiple Subject Credential program; Admission to student teaching. Corequisite: EED 578A. This course is a 2-unit student teaching seminar in the Multiple Subject Credential Program. The seminar provides opportunities for candidates to reflect on and analyze field work experiences. Student teachers learn to: 1) assess their needs; 2) gather data; 3) analyze results; 4) problem solve; 5) modify teaching practices; 6) determine implications of their experience for future instruction; and 7) reflect on their teaching practice. (Credit/No Credit only)
EED 579D. Student Teaching Seminar (1)
Prerequisites: Admission to Multiple Subject Credential program; admission to student teaching. Corequisite: EED578D. This course is a 1 unit student teaching seminar in the Multiple Subject Credential program. The seminar provides opportunities for candidates to reflect upon and analyze field work experiences. Student teachers learn to 1) assess their needs, 2) gather data, 3) analyze results, 4) problem solve, 5) modify teaching practices, 6) determine implications of their experience for future instruction and 7) reflect upon their teaching practice. (Credit/No Credit Only)
EED 580M. Elementary School Curriculum (3)
Prerequisite: Admission to Teacher Credential Program. Recommended Prerequisite: MATH 210. A methods course teaching the basic content and competencies required for effective instruction in elementary school science and mathematics. This course may be taken prior to or concurrently with EED 581ST student Teaching. If taken concurrently with student teaching, students must receive prior clearance for student teaching from the Credential Preparation Office. Inquire at the Credential Preparation Office for information on admission to teacher credential programs and requirements for student teaching.
EED 580MAK. Elementary School Curriculum (3)
Prerequisite: Admission to Teacher Education Program. Same as EED 580M, except instruction in the primary language, transference of skills to English, and organizational approaches specific to bilingual education are emphasized. Primarily for Korean/English and Armenian/English bilingual credential candidates in the Multiple Subject — Bilingual, Crosscultural, Language and Academic Development Emphasis Credential Program. May be taken prior to or concurrently with EED 581BL — Student Teaching. If taken concurrently with student teaching, students must receive prior clearance for student teaching from the Credential Preparation Office. Inquire at the Credential Preparation Office for information on admission to teacher credential Programs and requirements for student teaching. A methods course teaching the basic contents and competencies required for effective instruction in elementary school science and mathematics.
EED 580MBL. Elementary School Curriculum (3)
Prerequisite: Admission to Teacher Credential Program. Corequisite: EED 581BL. This course is taught in Spanish and English and is designed primarily for Spanish/English bilingual credential candidates in the Multiple Subject — Bilingual, Crosscultural, Language and Academic Development Emphasis Credential Program. A methods course teaching the basic content and competencies required for effective instruction in elementary school science and mathematics. This course may be taken prior to or concurrently with EED 581BL — Student Teaching. If taken concurrently with student teaching, students must receive prior clearance for student teaching from the Credential Preparation Office. Inquire at the Credential Preparation Office for information on admission to teacher credential programs and requirements for student teaching. (Cross-listed with EED 580M, except instruction in the primary language, transference of skills to English, and organizational approaches specific to bilingual education are emphasized.)
EED 581BL. Student Teaching in the Elementary School (6)
Prerequisites: EED 580MAK or 580MBL; Admission to student teaching. Recommended Corequisite: With prior approval, EED 580MAK or 580MBL may be taken concurrently. See the Credential Preparation Office for details on admission to student teaching and concurrent enrollment in EED 580MAK or 580MBL. Student teaching for the Multiple Subject — Crosscultural, Language and Academic Development Emphasis Credential. See the detailed description of student teaching in the Credential Section. Inquire at the Credential Preparation Office for application date deadlines. EED 571BL and 581BL may be taken in the same semester only if EED 570MAK or 570MBL and EED 580MAK or 580MBL were successfully completed in prior semesters. (Cross-listed with EED 581ST, except course is designed primarily for Armenian/English and Spanish/English and Korean/English bilingual credential candidates in the Multiple Subject — Bilingual, Crosscultural, Language and Academic Development Emphasis Credential Program.)
EED 581ST. Student Teaching in the Elementary School (6)
Prerequisite: Completion of all methods coursework or Department consent. Recommended Corequisite or Preparatory: EED 580M. Student teaching for the Multiple Subject and the Multiple Subject — Crosscultural, Language and Academic Development Emphasis Credential. See the detailed description of student teaching in the Credential Section. Inquire at the Credential Preparation Office for application date deadlines. EED 571ST and 581ST may be taken in the same semester only if EED 570M and 580M were successfully completed in prior semesters.
EED 592. Audiovisual Instruction-Methods and Techniques (3)
Theories, methods and experience in the utilization of instructional media. Presents a variety of audio and visual techniques for classroom instruction.
EED 595A-Z. Experimental Topics Courses (1-3)
No Course Description.
EED 595J. Lesson Design Study: Developing Best Practices (3)
Prerequisite: Admission to the Master of Arts in Education, Teaching and Learning. Preparatory: Completion of the California preliminary credential or equivalent initial teaching credential; Employed as a K-12 classroom teacher in LAUSD. The curriculum addresses the candidates’ goals as beginning teachers, builds upon the foundation established in the preliminary credential program, meets the California standards for the teaching profession, and applies conceptual knowledge to practice in ways that engage candidates in important issues of theory and practice. Seminar emphases include lesson design study, assessment, differentiated instruction and pedagogical content knowledge. Beginning teachers are visited in their classroom by the University instructor and/or are required to submit a videotape of their classroom practice.
EED 595M. Making Sense Of Learning and Teaching Through the Research Process (3)
Prerequisite: Admission to the Master of Arts in Education, Teaching and Learning. The curriculum addresses the candidates’ goals as practicing teachers, builds upon the foundation established in a teacher induction program, aligns with the California standards for the teaching profession (CSTP), and applies conceptual knowledge to practice ways in that engage candidates in important issues of theory and practice. Course emphases include peer coaching, critical friends groups, teacher as researcher, and qualitative research design, methodology and statistical analysis.
EED 595N. Improving Learning and Teaching Through the Research and Leadership (3)
Prerequisite: EED 595M. The curriculum addresses the candidates’ goals as practicing teachers, builds upon the foundation established in EED 595M — Making Sense of Learning and Teaching Through the Research Process, aligns with the California standards for the teaching profession (CSTP), and applies conceptual knowledge to practice in ways that engage candidates in important issues of theory and practice. Course emphases include instructional leadership, teacher researcher projects, and quantitative research design, methodology and statistical analysis.
EED 601. Curriculum, Instruction and the Reflective Teacher (3)
Prerequisite: Completion of Student Teaching. In addition to exploring the philosophical and research bases for instructional practices and instructional decision making, the course examines curricular theories and their influence on teaching/learning. Contemporary educational research and literature provide a framework for examining fundamental issues in education and their impact on current practices. Opportunities to engage in reflective thinking are an integral part of the course.
EED 602. Applying Technology to Curricular Goals (3)
Prerequisite: EED 513. Advanced-level course in the use of computers in the elementary school curriculum. Primary emphasis is on applications in the various curricular areas in the self-contained classroom with 1, 2 or more computers. Content includes such practical and theoretical considerations as manipulating and analyzing data, communicating through a variety of electronic media, interacting and collaborating with others using the computer-based tools, and developing lessons based upon technological resources. Students will review, modify and design teacher-created instructional materials, which meet their own curricular needs. These materials include Web pages, gameboards, visual charts and multimedia instructional modules. The major software tools used are word processing, database, spreadsheets, drawing and paint programs, Web publishing software, Internet search engines and presentation tools. Course meets the Professional Credential requirement in computer-based technology.
EED 610. Research in Elementary Education (3)
Prerequisite: Completion of Multiple Subject Credential; Completion required within first 9 units in Master of Arts Degree Program; Must be taken prior to all graduate seminar courses. Survey and analysis of research in elementary education, chiefly in areas of contemporary interest that cut across all curricular fields. Emphasis is on learning to use a wide range of research reference sources, on understanding of research designs utilized in a variety of research studies and on use of criteria in evaluating the findings and conclusions of such studies.
EED 614. Evaluation Of Software in Elementary Curriculum (3)
Prerequisite: EED 613 or equivalent. Survey of software relevant to the elementary school curriculum. Included in this survey is word processing, Logo, Pilot graphics, educational games and simulations, practice and integrated drill programs, and classroom management programs. Analysis and evaluation of material from the various curriculum areas and elementary grade levels that are initiated in EED 613 are extended.
EED 615. Learning and Teaching with Logo (2)
Prerequisite: EED 613 or SED 514 or equivalent. Investigates Logo learning environments through computer programming, analysis of the Logo philosophy and research bases, examination of classroom implementation reports, and consideration of the role of the teacher as co-learner and facilitator of problem solving. (Cross-listed with SED 615.)
EED 616. Microcomputers and Technology in the Development Of English/Language Arts (3)
Prerequisites: EED 520 and 613 or equivalent. Theory and practice in the development of reading and writing through the use of microcomputers, software and related technology. Topics include basic principles of reading and writing instruction; selection and use of microcomputer software in teaching reading and writing; word processing and data base management; microcomputer-based literacy curriculum development; and research findings related to microcomputers and technology in English/Language Arts instruction.
EED 620. Elementary School Reading Education (3)
Prerequisite: EED 520 or equivalent. Designed as an in-service course, emphasis is placed on adjusting reading methodology to the needs of the individual child’s interest, aptitudes and competencies. Major emphases include: 1) survey of theories of the reading process; 2) description of instruments measuring reading; 3) selection, use and evaluation of materials, methods and approaches in reading instruction; and 4) locating and using professional literature on reading. Field experience involves the application of knowledge and skills of reading instruction to a group of elementary pupils.
EED 621. Language, Literacy and Culture Across the Curriculum (3)
Prerequisite: EED 520 or equivalent. Students explore the part that language arts play in learning course content across the curriculum. They also study how ability to read, write, speak, listen and think are developed within various content areas. Focus is on instructional strategies and assessment. Both experiential and verbal learning is considered. The unique characteristics of various content areas are discussed. Cultural perspectives are infused into the curriculum.
EED 624. Practicum in Diagnosing and Facilitating Reading Progress (K-12) (3)
Prerequisites: EED 620, 625A/L, 625B/L. In the fourth course in the reading sequence, students are given opportunities to observe and teach developmental reading classes with groups of students, incorporating diagnostic and remedial teaching techniques. Students work with all reading skills in analyzing and teaching groups at elementary- and secondary-school levels of competency. This experience includes generating and maintaining records and materials appropriate to the objectives of lessons taught. Awareness of professional organizations is encouraged. The student demonstrates ability to provide leadership in planning, instruction and evaluation of the reading program in the following areas: 1) readiness; 2) word recognition; 3) comprehension and critical reading; 4) study and locational skills; 5) interest and motivation; 6) appreciation; and 7) oral fluency and expression. (Cross-listed with SED 624.)
EED 625A/L. Literacy Assessment and Teaching Strategies and Lab (3/1)
Prerequisites: EED/SED 520 or equivalent; EED 633 or SED 625ENG; Teaching experience. Corequisite: EED 625AL. Principles and procedures for the evaluation of reading and writing effectiveness are presented. Each student develops competencies in assessing literacy behavior on an individual basis, as well as in a classroom setting. Students should become adept at observations and interviews while attaining skills of selecting, scoring and interpreting the results of a comprehensive variety of whole-language assessments. Similarly, principles and procedures for the design and selection of materials, methods and contexts for literacy instruction are presented. Each student develops a literacy program for an individual child based on assessment findings. Program includes meaning-centered activities appropriate for classroom settings. Students should become adept at determining the effectiveness of various instructional strategies as well as confirming/disconfirming their assessment results. Lab: This 1-unit supervised lab experience with children includes parent conferencing and concentrated assessment and instruction in the correction of reading/writing difficulties. Each student is assigned at least one child experiencing problems processing written language for whom the student designs and implements a corrective program. It is suggested that a student continue with the same child for a second semester in EED 625BL. Case studies demonstrate awareness of psychological, physiological, educational, cultural and linguistic factors in the reading/writing process. (Cross-listed with SED 625A/L.)
EED 625B/L. Literacy Assessment and Teaching Strategies and Lab (3/1)
Prerequisite: EED/SED 625AL. Corequisite: EED 625BL. Additional principles and procedures for the evaluation of reading and writing effectiveness are presented. Each student continues to develop competencies in assessing literacy behavior on an individual basis, as well as in a classroom setting. Students should hone their skills of selecting, scoring and interpreting the results of a comprehensive variety of standardized tests. Similarly, additional principles and procedures for the design and selection of materials, methods and contexts for literacy instruction are presented. Each student will expand the literacy program developed for an individual child based on new assessment findings. Program includes meaning-centered and skill-based activities appropriate for classroom settings. Students should become adept at determining the effectiveness of various instructional strategies as well as confirming/disconfirming their assessment results. Lab: This 1-unit supervised lab experience with children includes parent conferencing and concentrated assessment and instruction in the correction of reading/writing difficulties. Each student is assigned at least one child experiencing problems processing written language for whom the student designs and implements a corrective program. It is suggested that a student continue with the same child he/she worked with in EED/SED 625AL. Case studies demonstrate awareness of psychological, physiological, educational, cultural and linguistic factors in the reading/writing process. (Cross-listed with SED 625B/L.)
EED 626. Literacy Instruction for English Learners K-12 (3)
Prerequisite: EED/SED 520 or equivalent. Major theories of first and second language acquisition and literacy development specific to second language learners are presented in this seminar for both monolingual and bilingual classroom teachers. Additionally, the importance of varied instructional approaches in the development of oral language, reading and writing are discussed. Research on variables affecting second language learners’ reading and writing achievement is explored. An emphasis is given to effective methodologies, teaching strategies, instructional materials and assessment strategies. (Cross-listed with SED 626.)
EED 627A. Individualization in Reading (1)
Prerequisite: EED 520. Focuses on the theoretical and practical considerations involved in individualizing a reading program. Attention is paid to assessment techniques, learning centers, classroom organization and management. Various types of programs are analyzed, and consideration is given to the design of individualized programs in reading that can be implemented in the classroom. (Cross-listed with SED 627A.)
EED 627C. Developing Reading Skills Through High Interest/Low Readability Materials (1)
Prerequisite: EED 520. Focuses on developing reading skills through the use of high-interest literature in the areas of poetry, fiction, drama, thematic units and the media. (Cross-listed with SED 627C.)
EED 627D. Reading in the Content Areas (1)
Prerequisite: EED 520. Specific reading skills required in various subject fields are identified and methods of teaching these are explored. Diagnosis and correction of the difficulties peculiar to reading in the several content areas receive emphasis. Students who have completed EED 621 should not select this particular course. (Cross-listed with SED 627D.)
EED 627E. State Frameworks in Reading and English (1)
Prerequisite: EED 520. Focuses on the Reading and English Language Frameworks. Student develops competencies in the implementation of the frameworks and the utilization of the state textbook adoption process. (Cross-listed with SED 627E.)
EED 627G. In-Service Education in Reading (1)
Prerequisite: EED 520. Focuses on various aspects of in-service education in the field of reading. It develops competencies of students to design and implement in-service activities in public and private schools. (Cross-listed with SED 627G.)
EED 627I. Teaching Critical Reading Skills (1)
Prerequisite: EED 520 or SED 520. Focuses on the components of teaching critical reading and the implementation of a program of critical reading activities in the classroom. (Cross-listed with SED 627I.)
EED 628. Language and Literacy Programs: Leadership, Planning and Evaluation (3)
Prerequisite: EED/SED 625A/L, EED/SED 625B/L or instructor consent. Principles of designing, organizing, coordinating and evaluating a variety of bilingual/multilingual programs as well as literacy programs (e.g., K-12 integrated language arts programs, corrective reading/writing programs, programs for students at risk) are presented. Students develop competencies in planning, conducting and evaluating staff development in language and literacy or bilingual/multilingual education. They familiarize themselves with the state textbook adoption process, state frameworks, district curriculum guides, and selected state, national and international language and literacy projects/programs. Strategies for writing grants are offered and participation in professional organizations is encouraged. Students demonstrate ability to provide leadership in decision-making for teaching language and literacy or for teaching across the curriculum in bilingual/multilingual programs. Bilingual/multilingual refers to bilingual/bicultural and multilingual/multicultural settings. (Cross-listed with SED 628.)
EED 630. Elementary School Language Arts Education (3)
Prerequisites: EED 570M, 571ST or equivalent; Graduate standing. Course devoted to study of the nature of the language arts, oral communication, practical and creative writing, language and literature; emphasis on each component as a field of study, but having the common base of language.
EED 633. Seminar in Elementary School Language Arts Education (3)
Prerequisites: EED 601; Graduate standing. Advanced curriculum course in language arts for the teacher of elementary school children. Major emphasis of the course is on the theory and the research relevant to the study of the nature of the language arts, and to the current trends and developments in teaching language arts with an interdisciplinary approach.
EED 635. Elementary School History-Social Science Education (2)
Prerequisite: Completion of student teaching. In-depth study of the goals and curriculum strands as outlined in the California History-Social Science Framework. Planning, teaching strategies, learning activities and assessment to provide a comprehensive history-social science instructional program for all students. Attention is also given to literature that enriches the study of history-social science.
EED 638. Seminar in Elementary School Social Studies Education (3)
Prerequisites: EED 610; Graduate standing. Advanced curriculum course in elementary school social studies. Identification of current problems in the field of the social studies, with extensive exploration of the professional interdisciplinary literature related to rationale of and potential approaches to resolving such problems. Emphasis of the course will be theory and research.
EED 640. Elementary School Mathematics Education (2)
Prerequisite: Completion of Student Teaching. Major emphasis is on the materials, method sand content of a modern program in elementary school mathematics. Attention also is given to mathematics learning games, mathematics lab approaches, differentiation of mathematics instruction, and use of mathematics education literature.
EED 643. Seminar in Elementary School Mathematics Education (3)
Prerequisites: EED 610; Graduate standing. Graduate course in education on the research in elementary school mathematics. Course emphasis on analysis of research in education and related fields, current curricular projects, trends and issues, modern learning and pedagogical theory, and student development of a researchable project.
EED 644. Environmental Education (2)
Prerequisite: Completion of student teaching or equivalent. Course for teachers on how to teach Environmental Education (EE) in schools, stressing environmental literacy, issue investigation and evaluation, and citizen action. Major emphasis will be the development of intellectual skills needed for the autonomous investigation of environmental issues, following the Science-Technology-Society (STS) issue instruction model. Other models for teaching environmental education will likewise be presented. A project involving the application of issue instruction in their respective classrooms will be facilitated.
EED 645. Elementary School Science Education (2)
Prerequisite: Completion of student teaching. Course on current trends and issues in elementary school science education, including practical applications for the practicing teacher. Materials, methods and content of a modern program in elementary school science receive emphasis, along with means of integrating other subject areas and applying instructional techniques of topical interests such as authentic assessment and cooperative learning. Attention is given to differentiated needs of special groups as they relate to science education.
EED 648. Seminar in Elementary School Science Education (3)
Prerequisites: EED 610; Graduate standing. Advanced curriculum course in elementary school science for teachers. Major emphasis of the course will include theory and research related to contemporary aspects of elementary school science. Current trends and issues are examined in relation to current developments stressing an interdisciplinary approach to science. A research project, using elementary school children to test new ideas in science, is an integral and ongoing theme of the course.
EED 649. Elementary School Interdisciplinary Arts Education (3)
Prerequisite: Completion of student teaching. An interdisciplinary methods course focusing on the meaning, role and teaching strategies of the arts in the elementary school curriculum. The course: 1) provides opportunities for exploration and understanding of dance, music, drama and visual arts; 2) seeks strategies for integrating two or more of the arts; and 3) applies music, dance drama and visual arts as recommended in the Visual and Performing Arts Framework to other subject areas, such as language arts, social studies, science, mathematics and physical education. Participants learn how to plan, teach and evaluate an interdisciplinary unit of study in the arts in relationship to specific subject areas. They also learn how to present their units using technology and other media to develop a multimedia production.
EED 650. Open Education in the Elementary School (3)
Prerequisite: Graduate standing. Curriculum course in open education for teachers, specialists and administrators in elementary schools. Major focus of the course is on the theory, current trends and experimentation in the field, with emphasis on creative application to specific classroom situations.
EED 651. Curriculum Assessment (3)
Prerequisite: Graduate standing. Development of educational systems founded on the delineation of performance-based and criterion-referenced objectives and the selection of appropriate teaching strategies and evaluative measures, designed with emphasis on accountability in the elementary school curriculum. The role of diagnosis and prescription, modes of proof, performance contracting, and personal, professional and public accountability. Focus on techniques for compliance with the monitor and review process as mandated by federal and state agencies.
EED 652. Creativity and the School (3)
Focus on identifying, generating and extending a range of behaviors and conditions that will increase creative productivity in the classroom, with an initial examination of the historical events and psychological components that pertain to the process and products of creativity. (Cross-listed with EPC 640.)
EED 660. Individualizing and Personalizing Curriculum (3)
Prerequisite: 2 years teaching experience. Process of individualizing and personalizing the curriculum. Emphasis on openness of relationships, organizational patterns and environment.
EED 661. Early Childhood Math/science Curriculum and Methods (3)
Prerequisite: MATH 310 or equivalent experience. Preparatory: Introductory courses in science and math are highly desirable as background. Study of how young children learn science and math concepts based on Piaget’s theory of cognitive development. Teaching strategies that maximize activity-discovery learning in the context of cognitive development are explored. It also examines and assesses existing programs in early childhood math/science within this framework.
EED 662. Language Arts Curriculum in the Early Childhood Education Classroom (3)
Study of language arts curriculum (content and methodology) that maximizes the young child’s (grades K-3) growth in communication skills and language concept and acquisition. Emphasis is placed on classroom practices that enhance development and communicative competency. The integration of the various language arts components is stressed, as well as the interrelationships between language and other subject areas.
EED 665. Foundations of Developmental Curriculum for Early Childhood (3)
Prerequisite: EPC 430 or equivalent, 605, 632 or instructor consent. To be taken concurrently with experiences in the field, either teaching or field work. (Cross-listed with EPC 635.)
EED 667. Classroom Applications Of Piaget’s Theory of Cognitive Development (3)
Prerequisite: EPC 314, 315 or 316. The major purpose of this course is to bridge the gap between Piaget’s research and classroom practice. From a review of Piaget’s observations and interpretation of children’s cognitive development, the course will derive methods for classroom questioning strategies, curriculum development and assessment. (Cross-listed with EPC 667.)
EED 670. Research Applications in ESL Instruction (3)
Prerequisites: EED 570 or equivalent;610 or equivalent or instructor consent. Designed to prepare teachers to analyze, plan and evaluate ESL instruction in a bilingual or multilingual setting at the elementary-school level. Emphasis given to the analysis and development of materials and methods for teaching and assessment. Students will evaluate and synthesize current research related to issues concerning second language acquisition by elementary school students.
EED 671. Seminar in Multilingual/Multicultural Education (3)
Prerequisite: EED 610 or equivalent or instructor consent. Seminar for teachers, supervisors or administrators interested in bilingual/multilingual education. Concerned with the philosophical, cultural and psychological aspects of bilingualism as well as the history and politics of bilingual/ multilingual education, models of bilingual/multilingual programs and effective ways to work with the community. Bilingual/multilingual refers to bilingual/ bicultural and multilingual/multicultural settings.
EED 672. Family Literacy and Community Assets: Teacher Advocacy in Multicultural/Multilingual Settings (3)
Corequisites: EED 601. Preparatory: EED 600. This course is an introduction to current theories, methods and best practices of advocating for parents, children, and families in multilingual, multicultural and diverse settings. Research related to parent involvement, family literacy, and community/parent-initiated legislation will be examined. Students will evaluate various models of school/community partnerships. The course explores strategies for integrating family/community resources into the curricula. Effective approaches for involving community stakeholder’s in supporting K-5 schools, programs and the needs of diverse populations is also highlighted.
EED 674. Bilingual/Multilingual Curriculum (3)
Prerequisite: EED 610 or equivalent or consent of instructor. Covers the history and development of curriculum for bilingual/multilingual programs. Research and its implications for curricular choices as well as the development and adaptation of curriculum will be dealt with. In addition, the effect of assessment on curriculum will be analyzed. Bilingual/multilingual refers to bilingual/bicultural and multilingual/multicultural settings. (Cross-listed with SED 674.)
EED 674. Family Literacy and Community Assets: Teacher Advocacy in Multicultural/Multilingual Settings (3)
Prerequisite: EED 601. Corequisite: EED 610. Preparatory: EED 600. This course is an introduction to current theories, methods and best practices of advocating for parents, children, and families in multilingual, multicultural and diverse settings. Research related to parent involvement, family literacy, and community/parent-initiated legislation will be examined. Students will evaluate various models of school/community partnerships. The course explores strategies for integrating family/community resources into the curricula. Effective approaches for involving community stakeholder’s in supporting K-5 schools, programs and the needs of diverse populations is also highlighted.
EED 675. Bilingual/Multilingual Teaching Strategies (3)
Prerequisite: EED 610 or equivalent or instructor consent. Students evaluate research on bilingual/multilingual teaching methods and strategies. Emphasis is placed on relating research findings to instructional decision making. Includes modeling, developing and validating effective teaching strategies that provide English learners access to the core curriculum. Bilingual/multilingual refers to bilingual/bicultural and multilingual/multicultural settings. (Cross-listed with SED 675.)
EED 676. Multicultural Arts Education (3)
Prerequisites: EED 601. Corequisites: EED 610. This interdisciplinary methods/research course is focused on the meaning, role, and teaching strategies of the arts in multicultural communities. The course provides an overview of how dance, music, drama and visual arts create meaning in diverse cultures in the surrounding geographic area. In addition, an in-depth review of literature and strategies in one or more ethnic communities will be demonstrated. Participants will learn to integrate the arts and use the Visual and Performing Arts Framework to create a unit of study of one community art production. This course uses both educational and field-based research to analyze how the visual and performing arts play a role in how culture is communicated. In addition, participants will develop and present a research review on the latest trends in multicultural arts education.
EED 678. Role of the Teacher in Multicultural Education (3)
Prerequisite: Valid teaching credential. Theory, trends and experimentation related to the role of the teacher in multicultural education. Creation, demonstration and evaluation of multicultural study units for children. For in-service teachers and specialists.
EED 679. Seminar in Elementary Education Curriculum and Instruction (3)
Prerequisites: Required C and I courses (may be taken concurrently with the final required C and I course). A capstone course for M.A. candidates in the Curriculum and Instruction Option. Students draw on the breadth developed in the prerequisite subject area courses to apply research methods and develop scholarly skills. Intended to serve as a preparation for the M.A. culminating experience, either thesis, project or comprehensive examination.
EED 680. Small Group Learning in Elementary School Classrooms (3)
Prerequisite: Completion of one semester of student teaching or equivalent. Advanced course for teachers in the understanding and use of small groups as an instructional methodology. Social reconstructivist, cognitive, complex instruction and structural approaches to small-group learning will be examined. Emphasis will be on enabling educators to make informed decisions and choices about selecting, implementing and evaluating small-group learning approaches that foster effective teaching and learning for all children in a variety of classroom settings.
EED 681. Classroom Communication and Management Methods (3)
Prerequisite: Admission to the Multiple Subject Credential Program or classroom teacher. Focuses on the theoretical basis for and the practical implementation of several approaches to classroom management and communication. Emphasis is on the interrelationship between management and the instructional process (e.g., students’ motivation and characteristics, curriculum considerations, assessment components.) (Cross-listed with EPC 681.)
EED 684. Application of Research in Teaching Effectiveness (3)
Prerequisites: Teaching credential and 3 years teaching experience. Each student reviews research of effective teaching strategies and analyzes selected propositions as a foundation of effective teaching decisions, including student motivation, rate and degree of learning, transfer of learning, and curriculum decisions that facilitate and extend student learning. Teaching techniques are field tested using action research procedures and ethnographic classroom study techniques. (Cross-listed with SED, SPED 684.)
EED 685. Supervisory Personnel and Student Teaching (3)
Prerequisites: Teaching credential, teaching experience. Analysis of the role of the supervising teacher. Survey of current status, exploration of potential functions, and examination of recommendations of appropriate professional groups. Implications are drawn from related literature and research.
EED 686. The Roles of Teachers, Paraprofessionals and Volunteers in Today’s Schools (3)
Focuses on the constructive interaction of teachers in the regular classroom with paraprofessionals, parent and other community volunteers, and cross-age tutors forming an instructional team. The roles of each will be delineated with effective interaction and communication behaviors outlined for successful work with the youngsters in the classroom.
EED 687. Practicum for Supervising Teachers (3)
Prerequisites: EED 684, 685. Provides opportunities for students to apply their knowledge of supervision theory and teaching effectiveness research to on-site situations. A major part of this practicum involves practical application of the supervisory techniques in working with novice teachers. In addition, the participants will participate in pedagogical studies to improve their own teaching effectiveness and will learn techniques for improving teaching effectiveness within their own schools. (Cross-listed with SED, SPED 687.)
EED 692. Advanced Audiovisual Techniques (3)
Prerequisite: EED 592. Graduate seminar designed to provide advanced theory and practical experience in planning, production and use of multisensory techniques of communication in education.
EED 695A-Z. Seminar in Selected Studies (3)
Prerequisite: Graduate standing. Special seminars in selected topics in: (A) Early Childhood Education; and (B) Elementary Education.
EED 696. Directed Graduate Research (1-3)
Prerequisites: EED 610; Classified graduate status; Approval by Graduate Coordinator. Advanced survey and analysis of research in elementary education leading toward preparation of thesis proposal.
EED 697. Directed Comprehensive Studies (0-3)
Prerequisite: Prior completion of all course requirements for the Master’s Degree.
EED 698. Thesis or Graduate Project (3-6)
Prerequisites: Graduate standing and completion of EED 610 Research in Elementary Education. A thesis on an advanced topic in the field of education.
EED 699A-C. Independent Study (1-3)
Independent Study