SED 496A-Z. Experimental Topics Courses (3)

Selected topics in secondary education, with course content to be determined.

SED 505. Completing the Induction Experience (3)

Prerequisite: EED 502 with a grade of “C” or better; Corequisites: Two electives, approved for the individual candidate by the Induction Coordinator, are required to be taken prior to or concurrent with SED 505. This capstone course in the General Education Credential Induction Program for Multiple and Single Subject advances candidates toward the goals described in the Individual Induction Plan (IIP) that they created in EED 502. Course content is built on the foundation established in the candidates’ Preliminary Credential program and uses the California Standards for the Teaching Profession as Student Learning Outcomes. In particular, the course emphasizes the use of formative assessment to enhance teaching and learning; the use of evidence to plan, implement, and assess instruction; and the development of inquiry into practice. In collaboration with the course instructor and the Support Provider, candidates work on areas delineated in their IIP, expanding their knowledge base via goals and activities completed and assessed throughout the program. Candidates demonstrate their development as professional educators who possess advanced professional knowledge, skills, and dispositions. This course must be taken in the last semester of the program.

SED 511. Fundamentals of Secondary Education in Multiethnic Secondary Schools (3)

Must be taken in the first semester of enrollment in all Single Subject Programs. Provides a general framework and introduction to secondary education and curriculum for diverse learners, including students with disabilities and English learners. Candidates are also introduced to the California curriculum standards and the Teaching Performance Expectations (TPEs). Primary emphasis is placed on engaging and supporting all students in learning (SLO 1), creating and maintaining effective classroom environments (SLO 2), and planning instruction and designing effective learning experiences for all students in secondary (Grades 6-12) classrooms (SLO 4). Completion of classroom-based activities (e.g., observations) is required.

SED 514. Computers in Instruction (3)

Introduction to website development and the instructional uses of the Internet, word processing, graphics, desktop publishing, educational software, collaborative cloud-based technologies, teacher support tools, mobile technologies, assistive technologies, learning management systems, video production, e-assessment, spreadsheets, and other technology tools. Use of such applications to access and evaluate information, analyze and solve problems, and communicate and collaborate with other professionals. Strategies and skills to enable teachers to prepare their students to be lifelong learners in an information-based society. Meets the technology-education requirement for the Preliminary Credential.

SED 516K. Seminar in Teaching the Bilingual/Bicultural Student: Korean American (3)

A study of Korean culture and major eras of Korean and Korean-American history, socioeconomic contexts of Korean immigration to the U.S., Koreans’ contribution to the U.S., contemporary issues of the Korean community, and Korean-American students, with particular emphasis on socialization patterns, learning styles, bilingual and bicultural education issues, and teaching strategies. Required for Korean bilingual multiple subject and single subject teaching credential students. Also open to other classroom teachers, administrators, and supervisors, and people interested in human services.

SED 521. Content Area Literacy and Learning in Multiethnic Secondary Schools (3)

Prerequisite: Restricted to candidates officially admitted to the Credential Program or already possessing a Teaching Credential. Prerequisite or Corequisite for Traditional, Intern, ACT, FYI and JYI: SED 511. Prerequisite or Corequisite for Dual Single Subject/Education Specialist: EPC 420. Recommended as Preparatory for Traditional Candidates: SED 525xx. Required for candidates in all Single Subject Preliminary Credential Programs. Focuses on strategies for teaching reading, writing, listening speaking, and academic language to promote learning in diverse middle school and high school content area classes for all students. Examines a multicultural context for literacy learning, reading instruction, evaluation of literacy materials, literacy assessments, differentiated instruction, the application of research-based literacy instruction, and the development of literacy lessons related to California curriculum standards and frameworks and the California English Language Development standards. Completion of a field-based activity is required.

SED 525. Methods of Teaching Single Subjects in the Secondary School (3)

Restricted to candidates officially admitted to the Credential Program. Preparatory: A generic course for students for whom a specialized methods course is not available. See SED 525 Series.

SED 525A. Methods of Teaching Art (3)

Restricted to candidates officially admitted to the Credential Program or already possessing a teaching credential. This teaching-methods course addresses strategies for teaching art in grades K-12, including the use of instructional technologies and developing disciplinary literacy. California curriculum standards, assessment and the California Visual Arts Framework will be addressed. Candidates will be supported in creating unit lesson plans that will enable the candidate to teach a full-year art course.

SED 525BL. Bilingual and Bicultural Teaching in Multiethnic Secondary Schools (3)

Required course for all Bilingual Authorization Program candidates. Prerequisites: SED 521 (pre Fall 2011) or SED 523 (Fall 2011 and later). Preparatory: SED 525xx. This course will examine the history, policies, programs and research on the effectiveness of bilingual education and bilingualism in the U.S., as well as the philosophical, theoretical, legal and legislative foundations of bilingual education and their effects on program design and the educational achievement of bilingual children and adolescents. Also addressed are the transferability between the primary and English language; authentic parental participation; the interrelatedness among the four domains of language (listening, speaking, reading and writing); and the application of different bilingual education models, instructional strategies, materials and skills to instructional settings. The course also will examine planning, developing, implementing and assessing standards-aligned content instruction in the primary and the English language with a variety of instructional and assessment strategies, as well as the use of a variety of criteria to select instructional materials to assess their appropriateness and suitability for the local context and to augment resources when necessary. (Cross-listed with EED 525.)

SED 525ELD. English Language Development Methods (3)

Pre/Corequisite: At least one of the following: SED 511, SED 521 or SED 529. A methods course addressing programs, objectives, methods, materials, and issues for providing English Language Development instruction at the middle-school and high-school levels for English learners in Emerging (ELD 1), Expanding (ELD 2), and Bridging (ELD 3) classes. A required course for the preliminary credential in World Language: English Language Development.

SED 525EN. Methods of Teaching English (3)

Required of all students enrolled in the English Credential Program. Restricted to candidates officially admitted to the Credential Program or already possessing a teaching credential. Methods course addressing strategies for planning instruction leading to effective teaching and assessment of student performance in literature, reading, composition, and language, including the use of instructional technologies. The integrated approach for literature, reading, composition, and language instruction and assessment is based on the California curriculum standards and the English/Language Arts-English Language Development Framework.

SED 525HE. Methods of Teaching Home Economics (3)

This is a performance-based course designed to prepare professionals to successfully teach the content of Family and Consumer Sciences to a diverse population. Emphasis is placed on applying learning theory, planning curriculum, creating appropriate learning environments, presenting effective lessons that actively engage students in the learning process and assessing learning outcomes. Students are involved in peer coaching, collaborative learning and teaching demonstrations. The course is appropriate for students who plan to become credentialed teachers, dietitians, consumer affairs professionals and other experts in Family and Consumer Sciences, and it is the required subject-specific methods course for the Single Subject Credential in Home Economics.

SED 525MA/L. Methods of Teaching Mathematics in the Secondary School and Lab (2/1)

Restricted to candidates officially admitted to the Credential Program or already possessing a teaching credential. Corequisites: SED 525MA and 525MAL. Required of all students enrolled in the Secondary Mathematics Credential Program. This teaching-methods course addresses strategies for planning instruction, using instructional technologies, developing disciplinary literacy, assessing student performance, and implementing effective learning experiences for all students in secondary (grades 6-12) mathematics. Activities in the course focus on instruction of the California curriculum standards, guided by the Mathematics Framework for California Public Schools.

SED 525MU. Methods of Teaching General Music (3)

Restricted to candidates officially admitted to the Credential Program or already possessing a teaching credential. This methods course addresses strategies for planning instruction, using instructional technologies, building disciplinary literacy, assessing student performance, and implementing effective learning experiences for all music students in grades K-12. Course activities focus on instruction of the California curriculum standards for music, guided by the Visual and Performing Arts Framework for California Public Schools.

SED 525PE. Methods of Teaching Physical Education (3)

Restricted to candidates officially admitted to the Credential Program or already possessing a teaching credential. This teaching-methods course addresses movement literacy from a holistic perspective. Class activities focus on strategies for planning instruction, implementing active learning experiences, using instructional technology, developing disciplinary literacy, and assessing student learning at the elementary, middle, and high school levels. Course content is aligned with national- and state-level curriculum standards.

SED 525S/L. Methods of Teaching Science in the Secondary School and Lab (2/1)

Restricted to candidates officially admitted to the Credential Program or already possessing a teaching credential. Corequisites: SED 525S and 525SL. Prospective secondary school science teachers learn to engage students in the practices and habits of mind described in the California curriculum standards, such as asking questions and defining problems, developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and computational thinking, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating and communicating information. The lecture and laboratory components of this course focus on instructional methods and curriculum in teaching physics, chemistry, biology, earth and space science, engineering, and health in secondary schools. Students learn how to develop, adapt, evaluate, and use strategies and materials for teaching science, appropriate both to the special needs of the learners and the special characteristics of the various science disciplines, including strategies to develop disciplinary literacy. In addition, this course fosters the development of Technological Pedagogical Content Knowledge (TPCK) so that graduates are prepared to use relevant technologies to engage and enhance student learning. SED 525S/L serves as the subject-specific methods course for Single Subject Credentials in Physics, Science: Chemistry, Science: Biology, Science: Geoscience, Foundation Level Science, and Health Science.

SED 525SS. Methods of Teaching Social Studies (3)

Restricted to candidates officially admitted to the Credential Program or already possessing a teaching credential. SED 525SS covers essential elements of history/social science (HSS) curriculum and teaching in secondary schools: developing unit and lesson plans aligned with the California curriculum standards and History-Social Science Framework; recognizing theories, issues and best practices of teaching HSS; teaching historical-thinking skills; integrating basic and higher-order thinking skills for students of varying abilities and cultural backgrounds; using instructional technologies; developing disciplinary literacy; and assessing student learning.

SED 525WL. Methods of Teaching World Language (3)

Restricted to candidates officially admitted to the Credential Program or already possessing a teaching credential. This course in methods of teaching World Languages examines past and current theories, research and practices related to teaching World Languages in grades 6-12. The course will provide teachers with teaching strategies aligned with the national and California curriculum standards. Students will develop skills in effective planning, instruction, and assessment, and in the use of instructional technologies, to promote receptive (reading and listening) and productive (speaking and writing) communicative proficiency in the target language within a cultural context.

SED 529. Teaching English Learners in Multiethnic Secondary Schools (3)

Required for candidates in all Single Subject Teacher Basic Credential Programs. Restricted to candidates officially admitted to the Credential Program or already possessing a teaching credential. Prerequisite: SED 511. Corequisite: SED 521. Addresses state and federal legal requirements related to English learners, the California English Language Development (ELD) Standards, school programs serving English learners, language acquisition, and teaching materials and strategies for English Language Development (ELD), and Specially Designed Academic Instruction in English (SDAIE) to support content-area learning. Also focuses on diagnostic and other assessments for English learners. Completion of field-based activities is required.

SED 535MA. Teaching Contemporary Mathematics (3)

Designed specifically to assist middle school and high school mathematics teachers and supervisors in implementing a modern school mathematics program. Covers the content standards, as well as strategies for effective mathematics instruction. Also provides hands-on experience for developing expertise with graphing calculators and computer software.

SED 554/S. Supervised Field Experience for the Single Subject Credential (3/1)

Prerequisites: Admission to the Single Subject Credential Program; Clearance by the Credential Office. Corequisite: SED 554 and 554S must be taken concurrently.

Pre/Corequisites for Traditional, FYI, JYI, ACT, and SSUIP Programs: EPC 420, SED 511 and one of the following: SED 525, SED 525A, SED 525EN, SED 525HE, SED 525HS, SED 525MA/L, SED 525MU, SED 525PE, SED 525S/L, SED 525SS or SED 525WL.

Additional Corequisites for ACT Program only: ELPS 541A, SPED 541B.

Prerequisites for Dual Single Subject/Education Specialist Program: EPC 420, SPED 403MM, SED 521 and one of the following: SED 525, SED 525A, SED 525EN, SED 525HE, SED 525HS, SED 525MA/L, SED 525MU, SED 525PE, SED 525S/L, SED 525SS or SED 525WL.

Designed as the introductory field experience for candidates pursuing the Single Subject Teaching Credential in the Traditional, Accelerated Collaborative Teacher (ACT), Four-Year Integrated (FYI-English or FYI-Math) or Junior-Year Entry Integrated (JYI-English or JYI-Math) Programs. The candidate is assigned to a middle school or high school site for one class period (or the time equivalent) plus conference time daily for a school’s semester or track to complete specific activities (e.g., structured observations, tutoring small groups, assuming responsibility for planning, teaching and pupil assessment) under the direction and guidance of a qualified on-site cooperating teacher. A designated member of the university faculty supervises the candidate’s assignment. During the supervised field experience sequence of SED 554 and SED 555, each teacher candidate participates in two or more subject-specific teaching assignments at middle-school and high-school levels, and has experiences teaching English language learners.

The SED 554/S field experience also supports interns (employed secondary-level teachers who have not yet earned the Preliminary Single Subject Credential) in the Single Subject University Intern Program (SSUIP), a program that leads to the Preliminary Single Subject Credential. SED 554/S is normally taken in the second-to-last semester of the SSUIP. The intern is supervised on site by the university supervisor and supported by a school-based support provider.

All students in SED 554/S also meet weekly or biweekly in a required seminar led by a university faculty member that addresses student teaching issues and the preliminary Teacher Performance Assessment. (Credit/No Credit only).

SED 555. Supervised Practicum for the Single Subject Credential (5)

Required for candidates in the Four-Year Integrated (FYI-English, FYI-Math), Junior-Year Integrated (JYI-English, JYI Math), Accelerated Collaborative Teacher (ACT), the Single Subject University Intern Program (SSUIP), and Traditional Single Subject Credential Programs. Prerequisites: SED 511; EPC 420; SED 554/S; and one of the following: SED 525, SED 525A, SED 525EN, SED 525HE, SED 525HS, SED 525MA/L, SED 525MU, SED 525PE, SED 525S/L, SED 525SS, or SED 525WL; Clearance from the Credential Office. Corequisite: SED 555S.

Additional Pre/Corequisites for Traditional, SSUIP, FYI, and JYI Programs: AAS 417/AFRS 417/ARMN 417/CHS 417/ELPS 417; SED 521; SED 529; SPED 420.

Additional Pre/Corequisites for ACT Program only: ELPS 542A; HSCI 466ADO; SED 521; SED 529; SPED 542B.

Prerequisites for Dual Single Subject/Education Specialist Program: EPC 420; SPED 403MM; SED 521; one of the following: SED 525, SED 525A, SED 525EN SED 525HE, SED 525HS, SED 525MA/L, SED 525MU, SED 525PE, SED 525S/L, SED 525SS, or SED 525WL; SED 554/S; SPED 402; SPED 404; SPED 416; SPED 420; SPED 501MM; SPED 502MM. Pre/Corequisites for Dual Single Subject/Education Specialist Program: AAS 417/AFRS 417/ARMN 417/ CHS 417/ ELPS 417; SPED 503MM. Corequisites for Dual Single Subject/Education Specialist Program: SED 555S and SPED 580MM.

The Supervised Practicum is designed to provide teacher candidates with a capstone fieldwork experience in middle school or high school classrooms. Each candidate is supervised by an on-site cooperating teacher and a university supervisor. The candidate is responsible for teaching three classes daily (or the time equivalent) and is at the school for a fourth class period daily (or the time equivalent) for observation and conferencing for a school’s entire semester or track. During the supervised field experience sequence of SED 554 and SED 555, each teacher candidate has experiences teaching English language learners and participates in two or more subject-specific teaching assignments. The SED 555S field experience also supports interns (employed secondary-level teachers who have not yet earned the Preliminary Single Subject Credential) in the Single Subject University Intern Program (SSUIP), a program that leads to the Preliminary Single Subject Credential. It is normally taken in the final semester of the SSUIP. The intern is supervised on site by the university supervisor and supported by a school-based support provider. See the Credential Office for additional details. (Credit/No Credit only)

SED 555BL. Supervised Practicum for the Single Subject Credential with BCLAD Emphasis (5)

Required of candidates in the Single Subject Traditional Credential Program who seek Bilingual Cross-Cultural Language and Academic Development (BCLAD) Emphasis. Prerequisites: SED 511; EPC 420; SED 554/S; and one of the following: SED 525, SED 525A, SED 525EN, SED 525HE, SED 525HS, SED 525MA/L, SED 525MU, SED 525PE, SED 525S/L, SED 525SS, or SED 525WL; Clearance from the Credential Office. Corequisite: SED 555S. Pre- or Corequisite for Traditional, Intern, FYI, and JYI Programs: AAS 417/AFRS 417/ARMN 417/CHS 417/ELPS 417; SED 521; SED 529; SPED 420. Pre- or Corequisite for ACT Program only: ELPS 542A; HSCI 466ADO; SED 521; SED 529; SPED 542B. BCLAD Candidates are assigned to classrooms comprised of several English learners with limited proficiency in English where bilingual content instruction, SDAIE (Specially Designed Academic Instruction in English) and/or ELD (English Language Development instruction) are offered. (Credit/No Credit only)

SED 555I. Supervised Practicum for the Single Subject University Intern Program (3)

Required for candidates in the Single Subject University Intern Program (SSUIP). Prerequisites: SED 593/S, SED 594/S; Internship Credential; Clearance from the Credential Office. Corequisite: SED 555S. SED 555I is the third and capstone course in a sequence of supervised field experiences for University Intern candidates. Intern teacher candidates do their supervised field experience in their own secondary classrooms and are supervised by a University coach and an on-site collaborating teacher. During the supervised field experience sequence, each intern teacher candidate has experiences teaching English language learners and participates in two or more subject-specific teaching assignments. See the Intern Program Coordinator, Credential Office or department website for additional information. (Credit/No Credit only)

SED 555S. Practicum Seminar for the Single Subject Credential (2)

Required for candidates in the Four-Year Integrated (FYI-English, FYI-Math), Junior-Year Integrated (JYI-English, JYI Math), University Intern, Accelerated Collaborative Teacher (ACT) and Traditional Single Subject Credential Programs. Prerequisites: SED 511; EPC 420; SED 554/S; and one of the following: SED 525, SED 525A, SED 525EN, SED 525HE, SED 525HS, SED 525MA/L, SED 525MU, SED 525PE, SED 525S/L, SED 525SS, or SED 525WL; Clearance from the Credential Office. Corequisite: SED 555 or SED 555BL or SED 555I.

Additional Pre/Corequisites for Traditional, Intern, FYI, and JYI Programs: AAS 417/AFRS 417/ARMN 417/CHS 417/ELPS 417; SED 521; SED 529; SPED 420.

Additional Pre/Corequisites for ACT Program only: ELPS 542A; HSCI 466ADO; SED 521; SED 529; SPED 542B.

Prerequisites for Dual Single Subject/Education Specialist Program: EPC 420; SPED 403MM; SED 521; one of the following: SED 525, SED 525A, SED 525EN, SED 525HE, SED 525HS, SED 525MA/L, SED 525MU, SED 525PE, SED 525S/L, SED 525SS, or SED 525WL; SED 554/554S; SPED 402; SPED 404; SPED 416; SPED 420; SPED 501MM; SPED 502MM. Pre- or corequisites for Dual Single Subject/Education Specialist Program: AAS 417/AFRS 417/ARMN 417/CHS 417/ELPS 417; SPED 503MM. Corequisites for Dual Single Subject/Education Specialist Program: SED 555 and SPED 580MM.

While student teaching or serving as an intern, the candidate also meets weekly or biweekly in a required seminar with a subject-specialist faculty member. The seminar addresses issues in teaching and the Teaching Performance Expectations, and the candidate is provided with guidance in completing the state-required Teacher Performance Assessment. (Credit/No Credit only)

SED 593. Field Experience for Single Subject Interns (2)

Prerequisites: Bachelor’s degree; Admission to the Single Subject University Intern Program (SSUIP); Full-time teaching position in a public school. Corequisite: SED 593S must be taken with the first enrollment in SED 593. The SED 593 field experience is designed for interns (employed secondary-level teachers who have not yet earned the Preliminary Single Subject Credential) in the SSUIP, a program that leads to the Preliminary Single Subject Credential. The intern is supervised on site by a University supervisor and supported by a school-based support provider. Interns are required and only permitted to take SED 593 in any semester in which they are not enrolled in SED 554 or SED 555 (which are normally taken in the last two semesters). During an intern’s first enrollment in SED 593, he or she must also enroll in the introductory seminar for interns: SED 593S. (Credit/No Credit only)

SED 593S. Field Experience Seminar for Single Subject Interns (1)

Prerequisites: Bachelor’s degree; Admission to the Single Subject University Intern Program (SSUIP); Full-time teaching position in a public school. Corequisite: SED 593 must be taken concurrently with SED 593S. The SED 593S is the introductory seminar that accompanies the SED 593 field experience for interns (employed secondary-level teachers who have not yet earned the Preliminary Single Subject Credential) in the SSUIP, a program that leads to the Preliminary Single Subject Credential. Interns are required to take SED 593 in any semester in which they are not enrolled in SED 554 or SED 555 (which are normally taken in the last two semesters). Interns are required and only permitted to take SED 593S once, during their first enrollment in SED 593. (Credit/No Credit only)

SED 594/S. Field Experience for Single Subject Interns (2/1)

Prerequisites: SED 511, SED 593/S. Corequisite: SED 594S. Second of three field experiences required in the Single Subject University Intern Program (SSUIP) that leads to the Single Subject or Single Subject BLCAD Emphasis Credential. This field experience is for the on-the-job teacher. The candidate is supervised on-site by the University coach and a support provider. This seminar is designed for the on-the-job teacher and meets for 1 hour weekly (or equivalent). (Credit/No Credit only)

SED 595A-Z. Experimental Topics Courses (3)

No course description.

SED 599A-C. Independent Study (1-3)

No course description.

SED 600. Research in Secondary Education (3)

Prerequisite: Admission to Secondary Education M.A. degree program. This course introduces key research in secondary education and provides opportunities to analyze educational research critically. Also addressed are types of research; the teacher as researcher; planning a research study; and collecting, analyzing and presenting data. A required department core course for M.A. degree candidates with a Specialization in Secondary Education.

SED 610. Issues in Education in Multiethnic Secondary Schools (3)

Prerequisite: Admission to Secondary Education M.A. degree program. An examination of issues and changes in education and curriculum, with a focus on how these issues impact secondary teachers and diverse classrooms and schools. The course also addresses teacher professionalism and leadership. A required department core course for M.A. degree candidates in Secondary Education.

SED 610CI. Educational Issues and Implications for Public Schools (3)

Prerequisite: Enrollment is restricted to students in the Master of Arts in Secondary Curriculum and Instruction program or with department permission. This is a required course for the Master of Arts degree in Secondary Curriculum and Instruction. Through research, reading, collegial discussion, reflection, and writing, masters students in secondary-level curriculum and instruction will develop an understanding of some of today’s most pressing educational issues and their implications for public schools and secondary classrooms. A deep understanding of these issues will better position students for leadership as well as for personal decisions about career and professional development.

SED 610EN. Educational Issues and Implications for Multiethnic English and Literacy Classrooms (3)

Prerequisite: Enrollment is restricted to students in the Master of Arts in Secondary English Education program or with department permission. This is a required department core course for M.A. degree candidates in Secondary Education. Students engage in critical inquiry into current and pressing educational issues. Through research and reading, collegial discussion and debate, reflection and writing, students develop a thorough and nuanced understanding of these issues and their implications for multiethnic districts and schools as well as for English and literacy classrooms and instruction. Students examine research on teacher-leadership and consider ways to apply this learning to their districts, schools and the broader professional community.

SED 610ET. Leadership in Educational Technology (3)

Prerequisite: Enrollment is restricted to students in the Master of Arts in Educational Technology degree program or with department permission. This is a required course for the Master of Arts degree in Educational Technology. An examination of current issues and changes in education and educational technology with a focus on secondary classrooms and online education. SED 610ET prepares students to take the lead in identifying and implementing educational technology and providing professional development for instructors.

SED 610MA. Educational Issues and Implications for Multiethnic Mathematics Classrooms (3)

Prerequisite: Enrollment is restricted to students in the Master of Arts in Secondary Mathematics Education program or with department permission. This is a required course for the Master of Arts in Secondary Mathematics Education. Through research, reading, collegial discussion, reflection and writing, masters students in secondary mathematics education will develop an understanding of some of today’s most pressing educational issues and their implications for multiethnic schools and mathematics classrooms. A deep understanding of these issues will better position students for leadership as well as for personal decisions about career and professional development.

SED 610MM. Educational Issues in Multicultural and Multilingual Classrooms (3)

Prerequisite: Enrollment is restricted to students in the Master of Arts in Multicultural and Multilingual Education in Secondary Schools degree program or with department permission. This is a required core course for M.A. degree candidates in Multicultural and Multilingual Education in Secondary Schools. This course provides an extended opportunity for advanced critical inquiry into some of today’s most pressing educational issues, such as the impact of globalization on the American educational context, the education of immigrant populations and English learners, and working with multicultural and multilingual students, families and communities. Through research and reading, collegial discussion and debate, reflection and writing, students will develop a more thorough and nuanced understanding of these issues and their implications for working in urban schools. These understandings will prepare students to take a greater leadership role on issues that affect their practice and students’ learning.

SED 610SC. Leadership in Science Education (3)

Prerequisite: Enrollment is restricted to students in the Master of Arts in Science Education degree program or with department permission. This is a required course for the Master of Arts degree in Science Education. An examination of current issues and changes in science education in secondary classrooms and informal environments. SED 610SC prepares students to take the lead in science instruction and teacher professional development in classrooms and informal environments.

SED 614. Technology in Teaching and Learning Mathematics (3)

Prerequisite: Enrollment is restricted to students in the Master of Arts in Secondary Mathematics Education program or with department permission. This is a required course for the Master of Arts in Secondary Mathematics Education. This course is intended to help teachers empower all of their pupils to learn mathematics and to make content accessible through the use of technology. This course will focus on pupil learning needs and technology tools that can be used for addressing those needs. Students will identify and explore relevant external resources such as digital content located on websites. They will learn to use technology tools and resources to help pupils visualize the results of varying assumptions, explore consequences, support investigations and compare predictions with mathematical data. Special attention is paid to technology tools that enable collaborative learning. In addition, this course will provide tools for conducting research in preparation for the program’s classroom research project.

SED 616. Computer Supported Collaborative Science (3)

Prerequisite: Enrollment is restricted to students in the Master of Arts in Science Education degree program or with department permission. This is a required course for the Master of Arts degree in Science Education. SED 616 is designed to provide science educators opportunities to develop interactive websites and dynamic online activities to engage their students in scientific practices and habits of mind, such as asking questions and defining problems, developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and computational thinking, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating and communicating information. This course fosters the development of Technological Pedagogical Content Knowledge (TPCK) so that science educators are prepared to use the web-based resources they develop to engage students and enhance science learning.

SED 617. Microcomputers in the Secondary Reading/Language Arts Curriculum (3)

Prerequisite: SED 514 or instructor consent. Design, development and use of computer-based resources for teaching reading, writing, literature and language. Internet; telecommunications; and presentation, desktop publishing and other applications are explored in terms of teaching the language arts. Review and analysis of research and best practice in the use of computers in the teaching of reading and language arts.

SED 618. Computers in the Secondary School Curriculum: Multimedia (3)

Prerequisite: SED 514 or instructor consent. Design and development of multimedia projects of secondary-school instruction using a variety of hardware and software tools. Review and analysis of research on the use of multimedia computer-based technology in secondary-school instruction.

SED 619. Application and Utility Software in the Secondary School Curriculum: Website Design (3)

Prerequisite: SED 514 or instructor consent. Design and development of instructional materials using multimedia, publishing, presentation and data-analysis software. Development of websites to distribute these and other instructional resources. Analysis of research related to distance education, and the design, use and effectiveness of Internet-based instructional resources for classroom use.

SED 625A/L. Literacy Assessment and Teaching Strategies and Lab (3/1)

Prerequisites: EED 520 or equivalent; SED 520 or SED 521; SED 625EN or EED 633; Teaching experience. Corequisite: SED 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 and 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. Includes meaning-centered activities appropriate for classroom settings. Students should become adept at determining the effectiveness of various instructional strategies and 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 will design and implement a corrective program. It is suggested that a student continue with the same child for a second semester in SED 625BL. Case studies will demonstrate awareness of psychological, physiological, educational, cultural and linguistic factors in the reading/writing process. (Cross-listed with EED 625A/L.)

SED 625B/L. Literacy Assessment and Teaching Strategies and Lab (3/1)

Prerequisite: SED 625AL/EED 625AL. Corequisite: SED 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 and 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 expands the literacy program developed for an individual child based on new assessment findings. Includes meaning-centered and skill-based activities appropriate for classroom settings. Students should become adept at determining the effectiveness of various instructional strategies and 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 implement a corrective program. It is suggested that a student continue with the same child he or she worked with in SED/EED 625AL. Case studies will demonstrate awareness of psychological, physiological, educational, cultural and linguistic factors in the reading/writing process. (Cross-listed with EED 625B/L.)

SED 625EN. Theory and Research in the Teaching of Secondary School English (3)

Prerequisite: SED 525EN or instructor consent. Study of recent developments and current issues in the teaching of English at the middle-school and senior high-school levels. Consideration is given to research studies and current best practice addressing literature, composition and language curriculum and instructional methods.

SED 625ESL. Theory and Research in Teaching ESL in Multilingual Classrooms (3)

Prerequisite: SED 525ELD. Seminar in the theory and research in teaching English as a second language in multilingual or bilingual settings. Emphasis is placed on the nature of language acquisition, on teaching strategies and on the development of materials designed to facilitate 2nd language learning. Opportunity for concentrated individual study, curriculum development and the use of various diagnostic language proficiency tests to both place and promote ESL students within the curriculum.

SED 625MA. Theory and Research in Teaching Secondary School Mathematics (3)

Prerequisite: SED 525MA or instructor consent. Study of the present status, recent developments and current trends in secondary-school mathematics curricula. The identification of concepts resulting from recent research and their organization for inclusion in the secondary-school mathematics program are considered. Consideration also is given to research studies dealing with the rationale and structure of important new approaches to mathematics teaching.

SED 625MM. Theory and Research in Multicultural and Multilingual Education in Secondary Schools (3)

Prerequisites: AAS 417/AFRS 417/ARMN 417/CHS 417/ELPS 417; SED 525xx, SED 529 or equivalents. This course uses cultural and linguistic diversity as the basis for understanding and exploring the broad concept of multicultural and multilingual secondary education, including how cultural and linguistic diversity influences pupil learning and how the knowledge of cultural and linguistic backgrounds of diverse secondary students can strengthen teaching and assessment practices. The course addresses theories, research and issues of multicultural and multilingual education at the middle-school and high-school levels. This course also develops deeper levels of multicultural and multilingual knowledge among M.A. degree students on the cultural and language groups in California and the U.S.

SED 625SC. Theory and Research in Teaching Secondary School Science (3)

Prerequisites: SED 525SC; Major or minor in science. Study of the present status, recent developments and current trends in secondary curricula. Emphasis is given to the identification of concepts resulting from recent research and their organization for inclusion in the secondary-school science program. Consideration is given to research studies dealing with the rationale and structure of important new approaches to science teaching.

SED 626. Literacy Instruction for English Learners K-12 (3)

Prerequisite: EED 520, SED 520 or SED 521, or equivalent. Major theories of first and second language acquisition and literacy development specific to teaching second language learners are reviewed in this seminar for teachers with monolingual, bilingual and multilingual classrooms. Various instructional approaches in the development of oral language, reading and writing are addressed. Research on variables affecting second language learners’ reading and writing achievement is explored. Emphasis is given to effective methodologies, teaching strategies, instructional materials and assessment strategies. (Cross-listed with EED 626.)

SED 628. Language and Literacy Programs: Leadership, Planning and Evaluation (3)

Prerequisite: SED 625AL/EED 625AL, SED 625BL/EED 625BL or instructor consent. Principles of designing, organizing, coordinating and evaluating a variety of bilingual/multilingual and 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 EED 628.)

SED 633. The Program in Reading and Literature Instruction in Multiethnic Secondary Schools (3)

Prerequisite: Enrollment is restricted to students in the Master of Arts in Secondary English Education program or with department permission. Students learn about research-based best practice reading and literature instruction, how to apply those instructional practices in their classrooms of diverse students and how to assess student learning. Seminar discussions, readings and course activities provide students with both the theoretical background and practical applications for teaching reading and literature in many genres. Additionally, students develop clear understandings of standards-aligned practices for developing students’ reading proficiencies, the connections between reading and writing instruction, the distinctions between “text types” as used by the California Common Core State Standards and genre theory as understood by the profession, as well as the ability to apply those understandings to their instructional practices.

SED 641. Curriculum in Theory and Practice (3)

Prerequisite: Enrollment is restricted to students in Master of Arts programs in the Department of Secondary Education or by department consent. This course is a requirement for the Master of Arts in Secondary Curriculum and Instruction and an approved elective for all other M.A. programs and options in the Department of Secondary Education. This course explores theories, methods, and principles underlying the development and design of curriculum and instruction; best practices for developing curriculum and instruction that meet the needs of an inclusive school; and the interrelationships among curriculum, instruction, and assessment. A brief history of curriculum development and evaluation, the importance of aligning learning theory and learner variables, removal of barriers to student achievement, and how to meet diverse student needs are also addressed.

SED 642. Educational Website Development (3)

Prerequisite: Enrollment is restricted to students in the Master of Arts in Educational Technology program or with department permission. This is a required course for the Master of Arts degree in Educational Technology. In this course, secondary school and other educators develop interactive websites and dynamic online activities to engage their students. This course fosters the development of technological pedagogical content knowledge (TPCK) with a focus on online resources for learning.

SED 646. Computers in Mathematics and Science Teaching (3)

Prerequisite: SED 514 or instructor consent. Design, development and use of computer-based curricular resources for the teaching of science and mathematics. Topics include Internet resources, simulated experiments, computer-assisted instruction, mathematics tools, graphing calculators, probeware, videomicroscopy, scientific and mathematical editors, games, scientific databases, programming, robotics and more. Review and analysis of research on the use of technology in science and mathematics education.

SED 651. Assessment in Theory and Practice (3)

Prerequisite: Enrollment is restricted to students in Master of Arts programs in the Department of Secondary Education or by department consent. This course is a requirement for the Master of Arts in Secondary Curriculum and Instruction and an approved elective for all other M.A. programs and options in the Department of Secondary Education. This course immerses educators in theories, issues, and practices related to K-12 assessment. State, national, and international assessments are discussed, but the focus is classroom-level assessment. Educators in this course investigate and debate assessment-related issues and apply assessment scholarship to their own teaching practice.

SED 652. Computer Supported Collaborative Learning (3)

Prerequisite: Enrollment is restricted to students in the Master of Arts in Educational Technology program or with department permission. This is a required course for the Master of Arts degree in Educational Technology. Students in this course will explore the theory and techniques for computer-supported collaborative learning (CSCL). CSCL is a pedagogical approach in which learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. This course focuses on the design, development and use of computer-based curricular resources for the teaching of secondary school subjects in a collaborative online environment.

SED 653. Issues in the Teaching of Composition and Language (3)

Prerequisite: Enrollment is restricted to students in the Master of Arts in Secondary English Education program or with department permission. This is a required course for the Master of Arts degree in Secondary English Education. Students learn about effective composition and language instruction and how to apply those instructional practices in their classrooms. Seminar discussions, readings from the professional literature and course activities provide students with both the theoretical background and practical applications for teaching composing in many genres. Additionally, students develop nuanced understandings of conventional language and how it changes. Readings and discussion include attention to the development and influences of dialects, creoles and pidgins. Students examine linguistic topics such as register and code-shifting. Finally, students examine effective pedagogies to help their students develop conventional and academic language use as appropriate.

SED 654. Leadership in Mathematics Education (3)

Prerequisite: Enrollment is restricted to students in the Master of Arts in Secondary Mathematics Education program or with department permission. This is a required course for the Master of Arts in Secondary Mathematics Education. In this culminating course for the Master’s in Secondary Mathematics Education program, students take stock of what they have learned during the program and consider how to spread that learning to their classrooms, schools and wider settings. Seminar discussions and readings address various aspects of teacher leadership, with the aim of building students’ personal leadership skill and style. Students examine the dynamics of school change and explore how teachers can spearhead and facilitate educational improvement. Students begin or intensify their own leadership efforts with a project to improve education at a local or broader level and hone their ability to facilitate productive work sessions among colleagues.

SED 656. Computers in Science Teaching (3)

Prerequisite: Enrollment is restricted to students in the Master of Arts in Science Education degree program or with department permission. This is a required course for the Master of Arts degree in Science Education. This course focuses on the design, development and use of computer-based curricular resources for the teaching of science. Topics include computer supported collaborative science, continuous formative assessment, interactive simulated experiments, curricular apps and online instruction, computer-assisted instruction, geospatial information analysis, online data collection and analysis, videomicroscopy, scientific editors, curricular games, scientific spreadsheets and databases, robotics, and more.  This course includes a review and analysis of research on the use of technology in science education.

SED 671. Designing Computer-Based Instructional Materials (3)

Prerequisite: SED 514 or instructor consent. Development of instructional materials using high-level authoring systems as a programming environment. Investigations on research findings in human perception, communication, learning theory and software development.

SED 673. Multicultural Students, Families and Communities (3)

Prerequisite: Admission to SED or other College of Education M.A. degree program. Preparatory: AAS 417/AFRS 417/CHS 417/ELPS 417, SED 529 or equivalents. This course examines the research and professional literature on working with multicultural and multilingual pupils, families and communities to promote these pupils’ academic success. M.A. degree students will learn about families and communities, communicating with families and communities, effective strategies for working with families from particular ethnic and linguistic communities, and designing and evaluating school-family-community multicultural and multilingual educational activities and/or events.

SED 675. Bilingual/Multilingual Teaching Strategies (3)

Prerequisite: SED 600 or instructor consent. Students evaluate research on bilingual-bicultural and multilingual-multicultural 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. (Cross-listed with EED 675.)

SED 676. Advanced Laboratory Curriculum Development (3)

Prerequisite: Enrollment is restricted to students in the Master of Arts in Science Education degree program or with department permission. This is a required course for the Master of Arts degree in Science Education. SED 676 provides opportunities for teachers to develop a wide variety of innovative and engaging science laboratory activities that include various elements of computer supported collaborative science (pooled data analysis, continuous formative assessment and collaborative resource development). Teachers develop laboratory activities designed to engage students in the those practices and habits of mind described in the Next Generation Science Standards (NGSS), such as asking questions and defining problems; developing and using models; planning and carrying out investigations; analyzing and interpreting data; using mathematics and computational thinking; constructing explanations and designing solutions; engaging in argument from evidence; and obtaining, evaluating, and communicating information. This course fosters the development of Technological Pedagogical Content Knowledge (TPCK) so that master’s-degree candidates are better prepared to provide leadership in the use of relevant technologies to engage and enhance science learning.

SED 686. Motivational Strategies in the Classroom (3)

Study of the principles, problems and techniques of student motivation in the classroom. Research on the physical, psychological and social aspects of the classroom environment will be treated. The contributions of modern technology and the importance of the teacher’s personality will be explored. Collections of materials and techniques useful to teachers in promoting motivation are coupled with selected field trips to appropriate instructional resource centers, museums and educational film production sites.

SED 690. Seminar in Secondary Education (3)

Identification of persistent issues in secondary education and survey of the literature relating to these. Emphasis is given to study of education problems and to acquaintance with reliable sources of educational research.

SED 690CI. The Multiple Roles of Secondary Educators (3)

Prerequisite: Enrollment is restricted to students in the Master of Arts in Secondary Curriculum and Instruction program or with department permission. This is a required course for M.A. degree candidates in Secondary Curriculum and Instruction. This course fosters critical inquiry into historical and current educational issues that affect and shape the roles of the secondary school educator. Through reading, discussion and debate, reflection, and writing, students develop a thorough and nuanced understanding of these issues and their implications for their own communities, schools, and classrooms. Candidates examine research on social reproduction, special education constructs, school culture, action research, outreach, classroom power, and discourse, and consider ways to apply this learning to their own communities, schools, and classrooms.

SED 690EN. The Multiple Roles of the English Language Arts Educator (3)

Prerequisite: Enrollment is restricted to students in the Master of Arts in Secondary English Education program or with department permission. This is a required course for M.A. degree candidates in Secondary English Education. This course fosters critical inquiry into historical and current educational issues that affect and shape the roles of the English language arts educator. Through reading, discussion and debate, reflection and writing, students develop a thorough and nuanced understanding of these issues and their implications for their own communities, schools and English language arts classrooms. Students examine research on social reproduction, special education constructs, school culture, action research, outreach, classroom power and discourse and consider ways to apply this learning to their own communities, schools and English language arts classrooms.

SED 690ET. Theory and Research in Educational Technology (3)

Prerequisite: Enrollment is restricted to students in the Master of Arts in Educational Technology program or with department permission. This is a required course for the Master of Arts degree in Educational Technology. Students will explore theories of learning with educational technology and research on contemporary technologies. The course surveys the literature related to the development and use of educational technology for learning in classrooms and informal learning environments. The course addresses learning theories related to technology such as social constructivism and constructionism and explores key genres of educational technologies such as intelligent tutors, computer supported collaborative learning, educational games and computer-based assessment.

SED 690MA. Advanced Research in Mathematics Education (3)

Prerequisite: Enrollment is restricted to students in the Master of Arts in Secondary Mathematics Education program or with department permission. This is a required course for the Master of Arts in Secondary Mathematics Education. In this course, students will further explore current research in mathematics education, examine data collection methods and analyze data records from their own classroom research project. This course is designed to develop an advanced knowledge of data collection and analysis methods, as well as advance and refine students’ skills in teaching, researching and producing scholarly work. This is the second course in a three-course sequence (SED 600, SED 690MA, and SED 697) that supports mathematics-education M.A. candidates in the design and implementation of their classroom research project.

SED 690MM. Seminar in Multicultural and Multilingual Education (3)

Prerequisites: Enrollment is restricted to students in the Master of Arts in Multicultural and Multilingual Education in Secondary Schools program or with department permission. This is a required course for M.A. degree candidates in Multicultural and Multilingual Education in Secondary Schools. Identification of persistent problems in multicultural and multilingual schools and survey of the existing literature relating to these. Guidance on the conduct of the Action Research Project designed and planned in SED 600. Emphasis is given to the study of education problems and to acquaintance with reliable sources of educational research.

SED 690SC. Advanced Research in Science Education (3)

Prerequisites: SED 625SC; enrollment is restricted to students in the Master of Arts in Science Education degree program or with department permission. This is a required course for the Master of Arts degree in Science Education. Students examine research literature on science education and conduct original research. This is the second course of a three-course research sequence (SED 600, SED 690SC, and SED 697), in which students conduct classroom-based research. Discussion topics include applications of learning theory to science classrooms and collecting and analyzing data on student learning. Students apply what they learn to their research project.

SED 695A-K. Seminars in Selected Studies (3)

Special seminars in selected topics.

SED 696. Directed Graduate Research (3)

Preparatory: Department acceptance of a thesis or project on an advanced topic in the field of education.

SED 697. Directed Comprehensive Studies (3)

Preparatory: Restricted to and required of M.A. degree candidates in the semester in which they take the comprehensive examination for the degree.

SED 698. Thesis or Graduate Project (3)

Preparatory: Acceptance by a thesis committee assigned by the department. A thesis or project on an advanced topic in the field of education.

SED 699A-C. Independent Study (1-3)

No course description.