香蕉传媒

EDUC 216 | Nature and Conditions of Learning | 3 units. Students study both cognitive and traditional learning theories, their applications to instruction and the development of effective teaching strategies. In addition, information processing models are explored and their implications for instruction are addressed.

EDUC 259 | Teaching English Learners | 3 units. This course is designed to equip mainstream classroom teachers with the theory, principles, knowledge, and skills to effectively understand and teach English Language Learners at a variety of levels of English proficiency in secondary classrooms. Teachers will develop appropriate strategies and approaches for developing language proficiency and link their practice to both the California English Language Development Standards and the new Common Core State Standards. Students observe and implement these strategies during their field experiences in order to see, practice, and reflect on effective ways to meet the needs of English learners. Objectives include appropriate assessment, planning, and implementation of sheltered content instruction. Fieldwork hours specific to this class are required. A grade of C or higher is required to pass this course. Prerequisites: Fingerprint and TB test clearance.

EDUC 201 | Techniques of Research | 3 Units Students study the various research methodologies that include qualitative, descriptive, causal-comparative, survey, correlational and experimental. Emphasis is on learning to read and comprehend research published in professional journals. The content includes understanding how basic descriptive and inferential statistics are applied to address quantitative research questions.

SPED 295E | Positive Behavioral Support in the Classroom | 3 Units Theoretical and applied information that pertain to methods of providing positive behavioral support to students with and without disabilities in educational settings is examined. This course complies with the California Commission on Teacher Credentialing (CCTC) requirements for the Preliminary Level One Credential for Educational Specialist: Mild to Moderate Support Needs and Extensive Support Needs.

SPED 225X | Teaching Exceptional Learners | 2-3 Units. This methods-based course is for candidates who will be teaching students with disabilities in the general education classroom. It is designed to provide professional educators with theoretical knowledge and practical strategies to effectively serve children with diverse abilities and needs in inclusive general education programs. The course content reviews special education legislation, litigation, instructional trends, and issues related to educating children with special needs in the least restrictive environment. The course also addresses the needs of students from culturally and/or linguistically diverse backgrounds who are identified with a disability or with gifted and talented needs. Course topics will be explored through discussion, lectures, film/video, group activities, guest presentations, and simulations. Students are encouraged to think critically throughout the course and to challenge the ideas and concepts presented. Students are encouraged to explore their personal educational philosophy and skill levels through the integration and synthesis of course reading assignments, firsthand experience, and other related information. Fieldwork is required. Prerequisites: Admission to Teacher Education, fingerprint, TB test.

EDUC 261 | Literacy Development| 4 units This course introduces methods and curriculum for teaching reading and language arts with integration of humanities and social science for students from kindergarten to eighth grade classrooms. The course focuses on theory-based effective instruction of reading, writing, listening and speaking across the curriculum. Students learn to analyze and evaluate effective literacy skills and strategies in teaching reading, writing, listening and speaking to K-8 students, and to apply and practice these skills and strategies in various instructional settings in various content areas. Emphasis is placed on the integration of reading and language arts throughout the curriculum. Twenty-four hours of fieldwork is required. This course is taken prior to Directed Teaching (Professional Practice).Prerequisite: admission to Teacher Education program with fingerprint and TB test clearance.

EDUC 270 | Professional Practice (Internship) | 1-10 units. EDUC 270 offers student teaching for the SB 2042 Multiple Subject credential in public schools, for full-day placement. The placement requires additional assignments and action research for the MEd Degree. Prerequisites are completion of prerequisite coursework with grade 鈥淐鈥� or higher, minimum GPA of 3.0, admission to Teacher Education/Credential Candidacy, CBEST passed, subject matter completed and approved, approval of a Certificate of Clearance, TB test clearance, program assessments completed, completion of Directed Teaching approval process and clearance by the Director of Field Experiences. The United States Constitution requirement must be completed to apply for a teaching credential.

EDUC 272 | Professional Practice Seminar | 1 Unit This course is a reflection upon and integration of the Directed Teaching experience in large and small group settings for the SB 2042 Credential and Education Specialist Credential. Topics include multicultural education, child safety, school law, interpreting standardized test scores, professional associates and negotiations, discipline plans, lesson planning, and conferencing skills. This course will also focus on state credentialing requirements.

EDUC 253 | Teaching STEM | 4 units Methods and curriculum presented for teaching science, technology, engineering and mathematics in self-contained classrooms. Topics include state-adopted content standards and curriculum frameworks; essential mathematics, technology, engineering, life, physical, and earth science themes, concepts, and skills; instructional planning and diverse and appropriate teaching strategies for meeting the needs of diverse learners, including mainstreamed and culturally diverse learners; principles and practices of evaluation of students鈥� learning. Fieldwork is required.

EDUC 272 | Professional Practice Seminar | 1 Unit This course is a reflection upon and integration of the Directed Teaching experience in large and small group settings for the SB 2042 Credential and Education Specialist Credential. Topics include multicultural education, child safety, school law, interpreting standardized test scores, professional associates and negotiations, discipline plans, lesson planning, and conferencing skills. This course will also focus on state credentialing requirements.

EDUC 270 | Professional Practice (Internship as needed) | 1-10 units EDUC 270 offers student teaching for the SB 2042 Multiple Subject credential in public schools, for full-day placement. The placement requires additional assignments and action research for the MEd Degree. Prerequisites are completion of prerequisite coursework with grade 鈥淐鈥� or higher, minimum GPA of 3.0, admission to Teacher Education/Credential Candidacy, CBEST passed, subject matter completed and approved, approval of a Certificate of Clearance, TB test clearance, program assessments completed, completion of Directed Teaching approval process and clearance by the Director of Field Experiences. The United States Constitution requirement must be completed to apply for a teaching credential.

EDUC 250 | Teaching and Assessment | 3 Units This course supports reflective teaching and learner-centered principles and practices in K-12 schools. The course focuses on state-adopted curriculum standards and frameworks in seven content fields, particularly on the content area of History/Social Science; approaches to classroom management; selection of curriculum materials at the state level; and evaluation. Topics include implementing appropriate teaching strategies for meeting the needs of students with special needs and culturally diverse learners; and using developmentally appropriate diagnostic, formative, and summative assessments to plan instruction. Technology is used to enhance curriculum design and student interaction with content knowledge. Prerequisites: or ; Fingerprint and TB test results.

EDUC 246 | Teaching as Reflective Inquiry I | 2 Units Teaching as Reflective Inquiry I is the first of a three-part course in which preservice teachers are introduced to the concept of teacher research. First, participants critically analyze readings and teacher-inquiry products of experienced teacher researchers. They then conduct a mini-inquiry into their own practices that emerge as a result of their participation in the summer experience. These activities set the stage for more advanced consideration and application of teacher inquiry methods in parts II and III of the course, that lead to a culminating project during the professional practice practicum.

EDUC 216 | Nature and Conditions of Learning | 3 units Students study both cognitive and traditional learning theories, their applications to instruction and the development of effective teaching strategies. In addition, information processing models are explored and their implications for instruction are addressed.

EDUC 259 | Teaching English Learners | 3 units This course is designed to equip mainstream classroom teachers with the theory, principles, knowledge, and skills to effectively understand and teach English Language Learners at a variety of levels of English proficiency in secondary classrooms. Teachers will develop appropriate strategies and approaches for developing language proficiency and link their practice to both the California English Language Development Standards and the new Common Core State Standards. Students observe and implement these strategies during their field experiences in order to see, practice, and reflect on effective ways to meet the needs of English learners. Objectives include appropriate assessment, planning, and implementation of sheltered content instruction. Fieldwork hours specific to this class are required. A grade of C or higher is required to pass this course. Prerequisites: Fingerprint and TB test clearance.

EDUC 201 | Techniques of Research | 3 Units Students study the various research methodologies that include qualitative, descriptive, causal-comparative, survey, correlational and experimental. Emphasis is on learning to read and comprehend research published in professional journals. The content includes understanding how basic descriptive and inferential statistics are applied to address quantitative research questions.

SPED 295E | Positive Behavioral Support in the Classroom | 3 Units Theoretical and applied information that pertain to methods of providing positive behavioral support to students with and without disabilities in educational settings is examined. This course complies with the California Commission on Teacher Credentialing (CCTC) requirements for the Preliminary Level One Credential for Educational Specialist: Mild to Moderate Support Needs and Extensive Support Needs.

EDUC 255 | Teaching in the Content Areas I w/Lab | 3 units This is the first of a multi-course series for Single Subject credential candidates to develop professional, reflective practices and abilities for teaching in single subject classrooms, especially in secondary schools. Candidates learn and apply current learning theories to planning, instruction, and assessment, focusing on the general knowledge, skills, and dispositions associated with managing contemporary, culturally diverse secondary classroom environments. Candidates will begin to learn about specific subject matter content and pedagogy and a variety of instructional and assessment strategies to benefit all learners. The needs of all secondary school students, including English Learners, and characteristics of the school environment will be emphasized for fostering effective teaching and learning.

EDUC 270 | Professional Practice (Internship) | 1-10 units EDUC 270 offers student teaching for the SB 2042 Multiple Subject credential in public schools, for full-day placement. The placement requires additional assignments and action research for the MEd Degree. Prerequisites are completion of prerequisite coursework with grade 鈥淐鈥� or higher, minimum GPA of 3.0, admission to Teacher Education/Credential Candidacy, CBEST passed, subject matter completed and approved, approval of a Certificate of Clearance, TB test clearance, program assessments completed, completion of Directed Teaching approval process and clearance by the Director of Field Experiences. The United States Constitution requirement must be completed to apply for a teaching credential.

EDUC 272 | Professional Practice Seminar | 1 Unit This course is a reflection upon and integration of the Directed Teaching experience in large and small group settings for the SB 2042 Credential and Education Specialist Credential. Topics include multicultural education, child safety, school law, interpreting standardized test scores, professional associates and negotiations, discipline plans, lesson planning, and conferencing skills. This course will also focus on state credentialing requirements.

SPED 225X | Teaching Exceptional Learners | 2-3 Units This methods-based course is for candidates who will be teaching students with disabilities in the general education classroom. It is designed to provide professional educators with theoretical knowledge and practical strategies to effectively serve children with diverse abilities and needs in inclusive general education programs. The course content reviews special education legislation, litigation, instructional trends, and issues related to educating children with special needs in the least restrictive environment. The course also addresses the needs of students from culturally and/or linguistically diverse backgrounds who are identified with a disability or with gifted and talented needs. Course topics will be explored through discussion, lectures, film/video, group activities, guest presentations, and simulations. Students are encouraged to think critically throughout the course and to challenge the ideas and concepts presented. Students are encouraged to explore their personal educational philosophy and skill levels through the integration and synthesis of course reading assignments, firsthand experience, and other related information. Fieldwork is required. Prerequisites: Admission to Teacher Education, fingerprint, TB test.

EDUC 265 | Teaching in the Content Areas II | 2 units. This is the second of a multi-course series for Single Subject credential candidates to develop professional, reflective practices and abilities for teaching in single subject classrooms, especially in secondary schools. The emphasis in this course is on content-specific practices. Candidates join their respective professional organizations and participate in those organizations鈥� professional development experiences. In addition to whole class meetings, candidates meet in content-specific seminars with practitioners in their content areas on a regular basis.

EDUC 270 | Professional Practice (Internship as needed) | 1-10 units. EDUC 270 offers student teaching for the SB 2042 Multiple Subject credential in public schools, for full-day placement. The placement requires additional assignments and action research for the MEd Degree. Prerequisites are completion of prerequisite coursework with grade 鈥淐鈥� or higher, minimum GPA of 3.0, admission to Teacher Education/Credential Candidacy, CBEST passed, subject matter completed and approved, approval of a Certificate of Clearance, TB test clearance, program assessments completed, completion of Directed Teaching approval process and clearance by the Director of Field Experiences. The United States Constitution requirement must be completed to apply for a teaching credential.

EDUC 272 | Professional Practice Seminar | 2-10 units. This course is a reflection upon and integration of the Directed Teaching experience in large and small group settings for the SB 2042 Credential. Topics include multi-cultural education, child abuse, school law, interpreting standardized test scores, professional associates and negotiations, discipline plans, lesson planning and conferencing skills. Prerequisite: EDUC 170 or EDUC 270.

EDUC 256 | Content & Disciplinary Literacy Development in Secondary Schools | 3 units This course provides an introduction to research-based content literacy instruction. The course focuses on preparing candidates to teach content-based reading and writing skills to a full range of students which includes struggling readers, students with special needs, and English Learners. A variety of content-based literacy strategies (reading, writing, listening, and speaking) is presented to facilitate learning in the content areas. The course meets credential requirements. Prerequisites: EDUC 140, admission to Creditial Candidacy, Instructor/Teacher Education Program permission, fingerprint and TB test clearance.

EDUC 250 | Teaching and Assessment | 3 Units This course supports reflective teaching and learner-centered principles and practices in K-12 schools. The course focuses on state-adopted curriculum standards and frameworks in seven content fields, particularly on the content area of History/Social Science; approaches to classroom management; selection of curriculum materials at the state level; and evaluation. Topics include implementing appropriate teaching strategies for meeting the needs of students with special needs and culturally diverse learners; and using developmentally appropriate diagnostic, formative, and summative assessments to plan instruction. Technology is used to enhance curriculum design and student interaction with content knowledge. Prerequisites: or ; Fingerprint and TB test results.

EDUC 246 | Teaching as Reflective Inquiry I | 2 Units. Teaching as Reflective Inquiry I is the first of a three-part course in which preservice teachers are introduced to the concept of teacher research. First, participants critically analyze readings and teacher-inquiry products of experienced teacher researchers. They then conduct a mini-inquiry into their own practices that emerge as a result of their participation in the summer experience. These activities set the stage for more advanced consideration and application of teacher inquiry methods in parts II and III of the course, that lead to a culminating project during the professional practice practicum.

EDUC 216 | Nature and Conditions of Learning | 3 units Students study both cognitive and traditional learning theories, their applications to instruction and the development of effective teaching strategies. In addition, information processing models are explored and their implications for instruction are addressed.

EDUC 259 | Teaching English Learners | 3 units This course is designed to equip mainstream classroom teachers with the theory, principles, knowledge, and skills to effectively understand and teach English Language Learners at a variety of levels of English proficiency in secondary classrooms. Teachers will develop appropriate strategies and approaches for developing language proficiency and link their practice to both the California English Language Development Standards and the new Common Core State Standards. Students observe and implement these strategies during their field experiences in order to see, practice, and reflect on effective ways to meet the needs of English learners. Objectives include appropriate assessment, planning, and implementation of sheltered content instruction. Fieldwork hours specific to this class are required. A grad of C or higher is required for passing this course. Prerequisites: Fingerprint and TB test clearance.

SPED 295E | Positive Behavioral Support in the Classroom | 3 units Theoretical and applied information that pertain to methods of providing positive behavioral support to students with and without disabilities in educational settings is examined. This course complies with the California Commission on Teacher Credentialing (CCTC) requirements for the Preliminary Level One Credential for Educational Specialist: Mild to Moderate Support Needs and Extensive Support Needs.

EDUC 201 | Techniques of Research | 3 units Students study the various research methodologies that include qualitative, descriptive, causal-comparative, survey, correlational and experimental. Emphasis is on learning to read and comprehend research published in professional journals. The content includes understanding how basic descriptive and inferential statistics are applied to address quantitative research questions.

SPED 224 | Assessment in Special Education | 3 Units. In this course, the role assessments play in the education of students with disabilities is explored in depth. In addition, teacher-made tests, curriculum-based assessments, portfolio assessments, and commonly used standardized tests are examined. This course complies with the California Commission on Teacher Credentialing (CCTC) requirements for the Educational Specialist credential.

SPED 298M | Directed Teaching: Special Education (Mild/Moderate) | 1-10 units This student teaching experience provides an opportunity for candidates in the mild/moderate credential program to apply theoretical knowledge and acquired skills to the classroom in a student teaching experience. All prerequisite and required courses must be completed to enroll in Directed Teaching. Permission of SPED Program Lead.

SPED 298S | Directed Teaching: Special Education (Moderate/Severe) | 1-10 units This student teaching experience provides an opportunity for candidates in the moderate/severe credential program to apply theoretical knowledge and acquired skills to the classroom in a student teaching experience. All prerequisite and required courses must be completed to enroll in Directed Teaching. Permission of SPED Program Lead.

EDUC 261 | Literacy Development | 4 units This course introduces methods and curriculum for teaching reading and language arts with integration of humanities and social science for students from kindergarten to eighth grade classrooms. The course focuses on theory-based effective instruction of reading, writing, listening and speaking across the curriculum. Students learn to analyze and evaluate effective literacy skills and strategies in teaching reading, writing, listening and speaking to K-8 students, and to apply and practice these skills and strategies in various instructional settings in various content areas. Emphasis is placed on the integration of reading and language arts throughout the curriculum. Twenty-four hours of fieldwork is required. This course is taken prior to Directed Teaching (Professional Practice).Prerequisite: admission to Teacher Education program with fingerprint and TB test clearance.

SPED 242 | Curriculum and Instruction for Students with Mild/Moderate/Severe Disabilities | 3 units. This course presents theoretical and applied information that pertain to methods of curriculum and instruction for students with mild to moderate to severe disabilities. This course complies with the California Commission on Teacher Credentialing (CCTC) requirements for the Preliminary Credentialing (CCTC) requirements for the Preliminary Level One Credential for Educational Specialist: Mild/Moderate or Moderate/Severe Disabilities. Prerequisite: Admission to Teacher Education program or permission of SPED Program Lead.

SPED 228 | Advanced Programming for Students with Mild/Moderate/Severe Disabilities | 3 units Theoretical and applied information pertaining to the characteristics and educational needs of students with mild to moderate disabilities will be presented. This course will comply with the California Commission on Teacher Credentialing (CCTC) requirements for the Preliminary Level One Credential for Educational Specialist: Mild/Moderate and Moderate/Severe Disabilities. Course topics will be explored through discussion, lecture, film/video, group activities, guest presentations, and simulations. Students are encouraged to think critically throughout the course and to challenge the ideas and concepts presented. Students are encouraged to explore their personal educational philosophy and skill levels through the integration and synthesis of course reading assignments, first hand experience, and other related information. Prerequisite: SPED 123, SPED 166 and admission to Teacher Education/Credential Candidacy or permission of SPED Program Lead.

SPED 298M | Directed Teaching: Special Education (Mild/Moderate) | 1-10 units This student teaching experience provides an opportunity for candidates in the mild/moderate credential program to apply theoretical knowledge and acquired skills to the classroom in a student teaching experience. All prerequisite and required courses must be completed to enroll in Directed Teaching. Permission of SPED Program Lead.

SPED 298S | Directed Teaching: Special Education (Moderate/Severe) | 1-10 units This student teaching experience provides an opportunity for candidates in the moderate/severe credential program to apply theoretical knowledge and acquired skills to the classroom in a student teaching experience. All prerequisite and required courses must be completed to enroll in Directed Teaching. Permission of SPED Program Lead.

SPED 295A | Seminar: Crucial Issues in Special Education | 3 units This course provides a methodology and format for advanced special education students and other related disciplines to explore crucial issues and trends and their historical origin. Course content includes attention to research and the development of positions on trends, issues and current law.

SPED 231 | Evidence-Based Practices in Autism Spectrum Disorder | 3 units Focused study on the autistic spectrum disorder though examination of research studies and applied information on effective program development. Students demonstrate knowledge of the characteristics and educational needs of children and adults who are diagnosed on the autism spectrum. Further, students demonstrate knowledge of evidenced based methodology as an overlay to examining assessment diagnosis, causes/risk factors, therapeutic behavioral, educational and social strategies, and family impact and dynamics. Students also demonstrate the ability to synthesize information and communicate effectively with parents, teachers, administrators, and care-givers. The course is designed for new or current professionals in education, school psychology, administration, and related helping professions. This course is a required course for all candidates for the Education Specialist credential in mild/moderate and moderate/severe disabilities.

SPED 266 | Building Family & Professional Partnerships | 3 Units The purpose of this course is to provide professional educators with theoretical knowledge and practical strategies to effectively enhance the ability of families to support children with disabilities and other special needs in the home, school and community. This includes children with a variety of exceptional needs (i.e. learning, orthopedic, health, hearing and visual), those from varying socioeconomic status, religious backgrounds, gender identity and sexual orientation. The course is designed to increase understanding of atypical and typical childhood development and the emotional and social needs of children with disabilities and their families, within the context of the expanding demographics in the state and local community as a multi-ethnic and culturally diverse population. The course will explore skills and techniques for professionals to effectively communicate, advocate, and collaborate with families and to promote family involvement and support in the education of their children with special needs. Education laws and policies with regard to parental/family rights and professional ethics will be reviewed. This course will also examine historical and current trends in family involvement, advocacy and support practices, policies and programs. In short, this course is designed to help you foster professional-family relationships that are meaningful, cooperative, and productive. Course topics will be explored through discussion, lecture, case study analyses, film/video, and group activities. Students are encouraged to think critically throughout the course and to challenge ideas and concepts presented. Students also are invited to expand their personal educational philosophy and skill levels through the integration and synthesis of course readings, assignments, first-hand experience and other related information.