Program Description

Graduate programs are designed to advance students’ knowledge and skills in the effective application, evaluation, and implementation of sound pedagogy and educational strategies. Both the Master of Arts and the Master of Science degrees are offered (as described below). Our education programs are accredited by the California Commission on Teacher Credentialing (CCTC), the Western Association of Schools and Colleges (WASC), and the National Council for the Accreditation of Teacher Education (NCATE). The School of Education offers the following master’s level programs:
 

MASTER OF ARTS IN EDUCATION (MA)
 

• Specializations:
• Bilingual/Bicultural Education
• Curriculum and Instruction
• Early Childhood Education
• Educational Administration
• Pupil Personnel Services
• Reading/Literacy/Language Arts
• Special Education

MASTER OF SCIENCE (MS)

• Counseling


The MS in Counseling is designed to provide graduate preparation for counselors in the area of school and career development counseling. The major goal is to prepare professional counselors who have the skills to practice in a wide variety of settings.

DOCTOR OF EDUCATIONAL ADMINISTRATION

The Educational Administration Program at CSUB has a cooperative agreement with the University of the Pacific. This program permits full-time practicing school administrators who are completing their Professional Administrative Services Credential program at CSUB, and who also qualify for admission to this Cooperative Doctorate program, to transfer a portion of their 2nd tier course work into the Cooperative Doctorate program.

Both CSUB and the University of the Pacific are nationally accredited institutions through NCATE. Most of the subsequent doctoral course work through the University of the Pacific will be offered in Bakersfield, and scheduled at a convenient time for full-time practicing administrators. For further information, contact the Coordinator of the Educational Administrative Program at CSUB (664-3047).
 

TEACHER EDUCATION

Education Building, 113
(661) 664-3134
(661) 664-2199 (fax)
email: kherndon@csub.edu
http://www.csub.edu/GradStudies/Edu.html

Program Coordinator: Dianne Turner
Education Building, 124
(661) 664-2422
email: dturner@csub.edu

The programs and services of this department are directed toward the pre-service preparation of teachers who are seeking a basic California credential, in-service education for persons already employed, and graduate preparation for the Special Education, Curriculum and Instruction, and Reading/Literacy options in the MA in Education degree and the specialist credential in Reading/Language Arts.
 

BASIC PRELIMINARY CREDENTIAL PROGRAMS

• Multiple Subject Credential (elementary school)
• Single Subject Credential (secondary school)
• Educational Specialist in Mild/Moderate Disabilities
• Educational Specialist in Moderate/Severe Disabilities
• Reading Specialist Credential

Changes are occasionally made in course units, numbers and content. Students must check with the Credentials and Graduate Studies Office for specific program requirements.

Advising -- In consonance with University policy, all undergraduate students seeking the Multiple Subject or Single Subject credential are assigned to advisors in the area of their undergraduate major for counseling regarding general education, majors and minors, and electives. Students are urged to work very closely with their advisors and should note that credential requirements and procedures are continually being reviewed and are subject to change. Students who are planning to qualify for credentials or are planning to enroll in professional education courses should seek information regarding their program from the Credentials and Graduate Studies Office of the School of Education. (EDUC 102, 664-2484)

Approved Subject Matter Programs for Multiple Subject, Single Subject, and Special Education Credentials -- The following table includes a cross-listing of the subject matter program majors approved by the California Commission on Teacher Credentialing for examination waiver purposes for each credential:
 
 

Students who have not completed an approved subject matter program must complete one of the following:

1. Pass the appropriate Praxis Speciality Area Examination and SSAT Examination for single subject (contact the Testing Center 664-3373),

or
 

1. Pass Praxis MSAT Examination only for elementary teaching,

or
 

2. Complete a CSUB CCTC-approved subject matter program (contact the appropriate major office noted above).
3. For special education (K-12) students may take either the SSAT or the MSAT.

Students may also be conditionally admitted for one quarter while their application is being considered. Information is available on this option at the Credentials and Graduate Studies Office (664-2484).
 

MULTIPLE SUBJECT CREDENTIAL PROGRAM

Students may begin the Multiple Subject program in Fall, Winter, Spring, or Summer quarters.

Admission Requirements

1. Register for or take the California Basic Educational Skills Test (CBEST).
2. Either have earned a BA or BS degree with a GPA of at least 2.5 or near completion of their subject matter program.
3. EDEL 240 Early Field Experience in the Elementary School or equivalent experience

or
CDEV 210 Observation

Students must maintain a 3.0 GPA in all credential courses to remain in the program.

1. Phase I
1. EDEL 411 Introduction to Teaching Multiple Subject (3)
2. EDEL 412 Curriculum and Instruction of Elementary Mathematics (3)
3. EDEL 413 Classroom Learning Theories and Management (4)
4. EDEL 423 Teaching Reading in the Elementary School I (3)
5. EDEL 308 Observation and Participation: Multiple Subject (1) (Concurrent enrollment with EDEL 423)

 
2. Phase II
1. EDEL 427 Teaching Reading in the Elementary School II (4)

or
EDEL 428 Teaching Reading in Bilingual Elementary School Settings II (4)
2. EDEL 431 Curriculum and Instruction of Elementary Social Studies (3)
3. EDEL 441 Seminar: Student Teaching Multiple Subject I (1)
4. EDEL 440 Student Teaching Multiple Subject I (7)

 
3. Phase III
1. EDEL 432 Curriculum and Instruction of Elementary Science (3)
2. EDEL 443 Seminar: Student Teaching Multiple Subject II (1)
3. EDEL 442 Student Teaching Multiple Subject II (13)

Student teaching is a rigorous experience to which candidates are expected to devote substantial time and energy. Candidates involved in student teaching must keep their schedules free of other commitments during periods of school responsibilities. In addition, outside responsibilities should be limited during student teaching.

Requests for student teaching placements are required by the fifth week of each quarter.

Emergency Permit teachers are directed to follow the guidelines set forth in the Elementary Education Program Handbook.

BCLAD/CLAD (Bilingual/Cross-Cultural Language and Academic Development) -- Students may pursue a course of study in a CCTC-approved BCLAD/CLAD emphasis program.

Students interested in the BCLAD/CLAD emphasis program should consult the Credentials and Graduate Studies Office or the Coordinator of Bilingual/Crosscultural Education in the School of Education.

Professional Development School Option for Preservice Students Preparing to Teach in the Elementary School -- The California State University, Bakersfield (CSUB)–Greenfield Union School District Professional Development School (PDS) is a collaborative and innovative effort to restructure the (1) course components of the CSUB elementary teacher preparation program; (2) instructional and assessment strategies in core disciplines for practicing K-6th elementary teachers; and the (3) classroom teaching and learning environment. The PDS is located in the Greenfield Union School District and was established during the 1996 Fall quarter. The Professional Development School utilizes technology and field-based experiences as an integral part of the pre-service teacher preparation program. Students should contact the Director of the Elementary Education Program for further information about the PDS Option in Greenfield as well as other PDS options that may become available.
 

SPECIAL EDUCATION CREDENTIAL PROGRAM

The Special Education Mild/Moderate (M/M) Disabilities credential program is offered each academic year. Students may begin the program in any quarter. The Special Education Moderate/Severe (M/S) Disabilities credential program is offered every two to three years depending on demand. Students may begin the program in any quarter.

Admission Requirements for Special Education Program

1. 1. Register for or take the California Basic Educational Skills Test (CBEST).
2. 2. Either have earned a BA or BS degree with a GPA of at least 2.5 or near completion of their subject matter program.
3. 3. EDEL 240 Early Field Experience in the Elementary School or equivalent (multiple subject track)

or
CDEV 210 Observation
or
4. EDSE 241 Early Field Experience in the Secondary School or equivalent (single subject track)

Educational Specialist in Mild/Moderate Disabilities Credential

Prerequisites

1. General Education

EDEL 240 Early Field Experience in the Elementary School
or
CDEV 210 Observation
or
EDSE 241 Early Field Experience in the Secondary School
 
2. Special Education

EDSP 501 Introduction to Education of Exceptional Children and Youth
EDSP 502 Field Experience I: Observation/Participation

Concentration for Mild/Moderate Credential

Phase I: Foundation & Basic Understanding
 

1. General Education (courses to be taken prior to specialized courses)

EDEL 411 Introduction to Teaching Multiple Subject
or
EDSE 420 General Methods and Educational Technology
EDBI 476 Introduction to Language Acquisition and Development


2. Special Education

EDSP 503 Communication and Consultation: Collaborative Partnership
EDSP 504 Curriculum and Instructional Adaptation for Students with Diverse Needs
EDSP 507 Characteristics and Needs of Students with Mild/Moderate Disabilities

1. General Education

EDEL 412 Curriculum and Instruction of Elementary Mathematics
EDEL 423 Teaching Reading in the Elementary School I
EDEL 308 Observation and Participation: Multiple Subject
(concurrent enrollment with EDEL 423)
or
EDSE 427 Teaching Reading in the Secondary School II
 
2. Special Education

EDSP 505 Classroom Management and Positive Behavior Support
EDSP 508 Assessment of Students with Mild to Moderate Disabilities
EDSP 540 Remedial Strategies in Mathematics/Science
EDSP 550 Remedial Strategies in Reading and Language Arts

EDSP 625 Field Experience II: Student Teaching Mild/Moderate Disabilities

Phase I: Foundation & Basic Understanding

1. General Education

EDEL 411 Introduction to Teaching Multiple Subject
or
EDSE 420 General Methods and Educational Technology
EDBI 476 Introduction to Language Acquisition and Development


2. Special Education

EDSP 503 Communication and Consultation: Collaborative Partnership
EDSP 504 Curriculum and Instructional Adaptation for Students with Diverse Needs
EDSP 630 Characteristics and Needs of Individuals with Moderate/Severe Disabilities

1. General Education

EDEL 412 Curriculum and Instruction of Elementary Mathematics
EDEL 423 Teaching Reading in the Elementary School I
EDEL 308 Observation and Participation: Multiple Subject
(concurrent enrollment with EDEL 423)
or
EDSE 427 Teaching Reading in the Secondary School II


2. Special Education

EDSP 505 Classroom Management and Positive Behavior Support
EDSP 631 Assessment of Individuals with Moderate/Severe Disabilities
EDSP 632 Curriculum & Instruction for Students with Moderate/Severe Disabilities

1. General Education

EDEL 450 Field Experience in Elementary Classroom
EDEL 451 Seminar: Field Experience in Elementary Classroom
or
EDSE 450 Secondary Field Experience for Special Education Majors
 
2. Special Education

EDSP 635 Field Experience II: Student Teaching in Moderate/Severe Disabilities

SINGLE SUBJECT CREDENTIAL PROGRAM

Students may begin the Single Subject program in the Fall or Spring. This program may be expanded as needed.

All admissions requirements, including EDSE 241, must be completed before or concurrently with Phase I classes. Students may not proceed to Phase II until they have completed all Phase I courses with a minimum 3.0 GPA and completed subject matter.

Admission Requirements

1. Register for or take CBEST for Phase I admission.
2. Have at least a 2.5 GPA.
3. EDSE 241 Early Field Experience in the Secondary School (2)
4. Attend orientation and information session for admission the quarter before you plan to start the program. We strongly recommend attending the orientation or contacting the Director of Secondary Education (664-2176).
5. Near completion of a subject matter program (contact subject matter advisor) or pass the Praxis and SSAT Examinations in appropriate subject area (contact Testing Center).

1. Phase I
1. EDSE 412 Introduction to Education and Teaching (5)
2. EDSE 420 General Methods and Educational Technology (5)
3. EDSE 427 Teaching Reading in Secondary Schools II (5)
2. Phase II
1. EDSE 413 Managing and Assessing the Learning Process (5)
2. EDSE 421 Special Methods and Resources in the Major Subject Area (3)
3. EDSE 445 Single Subject Student Teaching I (7)
   (Placement request forms are due the seventh week of the quarter preceding Phase II student teaching)
4. EDSE 446 Student Teaching Seminar I (1)
3. Phase III
1. EDSE 447 Single Subject Student Teaching II (13)
   (Placement request forms are due the seventh week of the quarter preceding Phase III student teaching)
2. EDSE 448 Single Subject Student Teaching Seminar II (1)

After students complete this early field experience, satisfy the academic requirements of their major, and are accepted in the program, they complete one quarter of course work before beginning two quarters of supervised teaching. During this clinical experience, they work with a mentor teacher in the classroom, teaching only courses in their major. At the beginning they teach only half a day; during the second quarter they teach a full day. Student teachers experience adolescents at various grade levels, cultures, language and socioeconomic backgrounds during their supervised teaching.

Throughout this time they receive feedback, both oral and written, from their mentor teacher as well as their university supervisor who visits their classrooms every other week. The students discuss, reflect and problem solve their teaching activities at a seminar led by their university supervisor. In addition, the students keep a teaching notebook of their daily lessons and their reflections about them. They select their exemplary lessons to be included in their professional portfolios, which they share with each other during their last seminar.

Antelope Valley Elementary Education and Special Education Programs -- The Teacher Education Department offers an Antelope Valley Education Program (Preliminary Multiple Subject Credential with a Cross-cultural, Language and Academic Development Emphasis (CLAD) or a Bilingual Cross-Cultural, Language, and Academic Development Emphasis (BCLAD) through three quarters (9 months) for the total 46 quarter units.

Students may begin Antelope Valley programs during all four quarters. One quarter before entering the program, students should attend an orientation and information session. Information concerning the criteria and the procedures for admission may be obtained at the CSUB’s Antelope Valley Center–Lancaster, Room 206, or at the Antelope Valley Program—Bakersfield, Credentials and Graduate Studies Office (664-2081).

Admission Requirements for Antelope Valley -- The course sequence for Antelope Valley programs is the same as the on-campus students for Phase I, Phase II, and Phase III. Students also pay regular CSU fees the same as on-campus students. Students must maintain a 3.0 GPA in all credential courses to remain in the program. Student teaching is arranged for students to participate in the school districts located in Antelope Valley. At least one experience must be in public schools. Students who are on an emergency permit are able to complete of their student teaching assignments in their own classrooms if it is an elementary self-contained regular education classroom.

FIFTH-YEAR PROGRAM FOR PROFESSIONAL CLEAR CREDENTIAL

To obtain a professional clear Single Subject, Special Education, or Multiple Subject credential a student must complete a fifth-year program planned with an Education advisor. This program must include at least 45 quarter units of upper division or graduate coursework beyond the undergraduate degree and should be suited to professional goals. Acceptable fifth-year program objectives may include:

1. A basic teaching credential
2. A master’s program
3. A specialist or services credential program
4. Additional courses in the student’s teaching major
5. Courses undertaken for improvement in teaching effectiveness

1. Any course in a fifth-year program must receive prior approval from a fifth-year program advisor.
2. Courses used to fulfill requirements for credit toward a bachelor’s degree will not count toward a fifth year requirement.
3. A minimum of 16 units must be completed in residency.
4. Fifth-Year Program Requirements:
1. Special Education
   EDSP 501* Introduction to Education of Exceptional Children and Youth
2. Technology and Education
   EDCI 560* Computers and Instruction
5. Health/Nutrition
   BIOL 320 Current Health Problems
6. U.S. Constitution
7. CPR

ADVANCED SPECIALIST CREDIATIAL PROGRAM

Detailed current information describing this credential program may be obtained from the Credentials Office or Graduate Studies Office of the School of Education or from departmental advisors.
 

Requirements for Specialist Credential in Reading/Language Arts

Prerequisites:

1. A valid teaching credential, completion of a Commission approved reading methods course (or NTE exam #20 "Introduction to the Teaching of Reading"), verification of at least one-half year of successful teaching experience, minimum GPA of 2.5
   
   
2. Concentration (minimum of 40 quarter units):
1. EDLT 518 Development, Assessment and Evaluation of Reading Programs
2. DLT 519 Survey of Research in Reading
3. EDLT 526 Diagnosis and Correction of Reading Problems
4. EDLT 546 Practicum in Diagnosis and Correction of Reading Problems
5. EDLT 558 Reading in Elementary Schools
6. EDLT 559 Field Experience in Reading
7. EDLT 570 Reading in the Content Areas
8. EDLT 597 Development of Inservice Education
9. EDLT 598 Linguistics and Reading
10. EDLT 599 Seminar in Reading
11. EDIS 699 Individual Graduate Study
    
    
3. Select one course from the following:
1. EDLT 585 Children’s Literature
2. EDLT 586 Adolescent Literature

GRADUATE DEGREE PROGRAMS

The Department of Teacher Education offers programs of studies leading to the Master of Arts in Education degree in the following areas of concentration: Curriculum and Instruction, Reading/Literacy, and Special Education-General.

Students working for a specialist or services credential may wish to combine this program with work toward a Master of Arts in Education degree. Those students interested in working toward such a degree should see the Credentials and Graduate Studies Office in the School of Education to obtain applications and advising materials. Students should then consult with faculty advisors for further information and program planning.

Master of Arts in Education -- The Master of Arts in Education degree will be conferred only upon those students who complete an authorized graduate degree curriculum established by the School of Education to meet the standards required by the school. The basic pattern of all programs consists of (1) core studies (7 units), (2) professional concentration options (34 units), and (3) a culminating project, thesis, practicum or comprehensive examination (5 units). All programs shall be based upon an irreducible minimum of forty-five (45) quarter units of graduate credit acceptable to both the School of Education and the University. Degree programs shall be planned cooperatively by the students and their advisors within the School of Education and subject to approval by the coordinator of Graduate Studies of the School. All courses and the culminating activity must be completed within a seven (7) year period to qualify for the degree.
 

Program Concentrations

Curriculum and Instruction -- The specialization in curriculum and instruction is available on the master’s level for those individuals who have undergraduate or post-baccalaureate preparation (including qualifications for some type of appropriate teaching credential) in pre-school, kindergarten, or elementary education and subject fields acceptable for instruction in grades seven (7) through twelve (12). This option will also benefit other people, including community college instructors, nurses, medical technologists, and those in the field of media. Basic courses used to qualify for the initial elementary or secondary credential may not be included in the units applicable toward the MA degree, even if taken as post-baccalaureate credits or as part of a "fifth year" pattern, unless they are approved by an advisor and carry clearly identifiable graduate numbers certifiable by transcripts from accredited institutions or programs.
 

Requirements for the MA Degree Concentration in Curriculum and Instruction

Prerequisite:

1. A valid basic teaching credential

1. EDRS 680 Educational Statistics
2. EDRS 681 Research Design and Analysis in Education

1. EDCI 516 Foundations of American Education
2. EDCI 520 Instructional Strategies
3. EDCI 530 Curriculum Theory and Development

1. EDCI 511 Advanced Educational Psychology and Learning Theory
2. EDEC 514 Growth and Cognitive Development
3. EDEC 545 Human Development: A Lifespan Perspective

1. EDCA 690 Master’s Thesis in Education
2. EDCA 691 Master’s Project in Education
3. EDCA 692 Master’s Examination in Education

Requirements for the MA Degree Concentration in Literacy -- Prerequisites: A valid teaching credential, completion of a Commission-approved reading methods course (or NTE exam #20 "Introduction to the Teaching of Reading"), verification of at least one-half year of successful teaching experience, minimum GPA of 2.5

Core:

1. EDRS 680 Educational Statistics
2. EDRS 681 Research Design and Analysis in Education

1. EDLT 519 Survey of Research in Reading
2. EDLT 526 Diagnosis and Correction of Reading Problems
3. EDLT 546 Practicum in Diagnosis and Correction of Reading Problems
4. EDLT 558 Reading in Elementary Schools
5. EDLT 570 Reading in the Content Areas
6. EDLT 598 Linguistics and Reading
7. EDLT 599 Seminar in Reading

1. EDLT 585 Children’s Literature
2. EDLT 586 Adolescent Literature

1. EDCA 690 Master’s Thesis in Education
2. EDCA 691 Master’s Project in Education
3. EDCA 692 Master’s Examination in Education

SPECIAL EDUCATION, GENERAL

The master’s degree concentration in Special Education is individually designed to reflect the student’s interests in the areas of Mild/Moderate or Moderate/Severe Disabilities. In addition, two state-recognized credentials can be earned. These professional certifications are the Mild Moderate Disabilities and Moderate/Severe Disabilities credentials. Technological applications and multicultural considerations are emphasized in all programs.
 

Requirements for the MA Degree Concentration in Special Education, General

Prerequisites:

1. EDSP 501 Introduction to Education of Exceptional Children and Youth
2. EDSP 502 Field Experience I – Observation/Participation

1. EDRS 680 Educational Statistics
2. EDRS 681 Research Design and Analysis in Education

Mild/Moderate

Phase I: Foundation and Basic Understanding

1. EDSP 503 Communication and Consultation: Collaborative Partnership
2. EDSP 504 Curriculum and Instructional Adaptation for Students with Diverse Needs
3. EDSP 507 Characteristics and Needs of Students with Mild/Moderate Disabilities

1. EDSP 505 Class Management and Positive Behavior Support
2. EDSP 508 Assessment of Students with Mild to Moderate Disabilities
3. EDSP 540 Remedial Strategies in Math/Science
4. EDSP 550 Remedial Strategies Reading and Language Arts

1. EDCA 690 Master’s Thesis in Education
2. EDCA 691 Master’s Project in Education
3. EDCA 692 Master’s Examination in Education

1. EDRS 688 Research in Special Education
2. EDSP 529 Vocational Education and Transition for Exceptional Students
   or
   EDSP 672 Self and the Exceptional Child

Phase I:

1. EDSP 503 Communication and Consultation: Collaborative Partnership
2. EDSP 504 Curriculum and Instruction Adaptation for Students with Diverse Needs
3. EDSP 630 Characteristics and Needs of Students with Moderate/Severe Disabilities

1. EDSP 505 Classroom Management and Positive Behavior Support
2. EDSP 631 Assessment of Individuals with Moderate/Severe Disabilities
3. EDSP 632 Curriculum & Instruction for Students with Moderate/Severe Disabilities

1. EDCA 690 Master’s Thesis in Education
2. EDCA 691 Master’s Project in Education
3. EDCA 692 Master’s Examination in Education

Immigration Requirements for Licensure -- On August 27, 1996, Governor Pete Wilson issued Executive Order W-135-96 which requested that the CSU and other state agencies implement "as expeditiously as reasonably practicable" the provision of The Personal Responsibility and Work Opportunity Reconciliation Act (PRAWORA) of 1996 (P.L. 104-193). The Act, also known as the Welfare Reform Act, included provisions to eliminate eligibility for federal and state public benefits for certain categories of lawful immigrants as well as benefits for all illegal immigrants.

Students who will require a professional or commercial license provided by a local, state, or federal government agency in order to engage in an occupation for which the CSU may be training them must meet the immigration requirements of the new Personal Responsibility and Work Opportunity Reconciliation Act to achieve licensure.
 

COURSE DESCRIPTIONS

(Culminating Activity)

EDCA 690 Master’s Thesis in Education (2-5)

A carefully designed review of the research literature and findings of a selected field of interest in education leading to a novel synthesis of original insights as contributions to graduate scholarship. Prerequisites: Successful completion of 30 quarter units in the graduate program, approved petition for advancement to candidacy, and appointment of a Culminating Activity Committee (CAC**) [F, W, S]

EDCA 691 Master’s Project in Education (2-5)

Design and implementation with a written report of a field research, internship, or similar activity not primarily designed to fulfill basic requirements for student teaching or its equivalents. Prerequisites: Successful completion of 30 quarter units in the graduate program, approved petition for advancement to candidacy, and appointment of Culminating Activity Committee.** [F, W, S]

EDCA 692 Master’s Examination in Education (2-5)

Study and examination in depth of a specific area of concentration in Education; form of the examination to be determined by a CAC.** Prerequisites: Successful completion of 30 quarter units in the graduate program, approved petition for advancement to candidacy, and appointment of a CAC.** [F, W, S]
 

COURSE DESCRIPTIONS

(Curriculum and Instruction)

EDCI 482 Technology and Education (3)

An examination of how a broad range of technological innovations has evolved and impacted upon operational systems and personal behaviors in education. Focus on theory and practice of such "high tech" devices as motion-picture projectors, video-tape recorders, video-disc or tape players, sound-image synthesizers, electronic calculators, word processors and microcomputers. Ethical issues regarding their use are considered. Prerequisite: Teaching credential or permission of instructor. (Independent study only.)

EDCI 511 Advanced Educational Psychology and Learning Theory (5)

Advanced educational psychology. Recent significant contributions in research in educational psychology and learning theory. Prerequisite: Teaching credential or permission of instructor. [F, W, S, SS]

EDCI 516 Foundations of American Education (3)

An intensive study and analysis of the interrelated cultural, philosophical, historical, and social factors which bear upon the continuing and contemporary issues in American education. The course focuses upon an integration of foundational themes and concerns that relate directly to contemporary educational problems. Prerequisite: Teaching credential or permission of instructor. [F, W, S, SS]

EDCI 520 Instructional Strategies (3)

An examination of various instructional models, including information processing, social interaction, personal development and operant conditioning. Theory and research in the development, selection, implementation and evaluation of instructional models. Prerequisite: Teaching credential or permission of instructor. [F, W, S, SS]

EDCI 525 The Gifted, Talented and Creative Child (5)

This course introduces students to basic terminology, theories, and general approaches to education related to gifted, talented and creative children. The focus will be on the nature and needs of these children. Prerequisite: Teaching credential or permission of instructor. [S]

EDCI 527 Art Education in the Elementary and Secondary School (5)

Introduction to drawing, painting and sculpture for the public school teachers. Prerequisite: Teaching credential or permission of instructor. [W]

EDCI 528 Music Education in the Elementary School (5)

The place and function of music in the elementary school curriculum. Selection, discussion, and analysis of musical materials including state texts; planning activities that enable children to develop appreciation, skills, and understanding of the music content. Prerequisite: Permission of instructor. Prerequisite: teaching credential or permission of instructor. [W]

EDCI 530 Curriculum Theory and Development (3)

Current and traditional theories of curriculum, including general organizational patterns, course patterns, and methods of effecting curriculum change; relies upon historical models. Prerequisite: Teaching credential or permission of instructor. [F, W, SS]

EDCI 531 Curriculum Evaluation (3)

Procedures, materials, and problems in the evaluation of school curricula and programs. Prerequisite: Teaching credential or permission of instructor. [W, SS]

EDCI 532 Concepts of Science Education (3)

Differentiation of the concepts of science education appropriate to learning and teaching science at the elementary and secondary levels. Prerequisite: Teaching credential or permission of instructor. [W]

EDCI 533 Special Problems in Science Education (5)

Special research problems in science education including pilot studies, curriculum, methodologies, and the nature of science. (Laboratory based) Prerequisite: Teaching credential or permission of instructor. (Independent study only.)

EDCI 534 Curriculum Concepts for Secondary Science Education (3)

Special research studies and/or independent studies in science curricula of the secondary school. Prerequisite: Teaching credential or permission of instructor. (Independent study only.)

EDCI 535 Science Laboratory Experiences with Children (5)

Graduate students are involved in the design and application of instructional strategies for teaching children science. Course experiences are focused on the processes of science in the development of laboratory experiences with children. Prerequisite: Teaching credential or permission of instructor. [W]

EDCI 536 Special Problems in Mathematics Education (3)

Instruction in mathematical concepts related to specific problems in mathematics and education; development of curricular units related to the problem under investigation. May include research problems in mathematics education, including pilot studies, curriculum methodologies, and the nature of mathematical learning. Prerequisite: Teaching credential or permission of instructor. (Independent study only.)

EDCI 537 The Nature of Science and Implications for Science Teaching (3)

Designed to illustrate the relationship between the nature of science and science teaching. A specific amount of time devoted to developing understanding of the differences between scientific inquiry and inquiry as a strategy of teaching. An additional primary purpose of the course is to bring the science teacher to understand the peculiar, and perhaps unique, structures within which facts and ideas of science fit. Emphasis placed upon how this information affects methodology, curriculum, and the structure of specific courses in science. Prerequisite: Teaching credential or permission of instructor. [F]

EDCI 539 Physical Education in the Elementary Schools (3)

Examination of the place and function of physical education in the elementary school curriculum; analysis of growth and development patterns; learning and motor development; instructional strategies, methodology, materials and evaluation procedures. Focuses on an understanding of the relationship of physical and motor development to the total learning experience of the child. Prerequisite: Teaching credential or permission of instructor. (Independent study only.)

EDCI 548 Education as a Profession (3)

Designed to provide experiences for graduate students that will develop their knowledge and understanding of professional: (1) standards; (2) preparation; (3) autonomy; (4) ethics; (5) organizations; (6) certification and licensure; and (7) collective bargaining. The course focuses on background, issues, and the completion of assignments in each content area. Prerequisite: Teaching credential or permission of instructor. [W]

EDCI 549 Diagnosis and Remediation of Learning Problems in Mathematics (5)

Diagnosis, analysis, and remediation procedures to assist children who have problems in learning mathematics. Involves work with children, relating applicable theories of learning and instruction to mathematics teaching and learning, diagnosing children’s difficulties through the use of standardized and teacher-made tests and observations, analysis and remediation through the use of manipulative and other materials. Prerequisite: Teaching credential or permission of instructor. [W]

EDCI 550 Social Studies in Elementary School (5)

Surveys objectives and the foundation of the discipline of social studies; offers a variety of organizational and planning approaches for a program, variety of learning experiences, instructional strategies and methods, areas of skill development, means of providing for individual differences; treats the affective domain, the role of current affairs, a variety of resources available, and evaluation procedures. Prerequisite: Teaching credential or permission of instructor. [F]

EDCI 560 Computers and Instruction (3)

A practical guide to the use of microcomputers and computer-based technology in education. Emphasis will be placed upon a variety of effective uses for computer-assisted instruction and computer-managed instruction to include planning for the integration of application programs into the elementary or secondary school curriculum (includes a lab). Prerequisite: GST 390, or equivalent and completion of a basic credential program or consent of the instructor. [F, W, S, SS]

EDCI 580 Research in Elementary Science Education (3)

Examination of researches on processes in elementary science education, experimental learning, special problems and topics, methods, and evaluation. Prerequisite: Consent of instructor. Prerequisite: Teaching credential or permission of instructor. (Independent study only.)

EDCI 581 Research in Secondary Science Education (3)

Examination of researches on processes in junior and senior high school science education, experimental learning, special problems and topics, methods, and evaluation. Prerequisite: Teaching credential or permission of instructor. (Independent study only.)

EDCI 587 Critical Thinking and Problem Solving for Educators (3)

This course will review the current theory and practice related to teaching critical thinking and problem solving within the context of educational settings. Students will learn specific strategies necessary for promoting critical thinking and problem solving. Important issues related to these topic areas will be addressed through a review of the current scholarly literature. Prerequisite: A basic teaching credential. [S]

EDCI 588 Education and Ethnic Diversity (5)

A sociological-psychological survey of the disadvantaged and their relations with the schools. Analysis of inherent problems: motivation, communication, English as a second language. Prerequisite: Teaching credential or permission of instructor. [W, SS]

EDCI 591 Problems in Early Childhood Education and Elementary Education (1-5)

Repeatable with different topics. In-depth study of various areas in early childhood and elementary education. Prerequisite: Teaching credential or permission of instructor. (Independent study only.)

EDCI 594 Seminar in Inservice Education (1-5)

Repeatable with different topics. Special programs in inservice education. Prerequisite: Teaching credential or permission of instructor. [SS]

EDCI 595 Recent Developments in Education (1-5)

An examination of significant developments in education. Presentation of recent research and ideas. Repeatable with different topics. Prerequisite: Teaching credential or permission of instructor. [SS]

EDCI 596 Special Topics in English Education (1-5)

Special investigation into specific problems in language arts education in elementary and secondary schools. Prerequisite: Teaching credential or permission of instructor. [SS]

EDCI 604 Special Topics in Education (1-5)

Varying and repeatable special topics in elementary, middle, and secondary education. Special investigations into specific areas and problems. Prerequisite: Teaching credential or permission of instructor. [F, W, S, SS]

EDCI 610 Philosophical Foundations of Education (3)

Examination of selected current philosophies of education, their histories and applications to contemporary educative processes. Prerequisite: Teaching credential or permission of instructor. [W]

EDCI 612 Historical Foundations of Education (3)

Detailed study of the history of the major trends, forces and patterns in education. Prerequisite: Teaching credential or permission of instructor. [S]

EDCI 615 Comparative Education (3)

Education patterns of various countries. The history, development and current status of systems of education in different cultural settings. Prerequisite: teaching credential or permission of instructor. [S, SS]
 

COURSE DESCRIPTIONS

(Multiple Subject)

EDEL 240 Early Field Experience in the Elementary School (3)

An experience of service in schools where the student works with children in content areas to link practice, knowledge, and application. The purpose is to lead the student to explore ways in which content knowledge is used in school settings. Includes both school assignment and seminar discussion. Offered on credit, no-credit basis only. Prerequisite to Multiple Subject credential program. [F, W, S, SS]

EDEL 308 Observation and Participation: Multiple Subject (1)

Field work for multiple subject candidates. Supervised experiences highlighting various aspects of the elementary school setting. Includes observation of and participation in both cognitive and affective curriculum components. Prerequisites: Must be taken concurrently with EDEL 423. [F, W, S, SS]

EDEL 411 Introduction to Teaching Multiple Subject (3)

A comprehensive course designed to prepare the student for student teaching. Includes social foundations within a multicultural school setting, multicultural awareness, school law and bilingual education legislation, objectives and planning, creativity, art education, audiovisual competency, and interpersonal communication skills within bilingual and non-bilingual settings. [F, W, S, SS]

EDEL 412 Curriculum and Instruction of Elementary Mathematics (3)

Provides knowledge of skills, methods, and materials of mathematics curriculum and instruction. Includes diagnosis and prescription of student needs. [F, W, S, SS]

EDEL 413 Classroom Learning Theories and Management (4)

This course addresses the psychological foundations in the teaching-learning process. It emphasizes classroom management. Other topics include learning theory, child development, motivation, and evaluation. [F, W, S, SS]

EDEL 423 Teaching Reading in the Elementary School I (3)

Instruction in reading methods and materials in the elementary schools. Includes the teaching of phonics. (Basic credential course.) Prerequisite: EDEL 240 and admission into the Multiple Subjects program. [F, W, S, SS]

EDEL 427 Teaching Reading in the Elementary School II (2)

This course is a continuation of EDEL 423; includes diagnostic procedures, methods and materials for reading instruction in the elementary schools. Provides knowledge of skills, methods, and materials of language arts curriculum and instruction. Includes diagnosis and prescription of student needs. (Basic credential course.) Prerequisite: EDEL 423. [F, W, S, SS]

EDEL 428 Teaching Reading in Bilingual Elementary School Settings II (2)

This course is a continuation of EDEL 423. It includes methods for teaching reading in the primary language (L1), and examination of primary language materials, diagnosis, and prescription of reading problems and strategies for facilitating transfer from L1 reading to English reading. Provides knowledge of skills, methods, and materials of primary (Spanish) and second language (English) language arts curriculum and instruction. Includes diagnosis and prescription of linguistic minority and bilingual student needs. [F, W, S, SS]

EDEL 431 Curriculum and Instruction of Elementary Social Studies (3)

Curriculum, instructional strategies, skills, and materials for teaching the social studies in the elementary school. Includes evaluation and reporting pupil progress. [F, W ,S, SS]

EDEL 432 Curriculum and Instruction of Elementary Science (3)

Curriculum, instructional strategies, and laboratory activities for teaching science in the elementary school. Course experiences are focused on the nature of science relative to science teaching. [F, W, S, SS]

EDEL 440 Student Teaching Multiple Subject I (7)

Provides an initial opportunity to apply pedagogical theory and skills in a classroom setting with guidance and assistance from a cooperating teacher and university supervisor. The focus is on curriculum areas of reading, language arts, and mathematics. Scheduled during regular morning school sessions daily. Prerequisite: EDEL 308, 411, 412, 413, 423, and admission by the Multiple Subject program. Corequisite: EDEL 427, EDEL 431. [F, W, S, SS]

EDEL 441 Seminar: Student Teaching Multiple Subject I (1)

Discussion of problems and practices of elementary school teaching. Various topics, including self-awareness, are examined as appropriate. Individual identification and analysis of teaching problems. Corequisite: EDEL 440. [F, W, S, SS]

EDEL 442 Student Teaching Multiple Subject II (13)

Provides an opportunity to apply pedagogical theory and skills in a classroom setting with guidance and assistance from a cooperating teacher and university supervisor. This includes all areas of the curriculum as an extension of EDEL 440 plus social studies, science, physical education, art, and music. Scheduled during the regular school sessions daily. Prerequisite: EDEL 440 and all Phase I and II course requirements. Corequisite: EDEL 443 and EDEL 432. [F, W, S, SS]

EDEL 443 Seminar: Student Teaching Multiple Subjects II (1)

Discussion of problems and practices of teaching in the elementary school. Various topics, including parent involvement, are examined as appropriate. Individual identification and analysis of teaching problems. Corequisite: EDEL 442. [F, W, S, SS]

EDEL 444 Elem. Intern Teaching I [F, W, S, SS]

EDEL 445 Elem. Intern Teaching II [F, W, S, SS]

EDEL 446 Elem. Intern Teaching III [F, W, S, SS]
 

COURSE DESCRIPTIONS

(Individual Study)

EDIS 496 Internship in Education (1-5)

Involves an assignment with an educational or community agency with placement and supervision by a department in the School of Education. The assignment and coordination of the work project with conferences and readings, as well as course credits, evaluation, and grading are the responsibility of the faculty instructor, working with the field supervisor. Credit, no-credit grading. The course may not be used as the equivalent of any portion of student teaching. [F, W, S]

EDIS 497 Cooperative Education (1-5)

The Cooperative Education program offers a sponsored learning experience in a work setting, integrated with a field analysis seminar. The field experience is contracted by the Cooperative Education Office on an individual basis, subject to approval by the department. The field experience, including the seminar and reading assignments, is supervised by the cooperative education coordinator and the faculty liaison (or course instructor), working with the field supervisor. Students are expected to enroll in the course for at least two quarters. The determination of course credits, evaluation, and grading are the responsibility of the departmental faculty. Credit, no-credit grading. (Each department to determine application of credit.) [F, W, S]

EDIS 499 Individual Study (1-5)

Exploration of a specific topic, primarily through directed readings and discussion with professor. Prerequisites: Consent of instructor and approval of department chair and dean of the School of Education. [F, W, S]

EDIS 699 Individual Graduate Study (1-6)

Investigation of an approved topic selected in conference with professor in area of major interest. Prerequisites: Consent of instructor and approval of department chair and dean of the School of Education. [F, W, S]
 

COURSE DESCRIPTIONS

(Literacy)

EDLT 518 Development, Assessment and Evaluation of Reading Programs (3)

This course is designed to meet the needs of specialists who wish to know how to assess and then evaluate total school reading programs. Course is appropriate for curriculum directors, reading specialists, and administrators. [F, SS]

EDLT 519 Survey of Research in Reading (3)

Exploration of historical developments in reading research, review and analysis of current literacy-related educational research including topics such as comprehension, word recognition, beginning reading and emergent literacy, assessment, and instructional strategies; development of a working knowledge of research design and methodology. Recommended prerequisites: EDRS 680 Educational Statistics and EDRS 681 Research Design and Analysis in Education or equivalent. [F, S]

EDLT 526 Diagnosis and Correction of Reading Problems (5)

This course involves an in-depth examination and critical evaluation of various diagnostic language and reading procedures and instrumentation required for assessing student needs. Administration, scoring, and interpretation of norm-referenced and criterion-referenced tests will be required. Test construction, informal and observational procedures are also included. Variables affecting reading competence such as physical, social, emotional, and intellectual impediments will be discussed. Prerequisite: EDLT 558 or consent of instructor. A teaching credential is required. [W]

EDLT 546 Practicum in Diagnosis and Correction of Reading Problems (5)

This laboratory course is a continuation of EDLT 526. The focus is on the application of ongoing diagnosis of language and reading through the development and implementation of appropriate assessment and instructional plans for students with remedial reading deficiencies. Procedures for referral of severely disabled students are included. Prerequisite: EDLT 526 or consent of instructor. A teaching credential is required. [S]

EDLT 551 Teaching English in Secondary School (3)

Examines how linguistics and language acquisition relate to the teaching of English in the secondary school. The course focuses on research and methodology related to language and language teaching. Prerequisite: Teaching credential or permission of instructor. (Independent study only.)

EDLT 553 Language Arts in the Elementary School (3)

Methods and materials of instruction in the language arts area in the elementary school; includes writing, listening, speaking skills, and spelling. Prerequisite: Teaching credential or permission of instructor. (Independent study only.)

EDLT 558 Reading in Elementary Schools (5)

This course examines the reading process as well as the selection, use, and evaluation of materials and methods for teaching reading. [W, S]

EDLT 559 Field Experiences in Reading (3)

Experience on a school site enabling the student to assume responsibility for evaluating reading problems in a school situation. Prerequisite: EDRD 546 or consent of the instructor. [W]

EDLT 570 Reading in the Content Areas (3)

The student will acquire fundamental knowledge and strategies for teaching reading effectively in the content areas for K-12 grades. Prerequisite: EDSE 427 or EDEL 423 or consent of the instructor. [W]

EDLT 585 Children’s Literature (5)

An introduction to a range of literature for children, development/application of criteria for evaluation of literature; selection of developmentally appropriate books; exploration of the interrelatedness of social, aesthetic, cultural, personal elements of literature and how it supports children’s language, creative, and intellectual development; and specific teaching strategies which reflect current literacy theory to enhance transactions with literature. [F, S, SS]

EDLT 586 Adolescent Literature (5)

An introduction to the psychology and literature of young adults; development/application of criteria for evaluation of literature; role of the professional in working with literature as a tool in teaching reading as well as written and oral communication; exploration of the interrelatedness of social, aesthetic, cultural, personal elements of literature and how it supports young adults’ creative and intellectual development; examination of the role of television, movies, and the internet and their effects on young adult reading; and specific teaching strategies which reflect current literacy theory to enhance transactions with literature. [W]

EDLT 590 Writing Across the Curriculum (3)

This course introduces the student to the concepts, techniques, and experiences of teaching writing as a process in various content areas taught in the public schools, K-12. [W]

EDLT 597 Development of Inservice Education (3)

This course is designed to develop and apply students’ knowledge of the leadership role required of reading specialists for developing reading curriculum and providing inservice and staff development in reading. [S]

EDLT 598 Linguistics and Reading (5)

A review of basic structural systems, sources, and dialects of the English language. Cultural differences and cueing systems in reading are considered. Practical applications are presented by an examination of the "linguistic" features of commercial reading materials and programs available to public schools. [F]

EDLT 599 Seminar in Reading (3)

Consideration of topical interests in literacy such as future trends, professional attitudes toward literacy, language, cultural diversity, and reading in the workplace. [S]

EDLT 604 Special Topics in Literacy (1-5)

Varying and repeatable special topics in literacy. Special investigations into specific areas and problems. Prerequisite: Teaching credential or permission of instructor. (Independent study)
 

COURSE DESCRIPTIONS

(Educational Research)

EDRS 680 Educational Statistics (4)

The application of statistics including computerized statistical packages, in educational research; descriptive and inferential statistics, parametric and non-parametric statistics, types of data; uses and misuses of statistics. Prerequisite: The equivalent of at least one year of algebra is recommended. [F, W, S]

EDRS 681 Research Design and Analysis in Education (3)

An analysis of different types of research designs employed in research in education. Students will design projects that are based on an extensive review of the literature, hypotheses proposal and testing, proper sampling techniques, selection of appropriate statistical methods for data analysis, and interpretation of research results. Prerequisite: EDRS 680. [F, W, S]
 

COURSE DESCRIPTIONS

(Single Subject)

EDSE 241 Early Field Experience in the Secondary School (2)

Observation and supervised participation in a junior high school or senior high school classroom. Designed to provide the prospective secondary teacher with a frame of reference for further work and study in the teaching profession. Offered on credit, no-credit basis only. Prerequisite for admission to the Single Subject program. Students seeking to take this course should submit a formal placement request to the instructor during or before the first week of the quarter. Because of the field-based nature of the course, it cannot be added after the first week. [F, W, S]

EDSE 412 Introduction to Education and Teaching (5)

Introduces the student to the field of education and teaching profession. The student explores issues and current research on the social foundations of education, curriculum and instruction, self-assessment, cultural awareness, and legal rights and professional responsibilities. Prerequisite to EDSE 413 and 445. [F, S]

EDSE 413 Managing and Assessing the Learning Process (5)

Relates directly to the student’s beginning teaching experience and addresses the psychological foundations in the teaching/learning process. Major topics include: adolescent psychology, classroom management, motivation and evaluation. Taken in Phase II concurrently with EDSE 445. Prerequisites include: EDSE 412, EDSE 420 and EDSE 427. [F, W]

EDSE 420 General Methods and Educational Technology (5)

(General Methods must be taken before any student teaching)

Instruction in general methods. Includes instructional strategies, resources, current technology, and procedures used in the junior high and secondary schools. [F, S]

EDSE 421 Special Methods and Resources in the Major Subject (3)

*Concentrations:

Single Subject Credential Subjects for Special Methods courses:

Art, Business, English, Modern Language, Physical Education, Mathematics, Social Science, Science

Some of these major subjects may not be offered at CSUB. In such cases, an appropriate related subject may be substituted or a special methods course from another institution may be used. [F]

EDSE 427 Teaching Reading in the Secondary School (5)

Knowledge of alternative methods of reading instruction dealing with the problems of reading encountered in the secondary school. Twenty hours of practicum is required. [W, S]

EDSE 440 Microcomputers and Instruction (2)

Designed to introduce the student to the theoretical and practical applicability of microcomputers in today’s secondary classrooms and instruction. Prerequisite: GST 390, equivalent course or permission of instructor.

EDSE 441 Secondary Intern Teaching I [F, W, S]

EDSE 442 Secondary Intern Teaching II [F, W, S]

EDSE 443 Secondary Intern Teaching III [F, W, S]

EDSE 445 Single Subject Student Teaching I (7)

Introductory classroom teaching experience assuming responsibility for two to four classes. Experience is based in junior high schools and/or high schools with the guidance and assistance from the local school master teacher and the university supervisor. Taken concurrently with EDSE 413, EDSE 446 and EDSE 421 Special Methods (if available). EDSE 445 placement request forms are due the first week of the quarter preceding Phase II student teaching. [F, W, S]

EDSE 446 Student Teaching Seminar I (1)

Taken concurrently with EDSE 445. [F, W, S]

EDSE 447 Single Subject Student Teaching II (13)

Full day responsibility in classroom teaching experience is assumed. Experience is based in junior high schools and/or high schools with the guidance and assistance from the local school master teacher and the university supervisor. Taken concurrently with EDSE 448. EDSE 447 placement request forms are due the first week of the quarter preceding Phase III student teaching if a different assignment is desired. [F, W, S]

EDSE 448 Student Teaching Seminar II (1)

Taken concurrently with EDSE 447. [F, W, S]

EDSE 450 Secondary Field Experience for Special Education Majors (5)

**CAC-Culminating Activity Committee. Such committees consist of three faculty members and must be approved by the Graduate Studies Committee of the School through the Coordinator of Graduate Studies. (See your graduate advisor for specifics.)
 

COURSE DESCRIPTIONS

(Special Education)

EDSP 501 Introduction to Education of Exceptional Children and Youth (5)

Basic characteristics, needs and socio-linguistic necessities of exceptional children. Survey of existing constraints, facilities, personnel, and curricula for the exceptional children. Current and future special educational services will be discussed in terms of the concept of mainstreaming, the California Master Plan, and the federal P.L. 94-142. This course is required to clear the fifth year mainstreaming component for multiple subjects and single subject credential candidates. Prerequisite: Preliminary basic teaching credential or admission to a basic credential program. [F, W, S]

EDSP 502 Field Experience I: Observation/Participation (2)

Early field experiences in two or more Special Education settings and grade levels in public schools. Candidates are expected to spend a minimum of 36 hours evenly spaced during the quarter under the supervision of a district cooperating teacher and a university supervisor. In addition, candidates are expected to attend 5 on-campus seminars. Candidates are provided with the opportunities to observe various learning characteristics of students with diverse special needs and actively participate in a variety of instructional delivery systems learning how to manage learning environments with diverse student population. This course will provide the candidate with an excellent opportunity for assessing own aptitude for special education professional career. (Corequisite: EDSP 501) [Varies]

EDSP 503 Communication and Consultation: Collaborative Partnership (5)

This course closely interweaves issues of exceptionality, diversity, and life span transitions while the teacher candidate demonstrates growing knowledge and skills in effective communication and self-awareness. This course is designed to focus on managing learning environments for diverse learners that facilitate positive behavioral self-control, self-esteem, and self-advocacy. Further, the abilities to facilitate the essential collaborative partnerships between individuals with disabilities and their families, school personnel, and community related services will be modeled and taught. The teacher candidate’s role in facilitating communication and in focusing on realistic shared responsibility in collaborative partnerships is the foundation themes of this course. Given the stressful challenges of this, teacher self-care will be integrated into all skill training. The knowledge base skills taught integrate Jung’s contemporary model of personality diversity, cognitive self-awareness models, the classic Gordon teacher effectiveness communications model, and the applied behavior analysis model. [Varies]

EDSP 504 Curriculum and Instructional Adaptation for Students with Diverse Needs (3)

This course will address the basic principles and strategies of assessment, curriculum adaptation, and instructional strategies including study skills and coping skills instruction that are appropriate for individuals with diverse special needs. Candidates will study the curriculum scope and sequence and develop a variety of instructional materials for special needs students. In addition, candidates are required to spend minimum of 20 hours during the quarter for observation and participation in two inclusive education settings (Mild/Moderate and Moderate/Severe). This is a core requirement for both of mild/moderate and moderate/severe credential programs. (Prerequisites: EDSP 501 and EDSP 502) [Varies]

EDSP 505 Classroom Management and Positive Behavior Support (5)

This course will familiarize candidates with the components of a positive and proactive approach to behavior management in the classroom. Specific techniques (i.e. social skills, training, surface behavior management, and role-playing) for creating a positive learning environment will be demonstrated. Most commonly used behavior management approaches including the ecological approach, educational approach, psychoeducational approach, humanistic approach, psychodynamic approach, and behavioral approach including applied behavior analysis, cognitive behavior modification will be reviewed. [Varies]

Within a "case study" format, specialist/degree candidates design behavioral intervention programs for students exhibiting a wide range of learning and behavioral needs. Candidates will be challenged to consider ethical, cultural and pedagogical implications inherent in the use of A.B.A. technology; and to design interventions that empower children toward self-regulation. In addition, the Hughes Bill will be introduced and its implication to special education for students with challenging behaviors will be discussed. [Varies]

EDSP 507 Characteristics and Needs of Students with Mild/Moderate Disabilities (3)

Students with Mild/Moderate disabilities will be examined in terms of social, physical, and psychological characteristics. Instructional and curricular strategies will be covered to meet the needs of these individuals. Program candidates will be able to identify various assessment instruments to assess social/behavioral performance, develop IEP goals and objectives, and to implement remediation strategies designed to enhance school performance. [Varies]

EDSP 508 Assessment of Students with Mild to Moderate Disabilities (5)

This course will provide the candidates with knowledge and skills related to using and communicating the results of a variety of individualized assessment and evaluation approaches appropriate for students with mild/moderate disabilities which include assessments of the developmental, academic, behavioral, social, communication, vocational and other related skill needs. [Varies]

Each candidate will be able to make appropriate instructional decisions on the basis of a variety of non-biased standardized and non-standardized techniques, instruments and processes that are functional, curriculum-references, performance-based, and appropriate to the diverse needs of individual students . (Prerequisite: EDSP 501) [Varies]

EDSP 529 Vocational Education and Transition for Exceptional Students (5)

Curriculum, program administration, services, and legal aspects of vocational education and training for exceptional children, including occupational information and counseling, work evaluation and adjustment principles. [Varies]

EDSP 540 Remedial Strategies in Mathematics/Science (3)

Remedial and special education students manifest severe discrepancies between their measured intellectual potential and their academic achievement in mathematics. This course focuses on two special/remedial education options in mathematics: strategies to experiment with carefully sequenced developmental remediations; and problem-solving techniques to develop compensatory tools when remediation is for some reason inappropriate. Emphasis will be given to research on microcomputers and other technologies as aids in (a) assessing progress, (b) presenting carefully structured remedial tasks, and (c) permitting compensatory solutions in mathematics learning situations (i.e., calculators). [Varies]

EDSP 550 Remedial Strategies in Reading and Language Arts (3)

Remedial and special education students manifest severe discrepancies between their measured intellectual potential and their academic achievement in language arts. This course focuses on two special/remedial education options: strategies to experiment with carefully sequenced developmental remediations; and problem-solving techniques to develop compensatory tools when remediation is for some reason inappropriate. Emphasis will be given to research on microcomputers and other technologies. [Varies]

EDSP 625 Field Experience II: Student Teaching Mild/Moderate Disabilities (5-10)

A special education field experience course taken at the third and final phase of the mild/moderate credential program. Candidates are provided with opportunities for meaningful collaborative instruction for students with mild and moderate disabilities with diverse needs (K-12) in public school settings. Each candidate is required to participate in and reflect on a variety of activities representing different roles of special educators including interactions with parents, and to assume other responsibilities of full-time teachers and service providers for one quarter. [Varies]

EDSP 630 Characteristics and Needs of Individuals with Moderate/Severe Disabilities (3)

This course will examine a variety of unique learning needs of individuals with moderate to severe disabilities (i.e. mental retardation, autism, serious emotional disturbance & multiple disability) in terms of intellectual, social-emotional, behavioral, communication, sensory and motor characteristics. The candidate will be able to develop appropriate IEP goals and objectives and implement such individualized adaptation and accommodation including the use of technology, positive behavior support strategies, personal care and mobility skill and successful transition from school to post-school settings. (Prerequisite: EDSP 501) [Varies]

EDSP 631 Assessment of Individuals with Moderate/Severe Disabilities (3)

This course will provide the candidates with a knowledge base and skills related to using and communicating the results of a variety of individualized assessment and evaluation approaches for students with moderate to severe disabilities. The candidates will be able to make appropriate educational decisions on the basis of a variety of non-biased standardized and non-standardize assessment techniques, instruments and procedures that are functional, curriculum-based, and appropriate to the diverse needs of individual students. In addition, this course will explore the ethical foundation of assessment and utilize a case study approach will be utilized. (Prerequisite: EDSP 501, EDSP 630) [Varies]

EDSP 632 Curriculum & Instruction for Students with Moderate/Severe Disabilities (5)

This course will review the basic theories of curriculum and instruction and examine the structure of curricula which are currently available. Candidates will also study a variety of effective instructional strategies that are used to meet the diverse learning needs of students with moderate to severe disabilities. The candidates will have an opportunity to develop appropriate curriculum for each area of instruction for different ability levels that can reflect the adaptation and modification of the core curriculum to meet the unique needs of students with moderate to severe disabilities. (Prerequisite: EDSP 501, EDSP 630, EDSP 631) [Varies]

EDSP 635 Field Experience II: Student Teaching Moderate/Severe Disabilities (5-10)

A special education field experience course taken at the third and final phase of the mild/moderate credential program. Candidates are provided with opportunities for meaningful collaborative instruction for students with moderate/severe disabilities with diverse needs (K-12) in public school settings. Each candidate is required to participate in including interactions with parents, and to assume other responsibilities of full-time teachers and service providers for one quarter. [Varies]

EDSP 672 Self and the Exceptional Child (5)

Self properties with respect to development, history, theories, terminology, and assessment will be reviewed. Additional focus will be directed to actual clinical assessment of pupils and diagnosis. [F–offered in alternating years]

EDSP 688 Research in Special Education (3)

Review and analysis of specific, topical researches in special education; critical analysis of selected literatures. Prerequisite: admission to conditional graduate standing in the School of Education. [W]