Specialization in Teaching and Learning Course Descriptions

EDU 508 Educational Foundations
The course does a systematic analysis of the effect of culture, values, language, economic status, gender and ethnicity on children in the classroom. Issues related to political control of education, English Language Learners, culture, philosophy and history is addressed. Students develop an understanding of the relationship between schools and society by focusing on recent contemplated changes in the role of the teacher, historical contexts of education and politics, educational responses to an increasingly diverse and multicultural society, the law and its effect on schools, and the organization and financing of schools.

EDU 515 Culture and Diversity
This course focuses on the general nature of cultural diversity. Students explore school and community implications such as ethnic, linguistic, socioeconomic, gender and ability differences. A focus on theoretical and practical issues of diversity in a classroom setting as it relates to culture, race, gender, ethnicity, language and socioeconomic levels are included. Group culture patterns and value orientation; research findings in multicultural education; learning experiences; and curriculum development is discussed.

EDU 520 Second Language Acquisition
This course focuses on theories and factors in first and second language acquisition and English language development, including cognitive, affective, socio-cultural, political, and pedagogical factors that affect first and second language development in a multicultural setting. The course prepares teacher credential candidates to achieve knowledge about language learning issues required for teaching culturally and linguistically diverse learners in California. In addition, students will explore and develop instructional models, strategies, approaches, and assessment for ESL and content -based second language teaching in diverse cultural and linguistic settings.

EDU 567 Teaching English Learners
This course builds on knowledge and skills that promote delivery of comprehensive, specialized instruction for ELL students. Candidates critically examine schools’ organizational structures and resources designed to meet ELL students’ needs and further develop skills in planning and delivering instruction and assessment in English language development, academic language comprehension and production, and Specially Designed Academic Instruction in English (SDAIE).

EDU 600 Teaching and Learning: From Theory to Practice
This course focuses on specific pedagogy and planning for instruction. It reviews the nature and design of educational activities: theory, research on best teaching practices, and lesson planning which meets the diverse needs of students. The course is designed to increase knowledge in areas such as brain research, teaching and learning research, learning styles and the parent/community support processes. Students will reflect on their current experiences and bridge new understandings into future practice.

EDU 601 Social Justice, Diversity, and Equity in the Classroom
Candidates will examine issues related to equity, diversity and their implications for educational settings. Personal and community biases will be scrutinized regarding: race, gender, socio-economic status, culture, religion, second language learners and persons with special needs. Through coursework, group work, and situational case studies candidates will be challenged to examine their attitudes toward these critical issues and to become sensitive and proactively responsive to them. Candidates will explore and develop educational and leadership capacities needed to ensure access, academic and social equity for all members of the extended school community.

EDU 602: Differentiated Instruction in Practice
This course challenges teachers to evaluate the needs of individual students in the diverse and inclusive classroom. Students explore methods to modify, extend, and personalize instruction to positively impact student learning and engagement. Focus is on improving student achievement through differentiated curriculum and instruction; learning about and applying best practices; teaching for understanding, critical thinking, problem solving and decision-making; and accommodating teaching and learning styles.

EDU 603 Using Data to Inform Teaching and Learning
In this course, educators will deepen their understanding of research and how using data applies to the everyday world of classroom teaching. Educators will use criteria to evaluate and apply research to their practice. Methods of data collection and analysis will be examined and placed in the context of a school improvement program. Practical approaches to gathering, disaggregating and applying statistical data to the classroom instruction to improve student achievement will be covered throughout the course.

EDU 604 Curriculum and Instruction Development for Increased Learning
In this course, students examine the integration of current theories of curriculum design with California state content standards in the planning of classroom instruction. Students apply their emerging understanding of structured teaching to meet required standards, to design learning activities that engage students, to form collaborative communities of learners that support inquiry, and to integrate assessments to increase learning. Included are principles of curriculum and models of instruction as guidelines for the construction of specific curriculum designs and instructional strategies that create learning communities.

EDU 699A Applying Research in Education: Project or Thesis Development
This course is intended to familiarize master’s candidates with educational research concepts and their application in the educational arena, and to help graduate students make decisions for their own research projects. Prerequisite: 12 Units of Masters program coursework, statistics coursework, or advisor approval

EDU 699B Project or Thesis Completion
The research project or thesis represents the culmination of the master’s degree. This course is intended to provide the student with the structure necessary to facilitate the completion of this final step in earning the M.A. Ed. Prerequisite: EDU 699A (or EDU 698) and advisor approval

SPED 605 Strategic Collaboration in Special Education
Teaming, partnerships, and collaboration are practices that special educators must embrace and continually hone and refine. Attitudes, skills, and dispositions that foster healthy and productive collaborative relationships are essential for working with teams to provide services for individuals with disabilities. This course focuses on these attitudes, skills, and dispositions and empowers special educators to examine the benefits and challenges of collaborating with others to maximize the learning potential of every student.

SPED 606 Advanced Instructional Strategies in Special Education
Providing accommodations and differentiating instruction are essential practices for special educators. This course focuses on advanced research-based approaches for designing, adapting, prescribing, and delivering instruction in the content areas with special emphasis on progress monitoring. Teachers will examine content-area standards and curriculum, with the goal of designing standards-based, individualized instruction that is functional, appropriate, and systematic.

SPED 607 Literacy Interventions in Special Education
Reading, writing, and communicating are literacy competencies that impact the quality of life for all people, especially individuals with disabilities. Because literacy development is often impacted by learning and behavioral disabilities, the special educator must be well-versed in this area of learning and teaching. This course guides the special educator in identifying reading and writing disabilities and in collaborating with others to devise appropriate and effective interventions, including the use of assistive technologies. Monitoring progress and ongoing assessment of literacy skills, strategies, and dispositions are emphasized.

SPED 608 Advanced Behavioral Interventions in Special Education Behavior impacts human development at all ages and stages of life and is typically a matter of concern for individuals with disabilities. This course focuses on understanding, assessing, managing, teaching, and monitoring behavior. Students review classroom and school management strategies and explore in greater depth individual functional analysis and individual behavior management plans with the goal of transition planning.