DEPARTMENT OF EDUCATION

Courses in Education

50 Origins, Purposes, and Central Issues in K-12 Education (4) F, W, S. An introduction to the role of education in U.S. society and to central issues in K-12 education. Education is studied from four different perspectives: social, historical, philosophical, and political.

100 Educational Strategies for Tutoring and Teacher Aiding (4) F, W, S. Placement in a public elementary or secondary school to gain experience as a tutor or teacher aide. Emphasis on cognitive learning and the development of instructional strategies and resources which can be used in effective cross-age and cross-cultural experiences. Same as Engineering E197A.

101 Secondary School Curriculum (4) F. An introduction to the historical, philosophical, and legal antecedents of secondary school education. Emphasis on the contextual nature of schooling and how various influences and issues impact the school curriculum. National, state, and local standards regarding specific curricular areas are examined. Limited to students accepted into the Teacher Credential Program.

102A Methods of Teaching Languages other than English in the Secondary Schools (4) F. Prepares future teachers of foreign language or primary/home language. Emphasizes hands-on, practical strategies for communication-based instruction and authentic assessment, in reading, writing, listening, speaking, and culture. Limited to students accepted into the Teacher Credential Program.

102B Methods of Teaching Social Science in Secondary School (4) F. Theories, strategies, and methodologies related to the teaching of history and social science in the secondary school. Emphasis on the planning, delivery, and assessment of lessons reflecting an understanding of the History-Social Science Framework for California. Limited to students accepted into the Teacher Credential Program.

102C Methods of Teaching English in the Secondary School (4) F. Introduction to teaching reading, writing, and speaking skills in the secondary school. Emphasis upon an integrative approach to the teaching of literature, composition, and grammar consistent with the California State Framework. Practice in the design of lesson plans that are both integrated and cumulative. Limited to students accepted into the Teacher Credential Program.

102E Methods of Teaching Art in the Secondary Schools (4) F. Teaching strategies in the high school arts and crafts programs: skills appropriate to the high school student. Limited to students accepted into the Teacher Credential Program.

102F Methods of Teaching Mathematics in Secondary School (4) F. Theories, strategies, and methodologies related to the teaching of mathematics in the secondary school. Emphasis on the planning, delivery, and assessment of lessons reflecting an understanding of the Mathematics Framework for California and the recommendations of professional organizations. Limited to students accepted into the Teacher Credential Program.

102G Methods of Teaching Science in Secondary School (4) F. Theories, strategies, and methodologies related to the teaching of science in the secondary school. Emphasis on the planning, delivery, and assessment of lessons reflecting an understanding of the Science Framework for California and the recommendations of professional organizations. Limited to students accepted into the Teacher Credential Program.

102H Applied Instructional Strategies in Secondary Schools (1-1) W, S. Application of pedagogy and research to practice teaching experiences in the secondary schools. A continuation of the Education 102 series with an emphasis on the needs of students with culturally diverse backgrounds. In Progress grading. Pass/Not Pass only. Corequisites: Education 320A, B, C, D, and E. Limited to students accepted into the Teacher Credential Program.

102I Pre-Intern Methods of Teaching Subject Matter (1) S. Preliminary issues in teaching subject matter in the secondary schools. Centered on development of competencies needed to assume intern teaching position and concurrent with intensive fieldwork prior to internship, this course explores theories, strategies, and methodologies related to subject matter teaching with an emphasis on diversity of students. Pass/Not Pass only. Corequisites: Education 180 and 184.

103 Advanced Tutoring (4) S. Lectures/discussions and 40 hours public school experience provide advanced strategies for tutoring under-achieving pupils; guidance using case studies to examine a range of factors that contribute to public school failure among elementary, middle, and secondary pupils. Prerequisite: Education 100 or consent of instructor.

104A Teaching the Visual and Performing Arts and Physical Education in Elementary School (2) W. Issues and practice in integrating California curriculum frameworks topics in elementary visual and performing arts and physical education with an emphasis on multicultural and computer-based resources and teaching strategies in the elementary school. Limited to students accepted into the Teacher Credential Program. May be taken for credit twice.

104E Multimedia and the Arts in the Multicultural Classroom (4) S. Multiculturalism and underrepresented U.S. minorities and the visual and performing arts: perspectives in artistic perception, creative expression, historical and cultural context, and aesthetic valuing, and media literacy in the interpretation and production of multimedia arts products and applications for K-12 classrooms. Same as Studio Art 149. (VII-A)

105A Curriculum and Methods for Elementary School Reading (2-1-1) F, W, S. Teaching an integrated reading/language arts program in the elementary classroom. Implementing theories, principles, and methods which are research and reality-based. Creating a child-centered, language-rich program to meet needs of children in multicultural/multilingual settings. Begins fall quarter and continues through winter and spring quarters with in-progress grading. Limited to students accepted into the Teacher Credential Program.

105B Reading and Writing in the Middle School and High School Classrooms (4) F. Emphasis is placed upon understanding the literacy processes (listening, speaking, thinking, reading, and writing) as they relate to all Single Subject areas. Teachers are guided to integrate literacy-related strategies with curriculum-based goals supported in the California State Frameworks. Limited to students accepted into the Teacher Credential Program.

106A Curriculum and Methods for Elementary School Reading for Intern Program (4) S, Summer. Teaching an integrated reading/language arts program in the elementary classroom. Implementing theories, principles, and methods which are research and reality-based. Creating a child-centered, language-rich program to meet needs of children in multicultural-multilingual settings. For students accepted into the Intern Program.

110A Curriculum and Methods for Elementary School Social Studies (1-1-1) F, W, S. Description, scope, sequence, and methods of teaching social studies and inquiry in grades K-8. Includes utilization of California State Framework for Teaching History/Social Science and addresses current aspects and trends in multicultural education. Begins fall quarter and continues through winter and spring quarters with in-progress grading. Limited to students accepted into the Teacher Credential Program.

110B Curriculum and Methods for Elementary School Mathematics (1-1-1) F, W, S. Scope, sequence, and methods of teaching mathematics at all levels of elementary school. Presented through lectures, discussions, demonstrations, and exploration of a variety of materials. Covers how to plan lessons, motivate students, diagnose difficulties, and evaluate learning in mathematics. Begins fall quarter and continues through winter and spring quarters with in-progress grading. Limited to students accepted into the Teacher Credential Program.

110C Curriculum and Methods for Elementary School Science (1-1-1) F, W, S. Prospective elementary teachers learn how to teach science in grades K-8. Covers State science requirements, a variety of teaching methods, criteria for selecting science curricular materials, and how to plan science lessons, units, experiments, projects, and demonstrations. Begins fall quarter and continues through winter and spring quarters with in-progress grading. Limited to students accepted into the Teacher Credential Program.

110D Curriculum and Methods for Elementary School Language Arts (1-1-1) F, W, S. An integrated approach to language arts instruction at the K-8 level emphasizing tenets of California State English/Language Arts Framework. Focus on the concept of writing as a process and the role of the reading/writing connection in fostering critical thinking. Begins fall quarter and continues through winter and spring quarters with in-progress grading. Limited to students accepted into the Teacher Credential Program.

111A Curriculum and Methods for Elementary School Social Studies for Intern Program (3) S, Summer. Description, scope, sequence, and methods of teaching social studies and inquiry in grades K-8. Includes utilization of California State Framework for Teaching History/Social Science and addresses current aspects and trends in multicultural education. Limited to students accepted into the Teacher Credential Program.

111B Curriculum and Methods for Elementary School Mathematics for Intern Program (3) S, Summer. Scope, sequence, and methods of teaching mathematics at all levels of elementary school. Presented through lectures, discussions, demonstrations, and exploration of a variety of materials. Covers how to plan lessons, motivate students, diagnose difficulties, and evaluate learning in mathematics. Limited to students accepted into the Teacher Credential Program.

111C Curriculum and Methods for Elementary School Science for Intern Program (3) S, Summer. Prospective elementary teachers learn how to teach science in grades K-8. Covers State science requirements, a variety of teaching methods, criteria for selecting science curricular materials, and how to plan science lessons, units, experiments, projects, and demonstrations. Limited to students accepted into the Teacher Credential Program.

111D Curriculum and Methods for Elementary School Language Arts for Intern Program (3) S, Summer. An integrated approach to language arts instruction at the K-8 level emphasizing tenets of California State English/ Language Arts Framework. Focus on the concept of writing as a process and the role of the reading/writing connection in fostering critical thinking. Limited to students accepted into the Teacher Credential Program.

114 Science Education Teacher Apprentice Field Experience (4). Students assist public school classroom teachers in laboratory demonstrations and experiments, tutoring individuals or small groups. May be taken for credit twice. Same as Physical Sciences 114.

122 Foundations of Elementary School Mathematics (4). Selected topics in the foundations of elementary school mathematics. This subject content course draws upon findings in the development of mathematical understanding from various disciplines, including contemporary research in mathematical education.

124 Multicultural Education in K-12 Schools (4). Analysis of educational needs and experiences of minority groups in the state and nation and related social, cultural, language, and economic issues. Examination of practices for fostering equity and for creating schools and classrooms that respond to the needs of diverse students. NOTE: This course is a prerequisite for the CLAD/BCLAD emphasis. (VII-A)

125 Children, Schools, and Cinema (4). Using popular films as the vehicle, essential aspects of school dynamics and the interaction of schools with students, teachers, and the public are analyzed. Melding educational studies and film studies provides a deeper understanding of the methods used to transmit information and attitudes about schools to the lay public.

126 Ethics and Education (4) F, W, S. Examination of ethics in education and how ethicists frame moral problems. Presentation of major ethical themes that affect education. Analysis of specific models for dealing with ethical goals and developing morality for K-12 students. Offers models for solving ethical dilemmas within an educational context. Prerequisite: Education 50.

130 Introduction to the History of Science for Prospective Teachers (4). A pedagogically oriented approach to case studies that illuminate the emergence of modern science since 1500 and the impact of science-based technology on society. Designed for students interested in teaching science. Education 130 and History 60 may not both be taken for credit.

132 Thinking Mathematically: Learning and Teaching Mathematics (4). The primary focus is on the psychological and historical development of mathematical thinking. Intended for prospective teachers and for all those with an interest in understanding mathematics and thinking mathematically.

140A Methods for Elementary Bilingual Teachers (4). Direct observation of bilingual classrooms in local elementary schools, classroom lectures, discussions, and presentations on the culture and language of the bilingual student. Prerequisite: Spanish 10B or equivalent. Same as Spanish 106A.

140B Methods for Secondary Teachers of Spanish (4). Communicative approaches to teaching Spanish at the secondary school level. Theory and practice of oral proficiency acquisition techniques. Requires field work. Emphasis placed on training differences for native versus nonnative Spanish speakers. Prerequisite: Spanish 10B or equivalent. Same as Spanish 106B.

150 Changing the High School Experience (4) S. Analysis of problems in high school education (e.g., student disengagement and underachievement of disadvantaged) and proposals for changing curriculum, instruction, and school organization. Students suggest own reforms and conduct research (including school observations and interviews) to inform their proposals.

152F Teaching Mathematics with Technology (4) W. A survey of the capabilities of mathematics software. Instructional design using technology in demonstration stations, lab explorations, workstations, and group work. Implications of the use of software to change the dynamics of teaching and learning of mathematics. Prerequisites: Mathematics 2A-B-C and Education 102F, or consent of instructor.

155 Special Topics in Educational Issues and Asian Americans (4). Critical analysis of a variety of historical and contemporary educational issues facing Asian Americans. May be repeated for credit as topics vary. (VII-A)

160 Practicum in After-School Learning and Inquiry (4) F, W, S. Prepares students to work with children in after-school, technology-based learning programs at community centers. This experiential learning with children then informs student inquiries on issues of multiculturalism, schooling, and literacy development as reported in weekly field notes. Corequisite: Education 160L. May be taken for credit three times. NOTE: This course can be substituted for Education 124 as a prerequisite for the CLAD/BCLAD emphasis. (with successful completion of Education 160L: VII-A)

160L Community Field Work (2) F, W, S. Community-based practicum. UCI students work with under-served children (ages 6-12) in after-school venues, assist with their literacy development through technology-based play and story-telling activities, and develop field notes including data from interviews with the children. Corequisite: Education 160. May be taken for credit three times.

162 Mainstreaming Special and General Education (4) F, W, S, Summer. Analysis of legal requirements and educational issues surrounding the integration of special and general education; framework and strategies for establishing mainstreaming teams of regular teachers, special education teachers, and school administrators; methods for teaching mainstreamed students in regular classrooms. Course meets State requirements for Professional Clear Teaching Credentials.

165 Theories and Research on First- and Second-Language Acquisition in School Contexts (4). Provides CLAD emphasis candidates with a thorough grounding in theories and research on first- and second-language acquisition as they address issues of teaching and learning in school contexts. Corequisites: Education 166 and 167. Prerequisites: Education 124 and 173. Limited to students accepted into the Teacher Credential Program.

166 Methodology of Bilingual, English Language Development (ELD), and Specially Designed Academic Instruction in English (SDAIE) (4). Focuses on methods, implementation issues, and program models for bilingual or primary language instruction, English language development (ELD) and ESL, LEP assessment, and Specially Designed Academic Instruction in English (SDAIE). Corequisites: Education 165 and 167. Prerequisites: Education 124 and 173. Limited to students accepted into the Teacher Credential Program.

172F Learning Mathematics: Theory and Practice (4) S. Application of cognitive theories to issues in mathematics learning and instruction. Attention given to representation of mathematical knowledge, skill acquisition, and approaches to problem solving.

173 Learning Theory and Classroom Practices (4) F, W, S, Summer. Theories of development, learning, personality, and motivation are applied to understanding children and adolescents of all cultural, linguistic, and socioeconomic backgrounds; formulation of teaching and learning strategies, including those using the Internet and World Wide Web; performance-based assessment; classroom management. Note: Prerequisite for teacher credential program and for CLAD/BCLAD emphasis.

174 Observation and Literacy Assessment in Diverse Schools (3) F. Future teachers engage in independent inquiry, research, observation, and personal interactions as they collaborate on field assessment projects with community organizations representing diverse cultural, linguistic, ethnic, and racial groups. Limited to students accepted into the Teacher Credential Program.

175 Foundations of Education (4). Foundational questions of education are viewed from newly emerging developmental perspectives which treat cognition as embodied action and learning as cultural recapitulation. Historical, sociological, psychological, and philosophical implications of these views toward various aspects of teaching, learning, curriculum, and pedagogy are considered.

176 Psychology of Learning, Abilities, and Intelligence (4) S. Overview of classic positions on the mind, human abilities, and intelligence, especially as related to academic achievement. Contrasting views: psychometric versus information processing; experimental versus correlational research. Prerequisite: introductory course in psychology, or consent of instructor. This course may substitute for Education 173 as a prerequisite for the teacher credential program. Same as Psychology 142I.

179 Advanced Composition for Teachers (4). Principles of formal composition and problems of teaching. Selecting handbooks and ancillary reading, marking papers, making assignments, and conducting workshops and tutorials. Same as English and Comparative Literature WR 179.

180 Preparation for Intern Teaching in the Secondary Schools (4) S. Secondary curriculum and methodology, including instructional planning, teaching strategies, classroom management, evaluation, cultural and linguistic considerations and interpersonal skills. Application of these to fieldwork experience for intern candidates in preparation for responsibilities assumed during internship year. Limited to students accepted into the Teacher Credential Program.

183 Preparation for Intern Teaching in the Elementary Schools (4) S. Elementary curriculum and methodology, including instructional planning, teaching strategies, classroom management, evaluation, cultural and linguistic considerations, and interpersonal skills. Application of these to field work experience for intern candidates in preparation for responsibilities assumed during internship year. Limited to students accepted into the Teacher Credential Program.

184A Directed Field Experiences (4) S. Required for admission to the Teacher Intern Program. Assignment in public schools, working with children of varied ethnic and racial backgrounds, noting education as a bridge between cultures.

198 Directed Upper-Division Research in Education (2 to 8) F, W, S, Summer. Faculty-led research-oriented course for upper-division students in the minor in Educational Studies. Individually or in small groups, students are exposed to and participate in work related to a faculty member's research and scholarship.

199 Individual Study (1 to 4 per quarter) F, W, S, Summer. Intensified advanced study in areas in which a student has considerable background, under the direction of a faculty member who will guide and evaluate the study.

201 Teachers' Lives and Professional Development (4). Examines research and biographical studies on the nature of teaching and teacher development. Provides analytic framework for understanding subject matter and pedagogical expertise, and compassion and dedication characteristic of exemplary teachers. Examines stages of teacher development and professional support systems.

202 Outcomes of Schooling/Student Assessment (4). Focuses on establishment of learning goals and assessment tools that are valid for all students, inform educational decisions, and promote educational success. Provides critical examination of different forms of assessment used in K-12 schools, including developmental assessments and appropriate interventions.

203 The Nature of Research/Inquiry in Education (4). Introduces educational theory and research, their substantive and methodological rationales, and their importance to educational practice. Stresses the need to consider findings from research in making decisions about curricula, instruction, assessment, and larger structural policy.

204 Reflective Practice in Teaching (4). Prepares students to develop the discipline of reflective practice by which they analyze, understand, and improve their teaching through reflection on their experience as teachers.

205 Teaching Portfolios and Assessment (4). Provides a structure for the development of the professional portfolio which is required, presented in electronic and hardcopy format, and evaluated as the Comprehensive Examination to the M.A.T. degree program. Professional portfolios are expected to follow standards for National Board Certification.

232 Graduate Seminar in Mathematical Cognition and Learning (4). Selected topics in the foundations of mathematical cognition. Draws upon results in the development of mathematical cognition from various disciplines such as history, psychology, phenomenology, neuroscience, and linguistics, and focuses on implications of these developments for mathematics education.

240 Instructional Design and Education Technology (4). Design of high-quality instructional units consistent with current theory and research in cognitive psychology and constructivist-compatible instructional practice and infused with appropriate uses of computer and video technologies. Students design a complete instructional unit using these principles. Prerequisite: Education 285B.

242 Planning and Educational Technology Programs (4). Students design an educational technology improvement program for a school, a teaching department, or a district unit. The plan applies principles learned in prior course work, as well as specific planning strategies (e.g., organization development). Also includes implementation and evaluation plans.

250 History of School Innovations and Current School Reform Movements (4). Offers an analysis of major school reform movements, both on-going and those from the past century. Study of the underlying dynamics affecting the interrelationship between schools and society and the implications of these relationships. Limited to doctoral and/or Professional Administrative Services Credential students.

251 Issues in Educational Policy and Reform (4). An in-depth study of topics relevant to educational reform and policy-making. Topics include: the policy-making process, the role of values and interest groups, policy analysis, equality of educational opportunity, systemic reform, implementation, and politics at the school site. Open to doctoral students only.

259A First-Year Seminar (2 to 4). Graduate seminar for entering Ed.D. students. Employment of skills such as conducting literature reviews, types and styles of writing, use of the Internet. Also examines different issues related to educational research and methodologies. Open to doctoral students only.

259B-C Third-Year Seminar (2-2). Graduate seminar for third-year Ed.D. students; focus on designing and defending dissertation proposals. Includes faculty colloquia on various topics related to advanced research design and data analysis, educational theory, practice, and policy. Open to doctoral students only.

260 Functional, Interpretive, and Critical Analyses of Schooling (4). Understanding the processes of schooling from functional, interpretative, and critical perspectives. Study of paradigms in educational administration research and practice. Review of conceptual orientation to the study of educational administration. History of the knowledge base of educational administration. Open to doctoral students only.

269 Technology for Administrators (2). Contemporary issues and implications for educational administrators in the use of information and multimedia technologies in teaching and learning, communications, and management. Legal, ethical, and ergonomic consideration in the planning, funding, professional development needs, and evaluation related to the use of educational technology. Open to doctoral students only.

270 New Information and Communication Technologies for Administrators (2 to 4) S. Provides practical and intellectual expertise about instructional software, video and multimedia technologies, computer literacy education, electronic communication networks, and technology for school and district administration. Limited to doctoral and/or Preliminary Administrative Services Credential students.

271 Organizational Theory, Planning, and Application (4) F. Basic theories, attributes, and functions of human organizations. Understanding and managing the dynamics of group behavior and human relations. Structuring and leading groups in a variety of organizational settings. Application of organizational theories to central issues in K-12 education. Limited to doctoral and/or Professional Administrative Services Credential students.

272 Philosophy and Ethics of Educational Leadership (4). Philosophy, ethics, and moral values of educational leadership for school administrators. Theory and philosophy of educational change. Research about ethical and moral leadership in schools. Limited to doctoral and/or Professional Administrative Services Credential students.

273A Student Assessment (2 to 4). Purposes for conducting educational assessment. Overview of new assessments, including complex constructed responses, portfolios, other "authentic" measurements. How assessment can help to monitor and strengthen educational programs and inform educational policy. Limited to doctoral and/or Professional Administrative Services Credential students.

274 Studies of Professional and Staff Development (4). Research and theory of effective strategies for professional and staff development. Topics include: adult learning as related to professional growth of teachers, staff development as vehicle for systemic reform, reforms to enhance teacher professionalization and empowerment. Limited to doctoral and/or Professional Administrative Services Credential students.

275A School Law and Political Relations (2 to 4) W. Legal framework of schools and public education. Political jurisdictions affecting educational policy. Influence of legal aspects to educational control. Political and sociological forces directly and indirectly affecting school practices. Theory of individual and group dynamics in achieving compromise, consensus, and coalitions to achieve educational goals. Limited to doctoral and/or Preliminary Administrative Services Credential students.

276A Fiscal Management at the Site and District Level (2) F. Organizations and management of financial and business operations. Funding sources and problems affecting financing at State and local levels. Business office operations, utilizations of personnel, budget preparation, financial management strategies and control, analysis of financial effects of contractual obligations. Identification of appropriate computer technology. Limited to doctoral and/or Preliminary Administrative Services Credential students.

276B Studies of School Finance and Political Economy (2 to 4). Fundamental fiscal concepts applied to schooling. Topics include equity and inequalities in resource allocation, public school revenue sources and expenditure patterns, the politics of school finance, public versus private-sector supply of schooling, and the supply and demand for teachers. Doctoral students only.

277A Management of Human and Material Resources (2). Concepts, theories, and application for the development and management of human resources. Effective staff utilization patterns in consideration of personnel competencies, organizational constraints, and available resources. Emerging considerations in developing and implementing effective personnel policies. Short- and long-term planning for filling personnel needs. Limited to doctoral and/or Preliminary Administrative Services Credential students.

277B School Restructuring and Resource Allocation (2 to 4). Concepts and research on school change at the site level. Topics include: structure and use of physical environment, organization of school day and use of time, use of teachers and other staff, changes in governance and school-community relations. Doctoral students only.

278A Cultural and Socioeconomic Diversity (2). Contemporary issues of cultural and socioeconomic diversity in public education. Ethnic, racial, and religious composition of the State and local community. Concepts of cultural values and language diversity. Programs and procedures for meeting instructional needs of limited English proficient pupils. Principles and procedures for involving the family in school activities. Limited to doctoral and/or Preliminary Administrative Services Credential students.

278B Studies of Diversity and Inequality in Education (2 to 4). Study of relationships between individual diversity, social inequality, and education. How differences in socioeconomic status, race, culture, and gender translate in the educational process and affect educational outcomes. Addresses issues such as educational access, social mobility, and social reproduction. Limited to doctoral and/or Professional Administrative Services Credential students.

279 Research Applied to Administrative Practice (4). Examination of research strategies pertinent to administrative decision-making in education. Includes attention to quantitative and qualitative research methods, experimental design, sampling techniques, questionnaire and interview construction, observation methods, data analysis and interpretation. Special attention to nonexperimental and quasi-experimental research designs. Doctoral students only.

280 Special Topics in Education (2 to 8). Provides practitioners at the advanced degree level with insight and leadership skills for working with increasingly diverse school populations. Content varies with interest of the students and instructors. May focus on specific populations or broader content area such as education reform in California. Doctoral students only. May be taken for credit three times as topics vary.

281 Evaluation of Educational Programs (4). Alternative approaches to formative and summative evaluation of educational programs. Standards for effective evaluations. Epistemological, political, and practical issues in designing and conducting evaluations. Students critique specific studies relevant to educational administration and policy-making and design an evaluation. Corequisite: Education 279. Doctoral students only.

282 Graduate Seminar in the History of the Philosophy of Education (4). Draws upon results in the historical development of the philosophy of education from Plato, Quintillian, Augustine, Locke, Rousseau, to more contemporary thinkers such as Dewey, Freire, Egan, and Rorty.

285A-B Applications to Education of Social and Psychological Theories and Research Methods (4-4). Sociological and psychological theories and research applicable to issues facing school administrators. Theories of learning and of individual, social, and organizational behavior. Research about social context of schools, human development, cognition, motivation. Studies of student behavior, classroom practices, school organization. Doctoral students only.

287 Data Analysis in Education Research and Evaluation (4). Instruction and practice in statistical aspects of survey-based evaluations and quantitative research in education. Includes sampling, coding open-ended information, data management, scale construction, statistical analysis, and presentation of findings. Students analyze two data sets--a district-based evaluation and a national survey--using SPSS. Prerequisites: Education 279 and 281. Doctoral students only.

290A-B-C Seminar in Field Research in Education (1-1-1). Addresses conceptual frameworks and literature relevant to effective school leadership and management. Focus on identifying, carrying out, analyzing and interpreting field research in education toward the purpose of improving school practice. Prerequisite: concurrent enrollment in 291A-B-C. Doctoral students only.

291A-B-C Directed Field Research in Educational Administration (1 to 3). Research in settings such as school sites, districts, county departments of education, and other K-12 educational agencies. Integration of educational administration knowledge with a range of analytic tools in designing and conducting a significant field research project. Corequisite: concurrent enrollment in Education 290A-B-C. Doctoral students only.

298 Individual Study (2 to 8). Individual research on topics related to educational leadership and practice. Taken in addition to regular Ed.D. course of study. Does not fulfill degree requirements. May be repeated for credit for a total of 24 units.

299 Dissertation Research (4 to 8) F, W, S. Specifically designed for students researching and writing their dissertations. Doctoral students only. Satisfactory/Unsatisfactory only. May be repeated for credit.

300A-B-C-D-E Student Teaching in the Elementary School (4-4-4-4-4) W, S. Student teaching experiences including orientation, seminars, and preparation for and assumption of classroom instructional responsibilities in accordance with State credentialing requirements and in conjunction with second semester of public school calendar. Education 300A-B is for 10 weeks, four days a week; Education 300C-D-E is for 10 weeks, five days a week until the end of the public school year. Limited to students accepted into the Teacher Credential Program.

300F Elementary Student Teaching: Special Assignment (4). Student teaching assignment by special arrangement with program coordinator and the director.

301A Instructional Technology: Resources for the Multiple Subject Classroom (2). Issues and techniques in uses of computer-based and media technologies in the multiple subject classroom: social implications and professional responsibilities, productivity tools to enhance student thinking skills, and strategies for instruction and management. Corequisite: Education 301LA. Limited to students accepted into the Teacher Credential Program. Course meets State requirements for Professional Clear Teaching Credentials.

301LA Multiple Subject Technology Resources Laboratory (1). Instruction and practice in operations, terminology, and capabilities of computer, audio, video, and instructional television hardware, software, and system components and other media for multiple subject classroom applications. Corequisite: Education 301A. Limited to students accepted into the Teacher Credential Program. Course meets State requirements for Professional Clear Teaching Credentials.

301B Instructional Technology: Applications in the Multiple Subject Classroom (1). Advanced methods and teaching strategies, focusing on the integration of computer-based applications in multiple subject classroom. Corequisite: Education 301LB. Prerequisites: Education 301A and 301LA.

301LB Multiple Subject Technology Applications Laboratory (1). Advanced instruction and practice in methods and teaching strategies for the integration of computer-based applications in the multiple subject classroom. Corequisite: Education 301B. Prerequisites: Education 301A and 301LA.

301C Instruction in Computer-Based Technology and Classroom Usage (5). Classroom uses of computer-based technologies. Includes study of hardware and software systems and components. Emphasizes computer-based technologies as tools to enhance student thinking skills, for instruction in subject areas at proper grade levels, and in management programs.

302A Instructional Technology: Resources for the Single Subject Classroom (2). Issues and techniques in uses of computer-based and media technologies in the single subject classroom: social implications and professional responsibilities, productivity tools to enhance student thinking skills, and strategies for instruction and management. Corequisite: Education 302LA. Limited to students accepted into the Teacher Education Credential Program. Course meets State requirements for Professional Clear Teaching Credentials.

302LA Single Subject Technology Resources Laboratory (1). Instruction and practice in operations, terminology, and capabilities of computer, audio, video, and instructional television hardware, software, and system components and other media for single subject classroom applications. Corequisite: Education 302A. Limited to students accepted into the Teacher Credential Program. Course meets State requirements for Professional Clear Teaching Credentials.

302B Instructional Technology: Applications in the Single Subject Classroom (1). Advanced methods and teaching strategies, focusing on the integration of computer-based applications in single subject classroom. Corequisite: Education 302LB. Prerequisites: Education 302A and 302LA.

302LB Single Subject Technology Applications Laboratory (1). Advanced instruction and practice in methods and teaching strategies for the integration of computer-based applications in the single subject classroom. Corequisite: Education 302B. Prerequisites: Education 302A and 302LA.

310A-B-C-D-E-F-G-H-I Intern Teaching in the Elementary School: Multiple Subject Instruction (4-4-4-4-4-4-4-4-4) F, W, S. Must be admitted to the UCI Department of Education and offered an intern teacher contract from a cooperating school district. Limited to students accepted into the Teacher Credential Program.

320A-B-C-D-E Student Teaching in Intermediate/Secondary School (4-4-4-4-4) W, S. Student teaching experience to include orientation, seminars, and preparation for and assumption of secondary school classroom instructional responsibilities in accordance with State credentialing requirements and in conjunction with the public school calendar. Education 320A-E is five days a week for a full second semester of the public school year. Limited to students accepted into the Teacher Credential Program.

320F Secondary Student Teaching: Special Assignment (4). Student teaching experience by special arrangement with the program coordinator and the director.

330A-B-C-D-E-F-G-H-I Intern Teaching in the Secondary School: Single Subject Instruction (4-4-4-4-4-4-4-4-4) F, W, S. Must be admitted to the UCI Department of Education and offered an intern teacher contract from a cooperating school district. Limited to students accepted into the Teacher Credential Program.

354 Governance, Organization, and Administration of Public Schools (4). Political, social, and economic forces affecting public school systems. Concepts of authority, power, and influence. Federal, State, and County mandates and policies, funding requirements, court decisions and other influences including school boards, administrators, unions, professional organizations, and pressure groups. Open to Preliminary Administrative Services Credential students only.

355 School Management in a Community Setting (4). School management, problem solving, decision making. Role of staff, community (including minorities) in assessing needs, establishing/implementing action plans. Management of support systems, internal/external communications, application of information technology. Conflict resolution, stress management, school site councils, community relations, parent involvement. Open to Preliminary Administrative Services Credential students only.

360C-D-E Supervised Teaching in Bilingual Education, Elementary (4-4-4) F, W, S. Student teaching experiences in bilingual public school classrooms to include orientation, regular seminars, and preparation for bilingual classroom instructional responsibilities in accordance with State credentialing requirements and in conjunction with the public school calendar. Prerequisites: Education 165, 166, and 167; open only to teacher credential students. Formerly Education 370A-B-C.

370C-D-E Supervised Teaching in Bilingual Education, Secondary (4-4-4) F, W, S. Student teaching experiences in bilingual public school classrooms to include orientation, regular seminars, and preparation for bilingual classroom instructional responsibilities in accordance with State credentialing requirements and in conjunction with the public school calendar. Prerequisites: Education 165, 166, and 167; open only to teacher credential students. Formerly Education 370D-E-F.

380 Health Education for Teachers (4). Includes an introduction to the health status of the elementary and secondary child, school health services, special health concerns, CPR training, and health resources. Course meets State requirement for Professional Clear Teaching Credentials.

390 Curriculum Design and Management in Public Schools (4). Historical and contemporary principles of curriculum development. Basis for curriculum decisions: theories and techniques of curriculum planning. Development of educational programs: multicultural and socioeconomic considerations, evaluation, and staff development. Principles of curricular alignment including delivery, materials, and assessment. Open to Preliminary Administrative Services Credential students only.

391 Educational Leadership (4). Theories of leadership, organizational behavior, judgment, and decision making. Comparison of management and leadership perspectives. Role of the leader in various contexts. Analysis of approaches to issues such as decentralization, the change process, and student rights. Open to Preliminary Administrative Services Credential students only.

397A-B Supervised and Administrative Field Work (4-4). A field experience in administration or supervision in the public school. The school district, student, and UCI jointly plan the work experience, its supervision, and accompanying academic work. Open to Preliminary Administrative Credential students only.

397D-E-F Professional Field Experience (4-4-4) Theory and practice in a school setting under the supervision of a practicing school administrator. Opportunity to apply and refine knowledge and skills in areas of primary interest or need in the educational domains specified for this credential. Open to Professional Administrative Credential students only.

398 Special Topics (3). Meets the induction and program planning requirements for students enrolled in the Professional Administrative Services Credential. Also serves as the final course in the program, wherein the candidate, the University instructor, and a representative of the involved school district assess and evaluate candidate competency. Open to Professional Administrative Services Credential students only. May be taken for credit twice.

399 University Teaching (1 to 4) F, W, S, Summer. Limited to teaching assistants. Satisfactory/Unsatisfactory grading only. May be repeated for credit.