Courses in Education

(Schedule of Classes designation: Educ)

UNDERGRADUATE

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.

55 Knowing and Learning in Mathematics and Science (5) F. Multidisciplinary study of knowing and learning in secondary school mathematics and science. Topics include standards for knowing, scientific epistemologies, mental representations, problem solving, expert-novice studies, assessment, and domain-specific thinking, learning, and teaching. Applied analysis of learning through clinical interviews. Prerequisite: Physical Sciences 5 or Biological Sciences 14. (III)

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. Pass/Not Pass only. May be taken for credit three times. Same as Engineering ENGR197A.

104D Preparation for Teaching Fine Arts in K–12 Schools (4) W. Arts education, theory, curriculum and methods for university students specializing in studio art, digital arts, dance, music, and/or drama. Includes lesson planning and teaching strategies based on California and national frameworks and content standards, and fieldwork in K–12 settings.

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)

106 Introduction to Early Childhood Education (4) F. Designed to provide an introductory survey of the nature, needs, and education of young children. Explores questions such as "What should we teach young children?" and "How should we teach?"

107 Child Development in Education (4) W. Explores the pathways of normally developing children's growth and change over time. In particular, focuses on how cognitive and social development impact and are driven by educational contexts.

108 Adolescent Development and Education (4) W. Explores the physical, cognitive, emotional, and social development of adolescents, with an emphasis on the practical implications of developmental theory and research findings for teachers and other professionals who work with adolescents in middle or high school contexts.

109 Reading and Writing in Secondary Mathematics and Science Classrooms (4) W. Emphasis is placed on understanding the literacy processes (listening, speaking, viewing, thinking, reading, and writing) as they relate to middle and high school mathematics and science. Students integrate literacy-related strategies with curriculum-based goals supported in the California State Frameworks. Corequisite: Education 158.

121 Child Care Research and Policy (4) W. Examines historical changes in child care over the past 50 years, research on how child care experiences relate to child development while children are in child care and after they enter primary school, and the government policies regarding child care. Prerequisite: junior or senior standing.

122A-B-C Foundations of Elementary School Mathematics I, II, III (4-4-4) F, W, S. Provides understanding of fundamental mathematics necessary to teach for conceptual understanding and higher-level reasoning and problem solving. Conceptual understanding of place value, fractions, proportionality, geometry, algebra, functions, probability, statistics, and measurement. Instructional applications of these concepts in grades K-8 teaching.

124 Multicultural Education in K–12 Schools (4) F, W, S, Summer. Provides a theoretical and empirical overview of educational issues affecting low-income immigrant and U.S.-born minority student populations in an increasingly diverse and changing society. Same as Chicano/Latino Studies 183. (VII)

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.

128 Exceptional Learners (4) S. An introductory survey of the nature, needs, and education of K–12 children with exceptionalities. Covers the categories and characteristics of exceptionalities, relevant state and federal legislation, and the role of general education teachers in special education.

131 Educational Technology (4) W. Presents an overview of the types and uses of educational technology to support and enhance the K–12 learning experience. Familiarizes students with lesson planning, instructional design, learning theory, and integrating technology into the curriculum.

132 Reading and Writing Enrichment for After-School Programs (4) S. Examines literacy development and the implementation of research-based practices to enrich learners' reading and writing skills in after-school programs. A minimum of 20 hours of after-school program fieldwork is required in order to design and implement literacy enrichment activities.

134 Teaching English Internationally (4) W. Covers methods of teaching English as a foreign language, basic language knowledge for English teachers, the social context of English language teaching around the world, and essential information about securing international employment as an English teacher.

136 Teaching and Learning Secondary Science (4) W, S. Explores the field of teaching science, as students are guided through blending theories and classroom methodologies, such as constructivism, experimental inquiry, and interdisciplinary science, while developing skills in presentation, conducting hands-on activities, and offering exciting demonstrations that build curiosity.

137 Art in the Elementary School (4) F, W. Theory and practice in art education for the elementary school classroom. Includes content and pedagogy for future teachers and others interested in the relationship between child development and the production of visual art.

138 Children's Literature in the Elementary Classroom (4) S. Explores the wealth of children's literature that can be integrated into the elementary classroom. Surveys traditional literature, fiction, nonfiction, and poetry that make curriculum accessible to all students. Focuses on literary elements for both reading and creating text.

139 Technology and Literacy (4) S. Examines relationships of new digital media to literacy in home and school environments. Topics include blogs, wikis, fan fiction, social network sites, online research, video games, instant messaging, e-mail, digital imagery, and multimedia production in connection with learning and literacy.

141A-B-C Jumpstart: Early Language, Literacy, and Social Development (4-4-4) F, W, S. An experiential course integrated with lecture material in the field of child development and education. Students are expected to attend lectures, complete assignments, and commit a total of eight hours per week as mentors of disadvantaged preschool children. Prerequisite: consent of instructor. Same as Psychology 141J-K-L.

143A Classroom Interactions I (4) W. Focuses on research-based instructional strategies for enhancing the learning of secondary mathematics and science. Students learn about adolescent and second-language development to assist them in developing analyzing, teaching, and critiquing lessons for secondary classrooms. Prerequisites: Physical Sciences 105 or Biological Sciences 101; Education 55; satisfactory completion of the lower-division writing requirement.

143B Classroom Interactions II (4) S. Focuses on equity and multicultural education research, special education, and research-based instructional and assessment strategies to assist students in designing, teaching, and assessing lessons that meet the needs of all secondary mathematics and science students. Prerequisites: Physical Sciences 105 or Biological Sciences 101; Education 55 and 143A; satisfactory completion of the lower-division writing requirement. (VII)

145 Theories and Pedagogies of Race in Education (4) W. Introduces theoretical frameworks to examine the role of race in American education. Emphasis is placed on introducing students to different race and ethnicity paradigms.

148 Complex Pedagogical Design (6) F. In this Cal Teach capstone course, students design lesson plans and complex instructional units, using approaches such as mathematics and science integration, problem-based instruction, project-based learning, technology, representations, scientific and mathematical analysis/modeling, authentic assessment, contextualization, and designing equitable learning environments. Prerequisites: Physical Sciences 105 or Biological Sciences 101; Education 55, 143A, and 143B.

149 Family, School, and Community in Early Childhood (4) W. Focuses on the many socializing aspects of young children's social worlds. Through the use of ecological perspectives, explores the role of families, schools, and communities on children's social development, especially in early childhood.

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 analyze effective/ineffective school practices.

151 Language and Literacy (4) S. Addresses the linguistic principles and processes that underlie oral and written language proficiency. Emphasis is on how to use phonology, morphology, orthography, semantics, syntax, and pragmatics to support literacy and oral language development for K–12 students. Same as Psychology and Social Behavior 192V.

152F Teaching Mathematics with Technology (4) S. Students learn to use current technologies to facilitate student learning of K–12 mathematics, and gain experience in using technology to design and teach mathematics lessons.

153A Urban Youth and the Development of Literacy through the Arts I (4). Brings together research and practice on innovative instructional strategies for developing urban-student literacy through visual, communicative, and performing arts. UCI students are involved in an intervention at a local school.

153B Urban Youth and the Development of Literacy through the Arts II (4). Building on knowledge gained in Education 153A, focuses on practices for developing urban-student literacy. Students are required to complete 40 hours of fieldwork, participating in an actual intervention at a local school. Prerequisite: Education 153A.

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)

157 Research Methods in Education (4) S. Covers a variety of research methods, both qualitative and quantitative, in educational contexts. Students have the opportunity to plan, execute, and write up a small research project.

158 Student Teaching Mathematics and Science in Middle/High School (6) W, S. Student teaching includes orientation, seminars, preparation, and assumption of secondary school classroom instructional responsibilities in accordance with State credentialing requirements and in conjunction with the public school calendar. Five days/week and a minimum four hours/day over two quarters. Prerequisites: Physical Sciences 105 or Biological Sciences 101; Education 55, 143A, 143B, and 148.

160 Foundations of Out-of-School Learning (4) F, W. Provides an overview of child and adolescent learning through participation in out-of-school activities and settings. Recognizes the importance of matching out-of-school experiences with the interests, needs, and development level of the students served. Observation-based fieldwork included. May be taken a second time if student is a candidate for the department-sponsored Certificate in After-School Education and took course prior to fall 2008.

160L After-School Programs Fieldwork (1 to 2) F, W, S. Supervised fieldwork at an after-school program. Fieldwork is under the direction of an Education faculty member and an after-school program supervisor. Prerequisite: consent of instructor. Pass/Not Pass only. May be repeated for credit for a total of 4 units.

161 Discovering Science in Out-of-School Hours (4) W. Examines the design principles and teaching techniques that science museums and other out-of-school science programs use to motivate children and youth to learn science through discovery. Includes field experience at a science learning center or after-school program.

170A Issues and Controversies in Secondary History-Social Studies (4) W. Examines passionate debates about what adolescents should learn in history and social studies classes. Competing priorities between history and current social issues; "heritage" education or critical history; social studies vs. social science; wars over curriculum standards; teaching about moral issues.

170B Teaching and Learning Secondary History-Social Studies (4) S. How adolescents understand history and social issues. Pioneering research on their reasoning about history, politics, and related areas. Examination of typical practices in history and social studies teaching. Improving students' learning through historiographic investigation and information technology resources.

172A Issues and Controversies in Secondary Mathematics (4) W. Examines different perspectives on what mathematical competencies should be emphasized in secondary schools, and how they should be taught. Particular attention to problem solving, algebra and geometry, and issues of equity. Introduction to research on mathematical cognition and teacher beliefs.

172B Teaching and Learning Secondary Mathematics (4) S. How children and adolescents learn to understand mathematics. Research on mathematical cognition, particularly on mathematical problem solving and the learning of algebra, geometry, and calculus. Examination of several innovative instructional programs derived from research on mathematics learning.

173 Cognition and Learning in Educational Settings (4) F, W, S, Summer. Foundational concepts in cognition and development as applied to student learning. Primary topics include historical behaviorism, basic cognitive structure and processes, complex cognition, cognitive development, and motivation. Same as Psychology and Social Behavior 192T. NOTE: Education 173 is a prerequisite for Education 203.

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. Same as Psychology and Social Behavior 192U.

177 Geography and Social Issues in K–12 Education (4) S. Examines how K–12 students come to understand the influence of geography on climate, culture, and the environment in which we live. Computer-based resources such as geographic information systems are used to model complex temporal and spatial relationships.

178 Poetry in the K–12 Classroom (2 to 4). Students experience school-day fieldwork in UCI-instructed poetry workshops in bilingual K–12 classrooms. Supporting lectures provide content, pedagogical framework, and practice for fieldwork lessons. Course work includes commenting on student work, composing and presenting field notes, lesson plans, and case studies. May be taken for credit three times.

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. Prerequisites: satisfactory completion of the lower-division writing requirement and upper-division standing. Same as Writing 179.

180 Interdisciplinary Topics in Education (4). Analysis of issues in education from interdisciplinary perspectives. Topics covered vary with interests of instructor. May be repeated for credit as topics vary.

181A Principles and Practices of Coaching Sports I (4). Focuses on foundational theories and instructional practices in coaching sports from fourth grade to the collegiate level. Prepares students for the coach's mandatory state certification examination for high school sports in California.

181B Principles and Practices of Coaching Sports II: Field Practicum (4). Building on knowledge gained in Education 181A, focuses on practical experiences of coaching sports. UCI students chose their preferred sport and perform coaching or assistant coaching duties, via a 40-hour volunteer placement in a public school. Prerequisite: Education 181A.

182 Latina/Latino Access and Persistence in Higher Education (4). Introduction to how social, political, and economic forces impact on Latina/Latino racial/ethnic minorities with regard to their access and persistence in the U.S. higher education system. Investigates historical perspectives and theoretical underpinnings of college access and retention research. Same as Chicano/Latino Studies 182. (VII)

183 College Advising for High School Students (4) S. Provides a brief introduction to college-access issues and in-depth understanding in the field of college advising. Students learn how to help high school students develop higher education plans and guide them through the college application process. Same as Chicano/Latino Studies 184.

185 Social Development in Education (4). Examination of contextual, psychosocial, and biological factors contributing to the social development of children and adolescents. Theoretical perspectives, empirical findings, and methodological issues are emphasized. Implications of the scientific evidence for practical and policy decision-making surrounding development are discussed.

190 Principles and Practices of K–6 After School Sports and Fitness (4). Focuses on foundational theories and instructional practices in after-school sports and fitness for K–6 students. Includes a 20-hour field experience in an after-school setting.

191 Advanced Fieldwork in After-School Education (4) F, W, S. Capstone fieldwork experience for students seeking to earn the Department of Education-sponsored Certificate in After-School Education. Students are required to complete 50 or more hours of fieldwork and related assignments at an instructor-approved after-school program. Prerequisite: Education 160.

193 Directed Studies in Early Childhood Education (2 to 4) F, W, S. Advanced study of early childhood education under the direction of a faculty member, coupled with a community-based practicum. May be repeated for credit.

198 Directed Research in Education (2 to 8) F, W, S, Summer. Individually or in small groups, students are exposed to or participate in work related to a faculty member's research. Students also attend a weekly seminar and complete a research paper or comparable project. Prerequisite: sophomore, junior, or senior standing. May be taken for a total of 12 units, 8 of which maybe used to satisfy requirements for a minor in Educational Studies.

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.

GRADUATE COURSES

201 Teachers' Lives and the Policy Environment of Teaching (4). Examines research and public perceptions about school-based educational processes, the influence of institutional structures and educational policy on the lives of teachers, and the challenges of school reform at the local and classroom level. Limited to M.A.T. students only.

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. Limited to M.A.T. students only.

203 Advanced Concepts in Learning and Cognition (4). Theories of cognition and their application to thinking and learning in school settings. Topics include memory, information processing, knowledge representation, problem solving, meta-cognition, and intelligence. Prerequisite: Education 173 or equivalent undergraduate course in learning theory or educational psychology. Limited to M.A.T. students only.

205 Critical Assessment of Teaching Practice and Learning (4). Student articulates a problem in instructional practice and uses research on cognition, assessment, and other tools to understand the problem. Capstone course emphasizes practices of teacher inquiry, reflection, and professional collaboration. Student's written analyses are evaluated as the program's Comprehensive Examination. Limited to M.A.T. students only.

206 Design of Learning Environments for Teachers in Secondary School Subjects (4). Research on comprehension, conceptual understanding, reasoning, critical thinking, and problem solving with applications to pedagogy in secondary school subjects. Required for M.A.T. single subject students, unless substitution of Education 207 is authorized.

207 Cognition and Pedagogy in Quantitative Literacy (4). Reviews research on cognition in elementary mathematics, including numeracy, fractions, probability, proportionality, measurement, geometry, algebra. Emphasizes instructional approaches consistent with this research knowledge. Required for M.A.T. multiple subjects students, unless substitution of Education 206 is authorized by the Department.

210 Language, Literacy, and Discourse (4). Introduces students to the interdisciplinary study of language, literacy, and discourse across historical and educational contexts. Addresses theories of how people learn, interact, and make meaning through a variety of semiotic resources, including oral communication, print, and digital media. Prerequisite: graduate standing or consent of instructor.

211 Writing Theory and Practice (4). Offers an overview of histories, theories, and research in the field of composition studies from 1950 to the present. Addresses the influences of theory and research on teaching practice at K–12 and college levels. Prerequisite: graduate standing or consent of instructor.

212 Literacy and Technology (4). Examines theoretical, historical, and contemporary relationships of technology and literacy. Topics include online communication, multimodality, video games, the use of technology for literacy instruction in schools, and research approaches for investigating literacy development with technology. Prerequisite: graduate standing or consent of instructor.

216 Language Learning with Digital Media (4). Examines the use of new technologies in second and foreign language teaching. Considers historical and theoretical perspectives, current research, and future directions. Topics include online interaction, computer-assisted testing, corpora and concordancing, second language reading and writing, and affect and identity. Prerequisite: graduate standing or consent of instructor.

220 Developing Adolescent Literacy (4). Examines how adolescents leverage vocabulary knowledge, word-reading skills, background understanding, and knowledge of content-specific text features to master an increasing range of texts both independently and for subject-area learning. Prerequisite: graduate standing or consent of instructor.

222 Research Epistemologies and Methodologies (4). Introduction to epistemological underpinnings of educational research and to a range of research methodologies in education. Includes examination of quantitative and qualitative studies through reading and analyzing contemporary research. Critique of selected research studies pertinent to educational practice and policy. Doctoral students only.

225 Learning, Development, and Culture (4). Explores issues of learning and development through a cultural lens. The interplay between culture and learning and culture and development is analyzed through the discussion of relevant readings from both psychological and anthropological research traditions. Prerequisite: graduate standing or consent of instructor.

229 Theories of Human Development (4). Examines developmental theory as a guide for research and practice in education. The evolution of classical development theories and the emergence of new theoretical models are considered. Theoretical perspectives include ecological systems, life course, psychobiology, attachment, and social-cognitive theories. Prerequisite: graduate standing or consent of instructor.

235 Psychology of Reading Acquisition (4). Surveys theory and empirical evidence concerning acquisition, cognitive processes, and consequences of skilled reading. Explores psychological models of skilled reading, how children acquire reading and writing skills in their home and second languages, cognitive consequences of acquiring literacy skills. Prerequisite: graduate standing or consent of instructor.

236 Applied Linguistics and Literacy (4). Examines research in applied linguistics as related to teaching literacy in K–12 instruction. Provides overview of language knowledge required to understand development and instruction of literacy. Topics include English structures and analysis and instructional approaches that promote literacy development. Prerequisite: graduate standing or consent of instructor.

237 Teacher Thinking and Learning (4). Recent research on teacher cognition, including what knowledge teachers bring to their work and how it is used in practice. Examines the nature and development of teachers' knowledge and the relationship between knowledge and practice. Prerequisite: graduate standing or consent of instructor.

238 Special Topics in Learning, Cognition, and Development (4). An advanced seminar designed to engage students in highly interactive examination of current issues in learning, cognition, and development. Topics and content will vary by quarter, depending upon the research interests of the faculty and students. Prerequisite: graduate standing or consent of instructor. May be taken for credit for a total of 10 times.

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. Limited to M.A.T. students only.

241A Introduction to Educational, Social, and Behavioral Statistics (4). Introductory course for graduate students with a limited background in statistics. Standard topics are covered, through regression analysis, but emphasis is on understanding results rather than on the formal properties of models. Prerequisite: graduate standing or consent of instructor.

241B Introduction to Structural Equation Modeling for Educational, Social, and Behavioral Analysis (4). An introduction to structural equation modeling for students within limited prior course work in statistics. Standard topics are covered, but emphasis is on the appropriate use of techniques and understanding results rather than on the formal, underlying mathematics of the models. Prerequisites: Education 241A or equivalent; graduate standing or consent of instructor.

251 Educational Policy and Politics (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. Prerequisite: graduate standing or consent of instructor.

252 Social Organization of Schools and Classrooms (4). Examines research about the organizational practices of schools and teachers and how they affect student outcomes. Topics include class size, tracking, organizational practices influencing school climate, and teachers' approaches to instruction. Prerequisite: graduate standing or consent of instructor.

254 College Access and Persistence (4). Introduction to how social, political, and economic forces impact college access and persistence in the U.S. higher education system. Investigates historical perspectives and theoretical underpinnings of college access and retention research and the link between K–12 schooling and postsecondary stratification. Prerequisite: graduate standing or consent of instructor.

255 Immigration and the New Second Generation (4). Focuses on Asian, Latino, and Black children of immigrants. Investigates how today's second generation adapts, incorporates into the U.S. social structure, transforms the social and economic landscape. Explores assimilation, immigrant families/communities, language, racial/ethnic identities, gender, education, changing U.S. racial structure. Prerequisite: graduate standing or consent of instructor.

256 Critical Case Studies in Education (4). Examines single and multiple case studies as a method for investigating educational theory, practice, and policy. Explores types of questions that can be answered with case study research and designs, data analysis techniques, format, and style of writing case studies. Prerequisite: graduate standing or consent of instructor.

257 Social Capital and Student Achievement (4). Examines strategies that have proven successful in encouraging both high student achievement and a supportive school culture. Extended case studies are used to probe how interpersonal interactions at the school site can work to stimulate or discourage academic commitment. Prerequisite: graduate standing or consent of instructor.

258 Special Topics in Educational Policy and Social Context (4). An advanced seminar designed to engage students in highly interactive examination of current issues in educational policy and social context. Topics and content will vary by quarter, depending upon the research interests of the faculty and students. Prerequisite: graduate standing or consent of instructor. May be taken for credit for a total of 10 times.

261 Social and Cultural Foundations of Education (4). Provides a critical understanding of the social and cultural foundations of education through reproduction theory. Explores the unique ways in which culture and power intersect within schools and schooling systems to reproduce and resist educational inequality. Prerequisite: graduate standing or consent of instructor.

264 Economic Foundations of Education and Social Policy (4). Beginning/intermediate microeconomics course provides students with an introduction to how economists think about household decision-making, markets, benefit-cost analysis, social policy issues in general and education policy in particular. Prerequisite: graduate standing or consent of instructor.

265 Applied Regression Analysis for Education and Social Research (4). Provides students with a working knowledge of multiple regression and the statistical analysis of longitudinal data. Topics include a review of the OLS regression model, event-history methods, and various other techniques for analyzing longitudinal data. Prerequisites: Education 241B or 288B; graduate standing or consent of instructor.

266 Design of Learning Environments (4). Theory and practice of designing innovative learning environments. New models of classroom interaction and technology use for new cognitive and social roles. Design cognition, and social learning theories and research methods for the design and enactment of learning environments. Prerequisite: graduate standing or consent of instructor.

267 Classroom Research Methods (4). Uses students' research problems as the basis for exploring methods—teacher and student observation, interview, case studies, think alouds. Intended for doctoral students with a specific research question and very good grounding in the literature related to their question. Prerequisite: graduate standing or consent of instructor.

268 Out-of-School Learning and Youth Development (4). Examines theory, research, and policy concerning out-of-school time and youth development. Several out-of-school contexts are considered (e.g, unsupervised care, informal leisure activities, and organized activities). A range of developmental outcomes are considered (e.g., achievement, social-emotional competence, and physical health). Prerequisite: graduate standing.

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 students only.

278B Studies of Diversity and Inequality in Education (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. Prerequisite: graduate standing or consent of instructor.

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.

283A Qualitative Research Methods in Education I (4). Introduces students to qualitative research methodologies and methods and explores strengths and challenges of this research tradition. Topics include logistical and ethical issues, reliability, validity and generalizability, and the role of reflexivity. Students will also engage in fieldwork. Prerequisites: Education 222, except with consent of instructor; graduate standing or consent of instructor. Formerly Education 283.

283B Qualitative Research Methods in Education II (4). Provides methods for conducting and analyzing qualitative research in educational settings. Topics include data collection, coding, representing qualitative data, and using software for qualitative data analysis. Prerequisites: Education 283A; graduate standing or consent of instructor.

285 Theories of Learning and Cognition (4). Overview of theories applicable to learning in schools and extracurricular contexts. Cognitive, psychometric, behavioral, and neuroscience perspectives are applied to such topics as memory, knowledge structures, problem solving, motivation, self-referent beliefs, expertise, assessment, and cognitive abilities, including intelligence. Prerequisite: graduate standing or consent of instructor.

286 Discourse Analysis (4). Examines the methodological tradition of discourse analysis as it has been applied by researchers in language and literary education for both in and out-of-school settings. Prerequisite: graduate standing or consent of instructor.

287 Quantitative Data Analysis in Educational 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. Prerequisite: graduate standing or consent of instructor.

288A Educational, Social, and Behavioral Statistics (4). Designed for graduate students with previous course work in statistics, including experience with statistical software such as SPSS. The emphasis is on regression analysis and the general linear model. Students learn to analyze real data using Stata software. Prerequisites: course work in statistics and experience with statistical software such as SPSS; graduate standing or consent of instructor.

288B Structural Equation Modeling for Educational, Social, and Behavioral Analysis (4). Rigorous introduction to structural equation modeling for students with strong prior course work in statistics. Topics include path diagrams, SEM with observed variables, factor analysis, SEM with latent variables. Maximum likelihood estimating, goodness-of-fit measures, nested models, related topics. Prerequisites: Education 288A or equivalent; graduate standing or consent of instructor.

291 Hierarchical Linear Models for Education Research (4). Descriptive and inferential analysis methods for education projects with nested data. Focuses on linear models that account for nesting of children in classrooms or schools or of repeated measures over time on the same individuals.

294 Dissertation Planning and Design (4). Prepares the doctoral student to write an outstanding dissertation proposal. In workshop format, students complete a draft dissertation proposal that includes the Introduction, Conceptual Framework, Methodology, and References. Students also develop a timeline for conducting their dissertations. Satisfactory/Unsatisfactory only. Doctoral degree candidates only.

295A-B-C Directed Research (4-4-4). Three-quarter independent study sequence taken under the direction of a faculty member who guides the student's research in the student's chosen area. Includes development of research proposal, human subjects protocol, conference proposal, and final research paper of publishable quality. Prerequisite: graduate standing or consent of instructor.

298 Independent Study (2 to 8). Independent research on topics related to education. May be repeated for credit.

299 Dissertation Research (1 to 12). Specifically designed for students researching and writing their dissertations. Doctoral students only. Satisfactory/Unsatisfactory only. May be repeated for credit.

CREDENTIAL COURSES

301 Directed Elementary Field Experiences in Diverse Schools (2). Field work experiences and seminars to provide introduction to the California Teaching Performance Expectations, including guidelines for professional expectations, observation and participation in classrooms, instructional planning, classroom management, and formative experiences and preparation for the State-mandated Teaching Performance Assessment. Limited to students accepted into the Teacher Credential Program. Satisfactory/Unsatisfactory only.

302 Directed Secondary Field Experiences (2). Introduction to California Teaching Performance Expectations with guidance and support in meeting requirements for a California teaching credential; strategies for gradually increasing participation in schools and classrooms, including interaction with students, assumption of routines, grading papers, and teaching. Limited to students accepted into the Teacher Credential Program.

303 Learning to Learn from Teaching in Elementary Schools (3). Preparation for elementary school teaching that provides analytic tools for observing and reflecting on instruction, examining how student thinking is demonstrated, understanding components of and relationships between the teaching and learning process and planning effective instruction including innovative teaching practices. Limited to students accepted into the Teacher Credential Program.

304 Student Teaching in the Elementary Schools (4 to 12). Student teaching experiences including orientation, seminars that prepare candidates for assumption of classroom instructional responsibilities in accordance with State credentialing requirements. Four full days a week of student teaching in public school elementary classrooms in winter quarter and five full days in spring quarter. Limited to students accepted into the Teacher Credential Program. May be taken for credit twice.

305 Learning to Learn from Teaching in Secondary Schools (4). Analytic tools for (1) observing and reflecting on observed instruction; (2) examining student thinking and the relationship between teaching and learning; (3) understanding particular components of the teaching/learning process; and (4) planning effective instruction including innovative teaching practices. Limited to students accepted into the Teacher Credential Program.

306 Supervised Teaching in Bilingual Education, Elementary (4 to 12). 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. Limited to students accepted into the Teacher Credential Program. May be repeated for credit unlimited times.

307 Student Teaching in Intermediate/Secondary School (2 to 16). 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. Five full days a week in both winter and spring quarters. Limited to students accepted into the Teacher Credential Program. May be taken for credit of total of 20 units.

308 Performance Assessment for California Teachers, Multiple Subjects (1). Preparation and technical support for multiple subjects teacher candidates to complete State-required Teaching Performance Assessment for the California preliminary credential. Includes assistance in planning, teaching/videotaping, assessment and reflection, and document production. Limited to students accepted into the Teacher Credential Program. Satisfactory/Unsatisfactory only. May be taken for credit twice.

309 Supervised Teaching in Bilingual Education, Secondary (4 to 12). 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. Limited to students accepted into the Teacher Credential Program. May be repeated for credit unlimited times.

310 Performance Assessment for California Teachers (1). Preparation and technical support for teacher candidates to complete the required Teaching Performance Assessment for California credential licensure. Structured support for planning, videotaping, and document production occurs in meetings scheduled to coincide with the timeline for the project. Limited to students accepted into the Teacher Credential Program. May be taken for credit twice.

315 Learning to Learn from Teaching Practice (4). 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 in preparation for teaching responsibilities assumed in secondary schools. Limited to students accepted into the Teacher Credential Program.

317 Intern Teaching in the Secondary School: Single Subject Instruction (4 to 16). A paid intern practicum (usually one year) cosponsored by an employing school district and the UCI Department of Education. Limited to students accepted into the Teacher Credential Program. May be repeated for credit unlimited times.

319 Directed Field Experiences (4). Observation, participation, and teaching in diverse public school classrooms. Application of theory and pedagogy in field work classrooms. Limited to students accepted into the Teacher Credential Program.

320 Physical Education Methods for the Elementary Classroom Teacher (4). Methods of teaching physical education for the elementary classroom teacher. Through an interactive environment, students experience the California Physical Education content standards with appropriate pedagogy. Concepts address motor skills, physical fitness, and social responsibilities toward sports and physical activity. Satisfactory/Unsatisfactory only.

322A Curriculum and Methods for Elementary School Mathematics I (4). 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. Formerly Education 322.

322B Curriculum and Methods for Elementary School Mathematics II (4). Part two of a course addressing pedagogical methods for elementary mathematics. Lectures, discussions, and exploration of instructional strategies and materials will support preservice teacher development in the critical areas of planning, instruction, and assessment for conceptual understanding in mathematics. Limited to students accepted into the Teacher Credential Program.

323 Curriculum and Methods for Elementary School Science (4). 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. Same as Ecology and Evolutionary Biology 323.

324 Curriculum and Methods for Elementary School Language Arts Integrated with Social Studies (4). An integrated approach to language arts and social studies instruction at the K–6 level based on California State English/Language Arts and Social Studies Frameworks and Standards. Focus on teaching content through literature and writing and providing access for all learners. Limited to students accepted into the Teacher Credential Program.

325 Teaching the Visual and Performing Arts in Elementary School (2). Introduction to the issues and practices, including student diversity, academic literacy, and interdisciplinary content, involved in integrating the California visual and performing arts curriculum framework and academic content standards with developmentally appropriate teaching strategies for the elementary classroom. Limited to students accepted into the Teacher Credential Program or consent of instructor.

326 Curriculum and Methods for Elementary School Reading (4). 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. Limited to students accepted into the Teacher Credential Program.

329 Theories and Methods of English Language Development Applied to Elementary Students (4). Theories and methods of English language development and the instruction of English language learners, with a focus on elementary students. Includes language acquisition theory, language and content, assessment strategies, and preparation of curricula and instruction for grades K–6 English language learners. Limited to students accepted into the Teacher Credential or M.A.T. programs, or consent of instructor.

333 Health Principles and Practices for the Elementary Teacher (1) S. Methods for creating healthy environments for student learning in elementary schools. Introduction of California content standards and frameworks with appropriate pedagogy. Personal, family, school, community factors, and legal responsibilities of teachers. Academic, physical, emotional, and social well-being. Satisfactory/Unsatisfactory only.

334 Literacy and Technology in the Secondary Classroom (2). With a view of literacy expanded beyond typological print, students learn: (1) strategies for incorporating, (2) tools for evaluating and selecting, and (3) learning theories for understanding how information and communication technologies and online resources contribute to general and disciplinary literacy. Limited to students accepted into the Teacher Credential Program.

336 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.

337 Methods of Teaching Social Science in the 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.

338 Methods of Teaching English in the Secondary School (2 to 4) F, S. 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. May be taken for a total of 4 units.

339 Methods of Teaching Visual and Performing Arts in the Secondary Schools (4) F. Theory, curriculum, and strategies for teaching visual and performing arts in the secondary school. Emphasis on the planning, delivery, and assessment of lessons consistent with California State Framework and content standards. Limited to students accepted into the Teacher Credential or M.A.T. programs.

340 Methods of Teaching Mathematics in Secondary School (2 to 4). 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. May be taken for a total of 4 units.

341 Teaching Science in Secondary School (4). Prospective secondary science teachers learn how to teach science in grades 7–12. 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. Same as Ecology and Evolutionary Biology 341.

342 Applied Instructional Strategies in Secondary Schools (4). Application of pedagogy and research to practice teaching experiences in the secondary schools. A continuation of the methodology course series with an emphasis on the needs of students with culturally diverse backgrounds. Limited to students accepted into the Teacher Credential Program. May be taken for credit twice. Education 342 and 342A-B may not both be taken for credit.

342A-B Applied Instructional Strategies in Secondary Schools (2-2) Same description as Education 342. Conducted in a five-week format. Limited to students accepted into the Teacher Credential Program. May be taken for credit twice. Education 342A-B and 342 may not both be taken for credit.

344 Applied Instructional Strategies in Secondary School Sciences (4). Application of pedagogy and research to practice science teaching experiences in the secondary schools. A continuation of the Education 340 series with an emphasis on the needs of students with culturally diverse backgrounds. Limited to students accepted into the Teacher Credential Program. May be taken twice for credit. Same as Ecology and Evolutionary Biology 344.

345 Child Development and Educational Equity (4). Explores theories of child development applied to teaching and learning in elementary schools. Attention is given to the role of cultural norms in defining goals for child development and for educational practices and in creating equal learning opportunities for all children. Limited to students accepted into the Teacher Credential Program.

346 Reading and Writing in the Middle School and High School Classrooms (4). Emphasis is placed upon understanding the literacy processes (listening, speaking, viewing, 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.

347A, B Culture, Diversity, and Educational Equity (2, 2). Survey of the history of and social theories about the origins and consequences of U.S. racial, gender, and social inequality and the effects of poverty and racism on the educational opportunities and outcomes of minority groups in the United States. Limited to students accepted into the Teacher Credential Program.

348 Theory and Methods of Instruction of Special Populations in the General Classroom (2). Knowledge, skills, and strategies to teach special populations in the general education classroom. Categories of disability and exceptionality. Legislation pertaining to the education of special populations. Role of general education teacher in special education process. Differentiated instruction and inclusive environments. Limited to students accepted into the Teacher Credential Program.

349 Theories and Methods of English Language Development Applied to Secondary Students (4). Theories and methods of English language development and the instruction of English language learners, with a focus on secondary students. Includes language acquisition theory, language and content, assessment strategies, and preparation of curricula and instruction for grades 7–12 English language learners. Limited to students accepted into the Teacher Credential or M.A.T. programs, or consent of instructor.

350 Adolescent Development in Education (4). Secondary teachers must understand adolescent physical, cognitive, emotional, and social development, particularly how educators can promote healthy adjustment in their students. Focuses on why and how changes occur in each of these areas as children grow older. Limited to students accepted into the Teacher Credential Program.

352 Creating a Supportive and Healthy Environment for Student Learning in the Secondary Classroom (2). Creation of healthy environments for student learning in secondary classrooms. Personal, family, school, community, environmental factors. Academic, physical, emotional, social well-being of students. Legal responsibilities of teachers related to student health, safety. Communication with family and use of community resources. Limited to students accepted into the Teacher Credential Program.

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.