Education (EDUC)

Introduction to teaching methods.

This course provides students with an overview of neurological differences within the human experience. This course focuses on physical, cognitive, emotional, and social variations experienced both by adults and children. It also provides students with vocabulary and methods for identifying the characteristics of persons with exceptional needs, and interrogating ideas of normalcy within the field of education and psychology. Key outcomes include understanding the construction of categories and labels, understanding the intersection between funding, race, class, and socioeconomic status. This course also explores law protecting and supporting neurodivergent thinkers in schools and in the workplace. Letter grade only. Not challengeable.

This course provides new theoretical and political tools for addressing how pedagogy, knowledge, resistance, and power can be analyzed within and across a variety of cultural spheres, including but not limited to the schools. Students develop knowledge of critical theories and pedagogies, examining core texts that interrogate structures of power and privilege in the United States and globally. The course readings explore indigenous forms of education at the grassroots, the idea of education as a universal good, and frameworks which cast education as a human right. Students cultivate capacities for applying critical theories in the analysis of complex social problems, and construct lessons, units, or programs grounded in critical pedagogy. Key concepts include equity literacy, funds of knowledge, asset mindsets, and praxis. Letter grade only. Not challengeable.

This course examines how communication is used to understand and create gender within the spectrum of masculinity and femininity, and to examine the contexts of biological sex, society, media, education, culture, communication, and conflict. Not challengeable.

This course covers the historical and theoretical perspectives of developmentally appropriate practices, as they are applied to environmental design, curriculum and teaching strategies. The role of the early childhood educator is examined while exploring teacher-child relationships, professional ethics, career patheways, and professional standards

Overview of environments where children learn, including cultural environments, schools, boys and firls group homes, media settings, museums, and outdoor education programs. Experiential learning settings are explored through fieldtrips, site observations, and online learning. Minimum of 16 hours of fieldwork required.

This course will cover the laws, regulations, standards, policies, procedures, and best practices related to health, safety, and nutrition in early childhood settings. The key issues include prevention strategies, nutrition, and meal planning for various ages and planning educational experiences integrated into daily routines designed to teach children positive health, safety, and nutrition habits. Letter grade only. Not challengeable.

This course provides group study of a selected topic, specified in advance. Topics are specific to the field of education and focus on one. or several of the following: infant/child/adolescent development, curriculum and assessment, family/school/community relationships, social/emotional health, learning environments, etc. The course is designed to provide the student with in-depth investigation of a topic relevant to the needs of the educational community. May be taken for letter grade only. Not challengeable.

Introduces historical perspective of education, professional language, and the roles, responsibilities, expectations, and challenges of the educator in a multicultural society. May be taken for four semester hours or credit. May be taken for letter grade only. Not challengeable.

This course constitutes a survey of educational approaches to the topic of human sexuality, including: educational, emotional, physical, and psychological dimensions of human sexuality with an emphasis on relationships, consent, sexuality, and loving. The course also examines age appropriate pedagogies for teaching the emotional and psychological perspectives of human sexuality, especially in relation to social and cultural influences, including anatomy, behavior, intimacy, love, relationships, sexual development, diseases, and reproductive mechanisms, in light of California Education Code Sections 51930-51932. Educational Studies elective. Letter grade only. Not challengeable.

Students will develop writing skills and learn metacognitive strategies for crafting purposeful written communication for a professional context. Not challengeable.

This course is designed to examine the historical, philosophical, sociological, political, economic, and legal foundations of the American public education system. Students will explore the nature of school environments, the role of cultural diversity in education, and organization of school curricula, and characteristics of effective schools and instruction in grades K-12. Students analyze educational philosophies and develop a personal educational philosophy. Not challengeable.

An exploration of contemporary children's. Students will examine both child and young adult literature and the relationship to social value and aesthetic standards. In-depth study of the genres, their characteristics, and exemplary books will be explored. 15 hours of fieldwork required. Not challengeable.

This course is designed to expose students to the field of physical education using a variety of sound developmental theory, which includes multiple intelligence modalities and approaches for English language Learners. 10 hours of fieldwork required. May be taken for letter grade only. Not challengeable.

This course will cover the fundamental and formal elements, functions and processes of the visual and performing arts, creating works in each discipline and how to effectively employ those creative processes through collaboration, communication, cooperation and interaction. Letter grade only. Not challengeable.

Physical, cognitive, social, and emotional development of the child from conception through adolescence. 15 hours of fieldwork required. Also PSY 307. Not challengeable.

Students will improve writing skills, use APA writing style, and write summaries of empirical research in order to understand the processes and uses of research in Child Development.

Examines the impact of various societal influences on the development of children’s social identity. Covers developmentally appropriate, inclusive, and anti-bias approaches. Self-examination and reflection on issues related to social identity, stereotypes, and bias will be emphasized. This course is delivered on-line. Letter grade only. Not challengeable.

Aligning with NAEYC's standards for Programs and California Teacher Performance Expectations (TPEs), this course focuses on the appropriate use of observation and assessment strategies for young children. An emphasis is placed on developmentally appropriate practices that cover culturally, linguistically, and ethnically responsible practices to promote children's success. Students will learn to apply the knowledge of the purposes, characteristics, and appropriate uses of progress-monitoring, formative, summative, and performance assessments. This course includes 60 hours of practicum. Letter grade only. Not challengeable.

Examines relationships of growing child to family, school, community, and society by studying culture, support groups, safety, family structure, and social policy. Previously, EDUC 253 - Child, Family, & Community.

This course is designed to provide the student with instruction in and observation of teaching practices in the field of theatre and drama. Students will gain insights into instructional methodology, lesson and unit planning, and assessment planning for the secondary drama classroom. Students will observe and study different instructional styles and theatre productions and activities with a focus on developing a curriculum, overcoming production problems and limitations, and community awareness. Also THAR 377.

This course will introduce concepts, theories and perspectives vital in the understanding of history, culture and society. Corollary to the understanding of society and culture is the ability to identify issues and concerns affective the society through history. 20 hours of civic/community service required. Fulfills US Constitution requirement for California Teaching Credential. Letter grade only. Not challengeable.

This course is designed to cover several major themes in mathematics. It will also address theories and applications of STEM by integrating the study of science, technology, engineering and mathematics by using scientific inquiry and engineering design as unifying processes. The use of innovation and the development of problem-solving, critical thinking and collaboration skills. Emphasis will be on developing activities for the effective presentation of math curriculum to a diverse student population. 15 hours of fieldwork required. Letter grade only. Not challengeable.

This course examines science concepts in the 21st century. It will expound on the critical need for scientific literacy primarily focusing on key concepts from life, physical, and earth sciences. Students will explore hypothesis generation, experimental design, data collection, objective evaluation of empirical evidence, and argumentation. It will also address theories and applications of STEM by integrating the study of science, technology, engineering and mathematics. Letter grade only. Not challengeable.

Student-designed courses approved by a faculty member. Prior approval of goals, objectives, procedures, and assessment plan as directed in the Independent Study Manual is required. May be taken multiple times with a different topic for credit. Not challengeable.

This course covers the developmental trajectory of young children ages 0-8, focusing on children’s assets, culture and linguistic backgrounds to engage students in learning, while promoting responsive relationships with children and families. Approaches such as Developmentally Appropriate Practices (NAEYC, 2022), Inquiry-Based Learning (IBL), Universal Design for Learning (UDL), Multi-Tiered System of Supports (MTSS), movement and kinesthetic activities, multisensory experiences, and digital literacy will be reviewed. Letter grade only. Not challengeable.

This course focuses on the classroom environment through the lens of culturally responsive teaching and developmentally appropriate practices. The importance of creating classroom environments that strengthen children’s sense of self, positive attitudes and behaviors for learning, pro-social behaviors, a sense of belonging, a respect for all cultures, competence and emotion regulation are a focus. Children are seen as active citizens committed to inclusion and equity. The social studies content is presented as part of inquiry-based learning (IBL) experiences that put children’s interests at the heart of learning. Letter grade only. Not challengeable.

This course is designed to provide the student with an international and intercultural experience, with an in-depth investigation into the history and culture of the area of travel. The focus will be on national policies of the area's educational system, as well as cultural similarities and differences in children's development from birth through age eight. Not challengeable.. Meets LVUR beginning Fall 2020.

This course draws on the field of education, human development, child development, psychology, and neuroscience. This course prepares students with advanced knowledge of self-care and wellness for personal and professional development, and skills to create reciprocal relationships with children, families and the community which ultimately lead to better outcomes for the children they teach. Practicing self-care, for teachers, is both vital and challenging. Letter grade only. Not challengeable.

The course will enhance the student’s understanding of the informatics-based techniques and computational thinking that are essential to digital literacy. The goal of this course is to provide a context that interests, excites, and challenges students to think and talk effectively about the use of technology. Students will use contemporary technology and devices, and will investigate and discuss technology practices over the last century.

Develops competence in primary language instruction and assessment. Focuses on culture of the Americas, including origins and characteristics of Spanish-speaking students. Requires 30 hours of fieldwork in a bilingual Spanish classroom. Can be taken for letter grade only.

Drugs, Sex Education, and other aspects of health related to health education. Meets health requirement for Ryan Teaching Credential. Restricted to LFCE students only.

Drugs, sex education, and other aspects of health related to health education. Meets requirement for California Teaching Credential. Letter grade only. Not challengeable.

This course provides multiple subject teaching credential candidates the opportunity to enhance their understanding of literacy and learn instructional strategies and lesson planning techniques for early literacy development for both native and non-native English speakers. 15 hours of fieldwork required. Letter grade only. Not challengeable.

This course provides multiple subject teaching credential candidates the opportunity to learn about language acquisition and strategies to support both native and non-native English speakers, develop an understanding of different learning theories, prepare a variety of lessons, develop reflective skills, and incorporate technology and writing into lessons. 15 hours of fieldwork required. Letter grade only. Not challengeable.

This course provides single subject teaching credential candidates the opportunity to enhance their understanding of literacy and learn instructional strategies and lesson planning techniques for adolescent literacy development for both native and non-native English speakers. 15 hours of fieldwork required. Letter grade only. Not challengeable.

This course provides single subject teaching credential candidates the opportunity to learn about language acquisition and strategies to support both native and non-native English speakers, develop an understanding of different learning theories, prepare a variety of lessons, develop reflective skills, and incorporate technology and writing into lessons. 15 hours of fieldwork required. Letter grade only. Not challengeable.

This course meets the requirements of the Spanish CSET Subset III for candidates interested in the Bilingual Authorization Program. It is designed for high intermediate to advanced level students of Spanish and covers linguistics, grammar, vocabulary, and culture. Credit/no credit only. Not challengeable.

This course provides bilingual teaching credential candidates the opportunity to learn about the history, traditions, roles, status and communication patterns of Latinos in the United States. Credential program candidates will also develop understanding of cross-cultural, intercultural and intracultural relationships and interactions, as well as contributions of the Latinos in California and the United States. Credential program candidates will also develop understanding of major historical events, political, economic, religious, and educational factors that influence the socialization and acculturation experiences of the Latinos in California and the U.S. Credential program candidates demonstrate knowledge of the countries of origin, including geographic barriers, demographic and linguistic patterns, and the ways in which these affect trends of migration, immigration and settlement in the United States. Letter grade only. Not challengeable.

This course focuses on methodology for a bilingual classroom. Emphasis is placed on bilingual students' and families' funds of knowledge and effective strategies in students' primary language. Letter grade only. Not challengeable.

This course provides bilingual teaching credential candidates an overview of bilingual education and the concept of bilingualism. The course prepares candidates with an understanding of bilingualism, translanguaging, partial bilingualism and bilingual education. The course promotes candidates’ understanding of the family as a primary language and cultural resource. Candidates are cognizant that students’ motivation, participation and achievement are influenced by an intercultural classroom climate and school community. The course prepares candidates to actively promote authentic parental participation that includes learning about school systems, assuming leadership roles and affecting policy. Letter grade only. Not challengeable.

. This course provides multiple subject teaching credential candidates with additional support for creating well-developed lesson plans/units. In addition, candidates will develop an understanding of culturally responsive pedagogy and be able to evaluate resources based on diverse students' needs. 15 hours of fieldwork required. Letter grade only. Not challengeable.

This course provides multiple subject teaching credential candidates with the knowledge of inquiry-based lesson planning and content integration. In addition, candidates will strengthen their classroom management skills and identify multiple tools for assessing students and using the results to guide future instruction. 15 hours of fieldwork required. Letter grade only. Not challengeable.

This course provides single subject teaching credential candidates with additional support for creating well-developed lesson plans/units. In addition, candidates will develop an understanding of culturally responsive pedagogy and be able to evaluate resources based on diverse students' needs. 15 hours of fieldwork required. Letter grade only. Not challengeable.

This course provides single subject teaching credential candidates with the knowledge of inquiry-based lesson planning and content integration. In addition, candidates will strengthen their classroom management skills and identify multiple tools for assessing students and using the results to guide future instruction. 15 hours of fieldwork required. Letter grade only. Not challengeable.

Prepare students to use effective communication and adult supervision skills. Developmental and experiential learning, beginning with self-reflection, communication techniques, adult supervision skills, coaching, mentoring, facilitating teams, and ethics in early childhood programs. Not challengeable.

. This course applies current theory and research to the care and education of infants and toddlers in group settings. A relationship-based model is used as the framework for understanding how infant and toddler educators can plan a responsive relationship based curriculum. Policies and practices that lead to quality care and developmentally appropriate curriculum for children bith to 36 months are examined. This course is delivered online.

Teaches math content for 3 to 8 year olds. Students will examine how young children think about mathematical concepts and will learn to integrate math content with appropriate pedagogical approaches. The California Preschool Learning Foundations, California Common Core Standards and NCTM standards are used. May be taken for letter grade only. Not challengeable.

This course outlines the research-based principles and practices of providing children from age 3-8 a foundation of language and literacy within a developmentally appropriate approach. Incorporates strategies for young children to practice language, reading, and writing development. The California Preschool Learning Foundations and the California Common Core standards are used. May be taken for letter grade only. Not challengeable.

This course studies infants and toddlers from pre-conception to age three including physical, cognitive, language, social, and emotional growth and development. Current methods of infant and toddler group care and curriculum are explored. Emphasizes the role of family and relationships in development. This course fulfills education requirements of California Infant regulations for child care providers and administrators. Includes 15 hours of field work.

Examines psychological theory as it relates to parenting approaches. Analyzes cross-cultural parenting styles, communicating with families, and current parenting issues.

Introduces students to administrative aspects of early childhood programs to include facility, curriculum, and program design. Emphasis is placed on Title 22 regulations. Assessment, evaluation and documentation processes are addressed as components of quality programs. Includes 8 hours of administrator shadowing.

Reviews local and state regulations pertaining to supervision of programs for young children, both private and public, and presents federal regulations. Covers budget and center management. Includes 8 hours of administrator shadowing.

Student teaching experience under supervision of an early childhood teacher and university supervisor/instructor. Includes assessing, planning for instruction, developing classroom management skills, service-learning experience, teaching dispositions, and advanced strategies for working with children and adults.

This course deals with students with special challenges in the general education classroom. It will include theories about neurodiversity, laws, autism, special education, ADD/ADHD, RTI, and physical and emotional disabilities. 5 hours of fieldwork required. Letter grade only. Not challengeable

This course studies developmentally appropriate curriculum and environments for children ages 3-8 years. A variety of curriculum models, curriculum approaches and teaching strategies based on theoretical frameworks, are researched. An emphasis is placed on observation, assessment, and state and national standards for curriculum development. The teacher’s role in supporting development and learning across curriculum, including all content areas, are explored. Previously EDUC 251 - Principles & Practices and EDUC 459 - Advanced Curriculum for Young Children. Letter grade only. Not challengeable.

Covers philosophy, methods, and materials for teaching beginning literacy skills. Examines assessment and instruction in a "balanced literacy" program; offers opportunities for classroom observation and participation. Requires 10 hours of fieldwork. May be taken for letter grade only. Not challengeable.

Studies language and literacy processes. Offers strategies to assess and foster abilities to become proficient speakers, listeners, readers, and writers. Requires 20 hours of fieldwork. May be taken for letter grade only. Not challengeable.

Covers philosophy, methods, and materials for teaching content area literacy skills. Examines assessment and instruction strategy; offers opportunities for classroom observation and participation. Requires 20 hours of fieldwork. Not challengeable.

This course will be offered to intern teachers only within the multiple and single subject credential programs. Candidates are required to enroll in each semester/term during which they are employed under an internship credential with a school district. Credit/no credit only. Not challengeable.

This course will be offered to intern teachers only within the multiple and single subject credential programs. Candidates are required to enroll in each semester/term during which they are employed under an internship credential with a school district. Credit/no credit only. Not challengeable.

This course will be offered to intern teachers only within the multiple and single subject credential programs. Candidates are required to enroll in each semester/term during which they are employed under an internship credential with a school district. Credit/no credit only. Not challengeable.

This course will be offered to intern teachers only within the multiple and single subject credential programs. Candidates are required to enroll in each semester/term during which they are employed under an internship credential with a school district. Credit/no credit only. Not challengeable.

This course will be offered to intern teachers only within the multiple and single subject credential programs. Candidates are required to enroll in each semester/term during which they are employed under an internship credential with a school district. Credit/no credit only. Not challengeable.

This course will be offered to intern teachers only within the multiple and single subject credential programs. Candidates are required to enroll in each semester/term during which they are employed under an internship credential with a school district. Credit/no credit only. Not challengeable.

This course will be offered to intern teachers only within the multiple and single subject credential programs. Candidates are required to enroll in each semester/term during which they are employed under an internship credential with a school district. Credit/no credit only. Not challengeable.

This course will be offered to intern teachers only within the multiple and single subject credential programs. Candidates are required to enroll in each semester/term during which they are employed under an internship credential with a school district. Credit/no credit only. Not challengeable.

This course will be offered to intern teachers only within the multiple and single subject credential programs. Candidates are required to enroll in each semester/term during which they are employed under an internship credential with a school district. Credit/no credit only. Not challengeable.

This course will be offered to intern teachers only within the multiple and single subject credential programs. Candidates are required to enroll in each semester/term during which they are employed under an internship credential with a school district. Credit/no credit only. Not challengeable.

This course will be offered to intern teachers only within the multiple and single subject credential programs. Candidates are required to enroll in each semester/term during which they are employed under an internship credential with a school district. Credit/no credit only. Not challengeable.

This course will be offered to intern teachers only within the multiple and single subject credential programs. Candidates are required to enroll in each semester/term during which they are employed under an internship credential with a school district. Credit/no credit only. Not challengeable.

Five-weeks of supervised teaching in public schools, complemented by Classroom Management I seminar and TPA 3 seminar. Students are placed by the University in grades K-2: 3-5: 6-8 for multiple subject candidates and grades 7-12 in specific subject areas for single subject candidates. May be taken for credit/no credit only. Not challengeable. Must be completed in residency at a site approved by the University.

General teaching methods course. Emphasizes instructional planning, learning bout students and adapting instruction to meet students' learning preferences. 30 hours of fieldwork required. May be taken for letter grade only. Not challengeable.

Must also have Certificate of Clearance, Tuberculosis (TB) Clearance, CBEST Passage, passing score on TPA #1, and completion of CEOL Writing Competency with a minimum score of 3. Provides knowledge, attitudes, and skills to effectively integrate the teaching of math, science, history/social science, visual and performing arts, physical education, and health. 15 hours of fieldwork required. May be taken for letter grade only. Not challengeable.

This course will provide students a study of the sociological, historical, political, legal, and philosophical bases of American education. In addition, this course will also provide students the opportunity to examine the principles, problems, and practices influencing curriculum planning; secondary curricula; and research in general curriculum problems to include culturally responsive teaching. Students will be able to select, organize, teach and integrate writing in their content areas. Included with writing across the contents students will enhance their own reading and writing abilities in both technical and non-technical literature and to further improve skills in writing documents with clear utilitarian purposes in mind. May be taken for letter grade only. Not challengeable.

This course will provide students a study of the sociological, historical, political, legal, and philosophical bases of American education. In addition, this course will also provide students the opportunity to examine the principles, problems, and practices influencing curriculum planning; secondary curricula; and research in general curriculum problems to include culturally responsive teaching. Students will be able to select, organize, teach and integrate writing in their content areas. Included with writing across the contents students will enhance their own reading and writing abilities in both technical and non-technical literature and to further improve skills in writing documents with clear utilitarian purposes in mind. May be taken for letter grade only. Not challengeable.

This course will provide students a study of the sociological, historical, political, legal, and philosophical bases of American education. In addition, this course will also provide students the opportunity to examine the principles, problems, and practices influencing curriculum planning; secondary curricula; and research in general curriculum problems to include culturally responsive teaching. Students will be able to select, organize, teach and integrate writing in their content areas. Included with writing across the contents students will enhance their own reading and writing abilities in both technical and non-technical literature and to further improve skills in writing documents with clear utilitarian purposes in mind. May be taken for letter grade only. Not challengeable.

This course will provide students a study of the sociological, historical, political, legal, and philosophical bases of American education. In addition, this course will also provide students the opportunity to examine the principles, problems, and practices influencing curriculum planning; secondary curricula; and research in general curriculum problems to include culturally responsive teaching. Students will be able to select, organize, teach and integrate writing in their content areas. Included with writing across the contents students will enhance their own reading and writing abilities in both technical and non-technical literature and to further improve skills in writing documents with clear utilitarian purposes in mind. May be taken for letter grade only. Not challengeable.

This course will provide students a study of the sociological, historical, political, legal, and philosophical bases of American education. In addition, this course will also provide students the opportunity to examine the principles, problems, and practices influencing curriculum planning; secondary curricula; and research in general curriculum problems to include culturally responsive teaching. Students will be able to select, organize, teach and integrate writing in their content areas. Included with writing across the contents students will enhance their own reading and writing abilities in both technical and non-technical literature and to further improve skills in writing documents with clear utilitarian purposes in mind. May be taken for letter grade only. Not challengeable.

This course will provide students a study of the sociological, historical, political, legal, and philosophical bases of American education. In addition, this course will also provide students the opportunity to examine the principles, problems, and practices influencing curriculum planning; secondary curricula; and research in general curriculum problems to include culturally responsive teaching. Students will be able to select, organize, teach and integrate writing in their content areas. Included with writing across the contents students will enhance their own reading and writing abilities in both technical and non-technical literature and to further improve skills in writing documents with clear utilitarian purposes in mind. May be taken for letter grade only. Not challengeable.

This course will provide students a study of the sociological, historical, political, legal, and philosophical bases of American education. In addition, this course will also provide students the opportunity to examine the principles, problems, and practices influencing curriculum planning; secondary curricula; and research in general curriculum problems to include culturally responsive teaching. Students will be able to select, organize, teach and integrate writing in their content areas. Included with writing across the contents students will enhance their own reading and writing abilities in both technical and non-technical literature and to further improve skills in writing documents with clear utilitarian purposes in mind. May be taken for letter grade only. Not challengeable.

This course will provide students a study of the sociological, historical, political, legal, and philosophical bases of American education. In addition, this course will also provide students the opportunity to examine the principles, problems, and practices influencing curriculum planning; secondary curricula; and research in general curriculum problems to include culturally responsive teaching. Students will be able to select, organize, teach and integrate writing in their content areas. Included with writing across the contents students will enhance their own reading and writing abilities in both technical and non-technical literature and to further improve skills in writing documents with clear utilitarian purposes in mind. May be taken for letter grade only. Not challengeable.

Emphasizes specific strategies for single subject candidates. Includes developing and teaching a 5-lesson unit for diverse ability groups. 30 hours of fieldwork required. May be taken for letter grade only. Not challengeable.

Emphasizes specific strategies for single subject candidates. Includes developing and teaching a 5-lesson unit for diverse ability groups. 30 hours of fieldwork required. May be taken for letter grade only. Not challengeable.

Emphasizes specific strategies for single subject candidates. Includes developing and teaching a 5-lesson unit for diverse ability groups. 30 hours of fieldwork required. May be taken for letter grade only. Not challengeable.

Emphasizes specific strategies for single subject candidates. Includes developing and teaching a 5-lesson unit for diverse ability groups. 30 hours of fieldwork required. May be taken for letter grade only. Not challengeable.

Emphasizes specific strategies for single subject candidates. Includes developing and teaching a 5-lesson unit for diverse ability groups. 30 hours of fieldwork required. May be taken for letter grade only. Not challengeable.

Emphasizes specific strategies for single subject candidates. Includes developing and teaching a 5-lesson unit for diverse ability groups. 30 hours of fieldwork required. May be taken for letter grade only. Not challengeable.

Emphasizes specific strategies for single subject candidates. Includes developing and teaching a 5-lesson unit for diverse ability groups. 30 hours of fieldwork required. May be taken for letter grade only. Not challengeable.

Emphasizes specific strategies for single subject candidates. Includes developing and teaching a 5-lesson unit for diverse ability groups. 30 hours of fieldwork required. May be taken for letter grade only. Not challengeable.

Ten-weeks of advanced supervised teaching in public schools, complemented by Classroom Management II seminar and TPA 4 seminar. Students are placed in a difference grade level from EDUC 468 by the University in grades K-2: 3-5: 6-8 for multiple subject candidates and grades 7-12 in specific subject areas for single subject candidates. Can be taken for credi/no credit only. Not challengeable. Must be completed in residency at a site approved by the University.

This course examines the major physical, psychosocial, and cognitive/language developmental milestones for children, both typical and atypical, from conception through adolescence. There will be an emphasis on interactions between maturation processes will be an emphasis on interactions between maturation processes and environmental factors. While studying developmental theory and investigative research methodologies, students will observe children, evaluate differences, and analyze characteristics of development at various stages. Letter grade only. Not challengeable.

This course focuses on the appropriate use of assessment and observation strategies to document development, growth, play, and learning to join with families and professionals in promoting children’s success. Recording strategies, rating systems, portfolios, and multiple assessment tools are explored. Letter grade only. Not challengeable.

An examination of the developing child in a societal context focusing on the interrationship of family, school, and community, and emphasizes historical and socio-cultural factors. The processes of socialization and identity development will be highlighted, showing the importance of respectful, reciprocal relationships that support and empower families. Letter grade only. Not challengeable.

This course outlines best practices for providing children birth to age 8 a strong foundation in language and literacy. The California Preschool Language and Literacy Learning Foundations and the Common Core state standards for English Language Arts are a focus of study. Emphasis is placed upon strategies for language, reading, and writing development in transitional kindergarten classrooms. Letter grade only. Not challengeable.

This course explores principles, methods, and materials for teaching children math and science concepts. The California Preschool Foundations and California Preschool Curriculum Framework for Mathematics (Volume 1) and Science (Volume 3), as well as the California Kindergarten State Standards and California Common Core for Mathematics and Science are a focus of study. Letter grade only. Not challengeable.

Through a lens of social equity, this course is designed to give a broad overview of social-emotional learning in nurturing a positive, child centered environment. Individual and group exploration of belief systems, values, and cultural influences, along with observation and self-reflection will allow learners to develop a personal approach to building a socially and emotionally safe, inclusive, and welcoming learning environment where children and families feel a sense of belonging. Through research, theoretical views and application-to-practice strategies, students will learn how to recognize and support children who are experiencing adverse factors. Letter grade only. Not challengeable.

This class focuses on the ways in which emotions and social relationships develop from infancy through preschool. Topics include definitions of theories of emotions; the neural basis for emotion; the relation of emotional development to temperament; personality and cognitive development, social learning, friendships, peer group relations; and social development in different cultural contexts. California Preschool Learning Foundations and Common Core resources are integrated. Letter grade only. Not challengeable.

This course is designed to assist the student in understanding the needs of individuals, birth through 5 years of age (and transitioning into K-1), with special needs, and their families. Course explores current research, legislation and trends in early childhood special education practices, policies, and curriculum. Fully on-line or hybrid. 4 units Not challengeable.

This course covers intervention strategies for working with children with special needs in partnership with their families. Focuses on the use of curriculum adaptations and modifications in meeting the individualized needs of children in inclusive and natural environments for children birth to 8 years old. Includes the role of the teacher as a professional working with families, collaboration with interdisciplinary teams, and cultural competence. This course is delivered online. Letter grade only. Not challengeable.

This course provides multiple subject teaching credential candidates with the knowledge of content area pedagogy for history, physical education/health, and the arts. In addition, candidates will strengthen their advanced lesson planning and delivery techniques to account for different content areas and student needs. 10 hours of fieldwork required. Letter grade only. Not challengeable.

This course provides multiple subject teaching credential candidates with advanced knowledge of math and science pedagogy. In addition, candidates will strengthen their skills and reflect on culturally relevant practices within the context of classroom management. 10 hours of fieldwork required. Letter grade only. Not challengeable.

This course provides single subject teaching credential candidates with emphasis in specific strategies for their content areas. Includes developing and teaching an instructional unit for diverse ability groups. 10 hours of fieldwork required. Letter grade only. Not challengeable.

This course provides single subject teaching credential candidates with emphasis in specific strategies for their content areas. Includes developing and teaching an instructional unit for diverse ability groups. 10 hours of fieldwork required. Letter grade only. Not challengeable.

This course provides single subject teaching credential candidates with emphasis in specific strategies for their content areas. Includes developing and teaching an instructional unit for diverse ability groups. 10 hours of fieldwork required. Letter grade only. Not challengeable.

This course provides single subject teaching credential candidates with emphasis in specific strategies for their content areas. Includes developing and teaching an instructional unit for diverse ability groups. 10 hours of fieldwork required. Letter grade only. Not challengeable.

This course provides single subject teaching credential candidates with emphasis in specific strategies for their content areas. Includes developing and teaching an instructional unit for diverse ability groups. 10 hours of fieldwork required. Letter grade only. Not challengeable.

This course provides single subject teaching credential candidates with emphasis in specific strategies for their content areas. Includes developing and teaching an instructional unit for diverse ability groups. 10 hours of fieldwork required. Letter grade only. Not challengeable.

This course provides single subject teaching credential candidates with emphasis in specific strategies for their content areas. Includes developing and teaching an instructional unit for diverse ability groups. 10 hours of fieldwork required. Letter grade only. Not challengeable.

This course provides single subject teaching credential candidates with emphasis in specific strategies for their content areas. Includes developing and teaching an instructional unit for diverse ability groups. 10 hours of fieldwork required. Letter grade only. Not challengeable.

This course provides single subject teaching credential candidates with emphasis in specific strategies for their content areas. Includes developing and teaching an instructional unit for diverse ability groups. 10 hours of fieldwork required. Letter grade only. Not challengeable.

This course provides single subject teaching credential candidates with emphasis in specific strategies for their content areas. Includes developing and teaching an instructional unit for diverse ability groups. 10 hours of fieldwork required. Letter grade only. Not challengeable.

This course provides single subject teaching credential candidates with emphasis in specific strategies for their content areas. Includes developing and teaching an instructional unit for diverse ability groups. 10 hours of fieldwork required. Letter grade only. Not challengeable.

This course provides single subject teaching credential candidates with emphasis in specific strategies for their content areas. Includes developing and teaching an instructional unit for diverse ability groups. 10 hours of fieldwork required. Letter grade only. Not challengeable.

This course will provide students a study of the sociological, historical, political, legal, and philosophical bases of American education. In addition, this course will also provide students the opportunity to examine the principles, problems, and practices influencing curriculum planning; secondary curricula; and research in general curriculum problems to include culturally responsive teaching. 10 hours of fieldwork required. Letter grade only. Not challengeable.

Five weeks of supervised teaching in public schools, complemented by seminars on applicable topics. Students are placed by the University in grades K-8 for multiple subject candidates and grades 7-12 in subject specific areas for single subject candidates. Must be completed in residency at a site approved by the University. Credit/no credit only. Not challengeable.

Five weeks of supervised teaching in public schools, complemented by seminars on applicable topics. Students are placed by the University in grades K-8 for multiple subject candidates and grades 7-12 in subject specific areas for single subject candidates. Must be completed in residency at a site approved by the University. Credit/no credit only. Not challengeable.

Five weeks of supervised teaching in public schools, complemented by seminars on applicable topics. Students are placed by the University in grades K-8 for multiple subject candidates and grades 7-12 in subject specific areas for single subject candidates. Must be completed in residency at a site approved by the University. Credit/no credit only. Not challengeable.

Ten weeks of supervised teaching in public schools, complemented by seminars on applicable topics. Students are placed by the University in grades K-8 for multiple subject candidates and grades 7-12 in subject specific areas for single subject candidates. Must be completed in residency at a site approved by the University. Letter grade only. Not challengeable.

Eight weeks of supervised teaching in public schools, complemented by seminars on applicable topics. Students are placed by the University in grades 7-12 in subject specific areas for single subject candidates. Must be completed in residency at a site approved by the University. Letter grade only. Not challengeable.

Culminating activity required by majors in all departments. Papers/theses/projects researched, prepared, and written under the guidance of a faculty member. Comprehensive exams or recitals required in some departments. Academically, students must be in Good Standing to enroll in 499. May be taken for letter grade only. Not challengeable.

Integrates content and processes from the disciplines with selected issues/themes relevant to elementary education. Requires senior standing. May be taken for letter grade only. Not challengeable.

This course is designed as the culminating experience for the Integrated Teacher Preparation option of the Educational Studies major at the University of La Verne. It will provide the student with opportunities to reflect upon issues related to culturally responsive pedagogy, teaching within the context of the diversity of cultures and languages represented in the California classroom, and family and community relationships. In addition, the student will develop critical thinking skills and evaluate their educational philosophy and eportfolio as a summative collection of work throughout the program. ITP students only. Letter grade only. Not challengeable.

Presents principles of assessing student educational accomplishment (qualitative and quantitative), including construction and evaluation of educational and psychological assessment instruments. Includes work with measurement tools.

Criteria for evaluation of research, critical analysis of representative research reports, study of nature of scientific thinking, survey of methods employed in research, critiques, and assigned projects.

Examines primary (L1) and second (L2) language acquisition and their relationships to concept formation. For students enrolled in the CTEL Certificate program and other masters of education programs with instructor approval. Can be taken for letter grade only. Not challengeable.

Examines culture, how cultures interact, cultural diversity, and how educators provide culturally responsive instruction. 30 hours of fieldwork required. For students enrolled in the CTEL Certificate program and other masters of education programs with instructor approval. Can be taken for letter grade only. Not challengeable.

. Explores such current issues as cultural values, teaching decisions, learning styles, instructional strategies, supervision, and public policy.

This course presents basic principles of assessment as it relates to student educational accomplishment (quantitative and qualitative), and construction and evaluation of educational and psychological tests. It provides hands-on experience in the use of selected well-known measurement instruments in education. It also deals with criteria for the evaluation of research, critical analysis of representative research reports, study of nature of scientific thinking, survey methods employed in research, critiques and assigned projects. It provides students with the opportunity to implement assessment and research methods in the development of an action research project. Credit/No Credit only.

Special topics of current interest in education, including theory, practice, and research. Can be taken for letter grade only. Not challengeable.

Culminating activity for the master's program. Includes preparation, presentation, discussion, and evaluation of research papers, researched and written by each student. May be taken for credit/no credit only. Not challengeable.

Student-designed courses approved by a faculty member. Prior approval of goals, objectives, procedures, and assessment plan is required. May be taken multiple times with a different topic for credit. Not challengeable.