Courses

An upper division and graduate level course for the classroom teacher and liberal studies major. Also meets the art history requirement for Visual Arts. Studies assumptions we make about art, investigates our difficulties in understanding art, builds skill in perceiving and communicating about art, and connects lessons learned to practical classroom application. (3 units; As offered)

An introduction to the study of a wide variety of children's literature, including picture books, novels, poetry, and folklore. Focus on critical analysis of texts, employing a variety of literary theoretical perspectives, close readings, and contemporary research. Also examines the historical constructions of childhood, uses within the elementary classroom, and social response to children's literature. Meets the Liberal Studies requirement for Children's literature. Prerequisite: ENG 123. (3 units; Fall, Spring, & Online)

This course will provide a practical, hands on approach to the study of English grammar and the application of the acquired knowledge of grammar to the classroom setting. It will be assumed that few, if any, students have had a thorough, formal study of English grammar. The approach will seek to present models for application in the literature based curriculum prescribed by the California State Framework in English. Students will complete numerous in class exercises as well as independent work outside of class for presentation in discussion at subsequent class meetings. Prerequisite: ENG 123. (3 units; Spring)

The social, economic, and political development of California from its discovery to the present. The latter part of the course is thematic in presentation (i.e., agriculture, transportation, water, etc.). (3 units; Fall, Spring, & Online)

Major areas include personal, family, and community health, including the effects of alcohol, dangerous drugs and narcotics, degenerative and infectious diseases, and tobacco on the human body. Exploration of community resources related to health issues is offered. Meets California Teacher Credential requirements. (3 units; Fall, Spring, & Online)

This course provides an activity-based approach to acquiring the skills needed to implement a physical education curriculum for elementary school aged children. Emphasis is on the ability to apply appropriate fundamental movement forms for physical and social development according to cultural and historical norms. Students will demonstrate skill through multiple physical activity labs. This course is designed to meet California Teacher Credential requirements for single subject and multiple subjects learners. (3 units; Fall/Spring)

The student will learn how to use drama and theatre activities both for and with children, and how they can incorporate drama into education by creating lesson plans and planning specific assignments. The student will also develop skills in oral interpretation and storytelling to become a more interesting and expressive teacher. (3 units; Fall/Spring)

Students will examine and apply various instructional theories and technologies to enhance student engagement and achievement. Students will demonstrate proficiency in various computer, web, and mobile device applications for the K-12 classroom and evaluate their relative effectiveness in relation to student achievement. A required course for all credential candidates. (2 units; Fall)

Students will learn all aspects of language development, including syntax, morphology, semantics, phonology, and pragmatics from birth to adulthood. Additionally, students will learn about pedagogical instructional methods to enhance students' receptive and expressive vocabularies. Finally, students will learn how children learn to communicate in general, and in English specifically, while emphasizing individual patterns of communication development and dialectical usage. Prerequisite: Elementary Education major. (3 units; Fall)

This course will equip candidates to appraise the relationship between the theories and practices of human development and teaching and learning methods. Specifically, candidates will examine the manner in which world view perspectives of developmental forces impact classroom policies and procedures. The role of assessment in determining student needs and designing appropriate pedagogical strategies will also be emphasized. This course will solidify understanding of the strengths-based approach to making the pedagogical decisions required in the TPA process. Four (4) hours of fieldwork is required. (3 units; As offered)

This course examines various research-based instructional techniques, planning strategies, methods, and assessment practices for the elementary schools, both public and private. Ten (10) hours of structured observation is required, equally divided between primary and upper elementary grade classrooms. Prerequisite: EDU 409 and 415. (3 units; Fall)

This course will introduce new teachers to the history of disability through the ages, the relevance of current educational policies to inclusion, technology in the inclusive classroom, intersectionality and its influence upon inclusive practices, working with families, and issues of transition from school to the post-school world. Furthermore, students will learn about the ethical framings of disability and strategies for effectively teaching and including students with disabilities in the general education classroom. Grounded in a disability studies framework, this course encourages students to examine their beliefs about disability and the influence of historical and cultural meanings of disability upon their work as teachers. Students will also learn how to create dynamic and inclusive classroom cultures, getting to know students, selecting appropriate instructional, lesson planning and assessment strategies (UDL, MTSS, RTI), co-teaching, IEPs, 504 plans, IDEIA, and promoting an inclusive school culture. Prerequisites: EDU 415 and Elementary Education major. (3 units; Fall)

Students will explore the demographic shifts in American life and schools throughout the late 20th and early 21st centuries, and examine the impact of these shifts on education. This course will equip candidates with the theories and practices connected to working with diverse student populations. Candidates will examine the manner in which societal and cultural forces have impacted current perspectives of equity, especially as they relate to educating children and young adults from diverse cultures, ethnicities, religions and races, children and young adults with learning disabilities and those who are English language learners and/or emergent bilingual students. Prerequisites: EDU 102 and Elementary Education major. (3 units; Spring)0.00

This course will focus on pedagogical approaches to emergent through fluent literacy acquisition. Teacher candidates will learn about word recognition (decoding/phonics, sight words, high frequency words, structural analysis), comprehension (explicit/literal, implicit/inferential, and evaluative), vocabulary, spelling, writing and fluency instruction. This course will also examine various research-based assessment practices for elementary school teachers. Five (5) weeks of fieldwork are required. Prerequisites: EDU 401, 410, and Elementary Education major. (3 units; Spring)

This course is a study of the scope, organization and instructional procedures used to teach social studies. Students will learn how to design and develop interdisciplinary units of study, how to write and assess instructional objectives suitable for a diverse student population, and learn how to organize and integrate language arts instruction in the public school classroom. These units and lessons must follow state adopted curriculum standards and frameworks. Various teaching strategies will be demonstrated and experienced during the class periods including SDAIE strategies for English Language Learners. Therefore, students will have a variety of lesson plan models to use in the classroom. Students will work in collaborative groups to complete portions of class work. Each course objective is designed to meet a portion of the Teacher Preparation Expectations for certification in the state of California. Fieldwork required and includes ten (10) hours of fieldwork and participation activities. Prerequisites: EDU 410 and Elementary Education major. (3 units; Spring)

Studies the current best practice techniques and curriculum development used in teaching mathematics and science in the public schools. Emphasis is placed on effective instructional methods and evaluation procedures. A minimum of 10 hours of observation and participation in Math elementary classrooms is required with the purpose of providing students with opportunities to apply methods learned in this course to public school settings. This course provides opportunities for candidates to apply and evaluate the theories and methods studies in education coursework through intense fieldwork observation and lesson preparation within the subject areas of mathematics and science. Integrated lesson planning and unit development with appropriate assessment will be a strong component of course content. This course is also designed to provide opportunity to demonstrate the use of critical thinking and informed decision making concerning teaching and learning. Prerequisites: EDU 410 and Elementary Education major. (3 units; Spring)

Studies the current best practice techniques and curriculum development used in teaching science in the public schools. Emphasis is placed on effective instructional methods and evaluation procedures. A minimum of 10 hours of observation and participation in science classrooms is required with the purpose of providing students with opportunities to apply methods learned in this course to public school settings. Prerequisites: EDU 410 and Elementary Education major. (3 units; Fall)

This course is a study of the techniques, procedures and discipline models that can help make the difficult tasks of managing and disciplining much easier. Students will learn how to establish and maintain a classroom environment here positive behavior support is practiced. The classroom will be free from coercion and punishment. Interventions will be positive, proactive, and respectful of students. The course will also examine classroom discipline dimension: teacher responses to inappropriate behavior, the differences between emergency interventions, on-going positive behavioral support, and age-appropriate least intrusive strategies. Students will evaluate a variety of behavior management methods including functional analysis assessment. They will design their own behavior plan based on functional behavior analysis. The course will aid special education and mainstream education teachers in maximizing educational experiences for all students, including those with serious behavior disorders. Ten hours of fieldwork required. Required for both Multiple Subject and Single Subject Credentials. Prerequisite: Credential Program Acceptance. Pre- or Co- Requisite: EDU 409. (3 units; As offered)

This course is a study of the scope, organization and instructional procedures used to teach language arts/content area literacy, English language learners and students who are struggling with their literacy development. Students will learn how to design and develop interdisciplinary units of study, how to write and assess instructional objectives suitable for a diverse student population, and learn how to organize and integrate language arts instruction in the public school classroom. These units and lessons must follow state adopted curriculum standards and frameworks. Various teaching strategies will be demonstrated and experienced during the class periods including SDAIE strategies for English Language Learners. Students will work in collaborative groups to complete portions of class work. This course focuses on preparing elementary school teacher candidates to identify the challenges and support related to academic language within the content areas. In addition, the course prepares teacher candidates to use content-based literacy strategies (e.g. reading, writing, speaking, and listening) to facilitate learning of content area subject matter for the full range of learners in the classroom. This course will also examine various research-based assessment practices for elementary school teachers. Prerequisites: EDU 416 and Elementary Education major. (4 units; Fall)

Teaching experience in a school setting under the guidance of a university supervisor with a cooperating teacher in the school. Open to general education or dual credential teacher candidates who have completed the course, testing, and document requirements. Pass/Fail. Prerequisite: Permission of the Program Director. Concurrent Requisite: EDU 499. (14 units; As offered)

Teaching candidates complete the TPA portfolio as a comprehensive assessment of the Teacher Performance Expectations. Students are required to take this course concurrently with EDU 498 - Student Teaching and Seminar. Pass/Fail. Prerequisite: Permission of the Program Director. Pre- or Co- Requisite: EDU 498. (1 unit; As offered)