Education Studies Program
Courses
For course descriptions not found in the 2006-2007 General Catalog,
please contact the department for more information.
The following courses are offered by the EDS faculty. Students are
advised to consult with an EDS adviser to determine which courses
satisfy credential requirements. Undergraduate students may enroll
in graduate
seminars with the consent of instructor.
Upper-Division
COHI 124. Voice: Deaf People in America (4) The
relationship between small groups and dominant culture is studied by
exploring the world of deaf people who have for the past twenty years
begun to speak as a cultural group. Issues of language, communication,
self-representation, and social structure are examined. Prerequisite:
Com/HIP 100 or consent of the instructor.
EDS 20. Introduction to Principles of Learning (4)
Students will study discipline-specific principles of effective learning,
including critical thinking, problem solving, collaboration and group
communication, laboratory and hypothesis testing, library research
and writing skills, and self-assessment. Students will explore
concepts and procedures in mathematics, science, and economics as
the context for making explicit these often-tacit principles of learning. Prerequisite: Summer
Bridge participation.
EDS 39. Practicum in Science and Math
Teaching/Learning (2)
Undergraduate students are placed in local schools and work with
children in classrooms and the community. Students work on
educational activities with K-12 students a minimum of 20 hours/quarter. Prerequisites: department
stamp; concurrent enrollment in either Math 87: Teaching Math: The
Challenge, or Chem 87: Teaching Science: The Challenge.
EDS 87. Freshman
Seminar (1)
The Freshman Seminar Program is designed to provide new students
with the opportunity to explore an intellectual topic with a faculty
member
in a small-seminar setting. Freshman seminars are offered
in all campus departments and undergraduate colleges, and topics
vary
from quarter to quarter. Enrollment is limited to 15-20 students,
with preference given to entering freshmen. Seminars are open to
sophomores,
juniors, and seniors on a space-available basis.
EDS 105. Teaching and Learning Physics (4) (Same
as PHYS 180.) A course on how people learn and understand key concepts
in Newtonian mechanics. Reading in physics and cognitive science plus
fieldwork teaching and evaluating K12 students. Useful for students
interested in teaching. Prerequisite: Phys. 1A, 2A, or 4A or consent
of the instructor.
EDS 109. Teaching Physical Education (4) This
course is designed to assist future elementary teachers and recreation
fitness leaders develop quality physical education programs for children.
Instruction focuses on theory and practice of movement activities that
are physically and emotionally safe, health promoting, and developmentally
appropriate.
EDS 114. Cognitive Development and Interactive
Computing Environments (4) Learning and
development considered as an evolving interplay between internal
representations and
external representations of the world, with special attention
devoted to the design, history, and educational implications of computer-based
tools and learning environments. Prerequisite: upper-division standing.
EDS 115.
Cognitive Development and Education (4) This
course examines the development of thinking and language in preschool
and elementary school children, with implications for education.
Themes
include facilitating children’s learning, and individual differences
in cognition. Examples of topics covered are word learning, mathematical
knowledge, and scientific thinking. Letter grade only.
EDS 116. The Psychology of Teaching and Structures of Information
for Human Learning (0-4) College students
tutoring college students. Curriculum: basic applied learning principles,
specifying objectives, planning and designing instruction, testing,
evaluation, interpersonal communication skills, study skills. Objectives
will be assessed by project completion and practicum feedback. This
course is not creditable toward professional preparation requirements
for the multiple subject credential. Prerequisite: departmental approval
(consent of instructor)department stamp restriction.
EDS 117. Language, Culture, and Education (4) (Same
as Soc/B 117) The mutual influence of language, culture, and education.
Explanations of students school success and failure that employ
linguistic and cultural variables, bilingualism, and cultural transmission
through education are explored.
EDS 118. Adolescent Development and Education (4) This
course introduces prospective secondary teachers to the cognitive,
social,
and emotional development of adolescents, including developmental learning
theory, the teaching/learning process, effective learning environments,
and cross-cultural variation in development. Implications for classroom
practice are drawn.
EDS/LIGN 119. First and Second Language Learning: From Childhood
through Adolescence (4) An examination
of how human language learning ability develops and changes over
the first two decades
of life, including discussion of
factors that may affect this ability. Prerequisite: upper-division
standing or consent of instructor.
EDS 125. History, Politics, and Theory of Bilingual Education (4) This
course provides a historical overview and models of bilingual education
in the United States. Students will examine sociocultural, theoretical,
and policy issues associated with native language and second-language
instruction, and legal requirements for public bilingual program.
EDS 126. Social Organization of Education (4) (Same
as Soc/C 126) The social organization of education in the U. S. and
other societies; the functions of education for individuals and society;
the structure of schools; educational decision-making; educational
testing;
socialization and education; formal and informal education; cultural
transmission. Prerequisite: upper-division standing.
EDS 127A-B-C. Practicum in Interactive Computing (4-4-4) The
course focuses on interactional computing in teaching/learning. Course
work concentrates on interactive computing, application to teaching,
learning, bilingualism, and communication. Concurrent with course work,
students are assigned to a school or community field site implementing
interactive computing. Students will write research reports integrating
course work and field experience. (F,W,S)
EDS 128 A-B. Introduction to Teaching and Learning (Elementary)
(4-4) This course series is for undergraduates
who are exploring a career in elementary school teaching. Topics addressed
include: theories of teaching and learning; research on cognition and
motivation; and the cultural context of classroom teaching and learning.
EDS 128A focuses on the learner in the teaching-learning interaction
and EDS 128B focuses on the teacher in the teaching-learning interaction.
Prerequisites: department stamp required; EDS 139 must be taken as
corequisite. EDS 130 or 134 must be completed before EDS 128A, and 128A
for 128B. EDS 128A and EDS 128B are restricted for students applying
to the EDS M.Ed/Multiple Subject Credential Program.
EDS 129 A-B-C. Introduction to Teaching and Learning (Secondary)
(4-4-4) This course series is for undergraduates
who are exploring a career in teaching secondary school. Topics addressed
include: theories of teaching and learning processes and motivation
for science, mathematics, and English instruction. EDS 129A focuses
on the analysis of the needs of individual learners and small group
instruction techniques; EDS 129B emphasizes the various roles of the
classroom teacher and planning individual lessons; and EDS 129C emphasizes
the assessment of student work and longer-range curriculum planning.
Prerequisites: department stamp. EDS 139 must be taken as corequisite.
Must have successfully completed EDS 136, 138, or 129A for 129B, and
129B for 129C. EDS 129B and 129C are restricted for students applying
to the EDS M.Ed./Single Subject Credential Program.
EDS 130. Introduction to Academic Mentoring of Elementary/School
Students (4) This course focuses on the role
of undergraduate mentors in raising academic expectations for students
and families traditionally underrepresented at the university. The relationship
between the school and community, the social and political organization
of elementary schools, and the academic achievement of elementary children
are examined. Prerequisites: department stamp required. EDS 139 must
be taken as a corequisite.
EDS 134. Introduction to Literacy and Numeracy Tutoring (4) This
course examines effective practices for language arts and mathematics
learning for elementary school children. The field experience and seminar
focus on the tutor/student relationship, teaching and learning processes
for literacy and numeracy, and community service. Prerequisites:
department stamp required. EDS 139 must be taken as a corequisite.
EDS 136. Introduction to Academic Tutoring of Secondary School Students
(4) This course focuses on the role of undergraduate
tutors in building academic resiliency in secondary students traditionally
underrepresented at the university. The relationship between the school
and community, the social and political organization of secondary schools,
the philosophical, sociological, and political issues which relate to
the U.S. secondary educational system, and the academic achievement
of secondary children are examined. Prerequisites: department stamp
required. EDS 139 must be taken as a corequisite.
EDS 138. Introduction to Academic Tutoring at the Preuss School
(4) This course focuses on effects of the
Charter School movement on public education in the U.S., the role of
the research universities in K-12 education, the social and political
organization of the schools, the philosophical, sociological, and political
issues which relate to the U.S. secondary educational system, and the
academic achievement of secondary children. Students investigate the
role of undergraduate tutors in building academic resiliency in secondary
students traditionally underrepresented at the university. Prerequisites:
department stamp required. EDS 139 must be taken as a corequisite.
EDS 139. Practicum in Teaching/Learning (2) Students
are placed in local schools and work with students in classrooms and
the community. Students work on educational activities with K12
students a minimum of four hours/week. Prequisites: department stamp
required. One of the following courses (may be taken concurrently) EDS
109, or EDS 127A-B-C, or EDS 128A-B, or 129A-B-C, or 130, or 134, or
136, or 138.
EDS 142A. ASL-English Bilingual Education Practices (4) Students
will examine the history, current theory, philosophy, legislation, and
trends in deaf education. Methods of first- and second-language development,
communication, and literacy skills for deaf and hard-of-hearing children
will be introduced. Prerequisites: EDS 115, EDS 117, EDS 126, EDS
128A, EDS 128B. Must be a TE81 major. (F)
EDS 142B. ASL-English Bilingual Education Practices (2) Students
will investigate formal and informal assessment techniques used for
deaf and hard-of-hearing children, bilingual/multicultural education
practices across the curriculum, effective learning environments and
approaches for educating and interacting with families and communities.
Prerequisites: EDS 142A, EDS 161A. Must be a TE81 major. (W)
EDS 142C. ASL-English Bilingual Education Practices (2) Students
will continue to investigate formal and informal assessment techniques
used for deaf and hard of hearing children, bilingual/multicultural
education practices across the curriculum, effective learning environments
and approaches for educating and interacting with families and communities.
Prerequisites: EDS 142A, EDS 142B, EDS 161A. Must be a TE81 major.
EDS 149. Deaf Education Specialist Student
Teaching Practicum (9) Education
specialist credential candidate performs student teaching in participating
schools for a minimum of seven weeks full-time under the supervision
of a cooperating teacher and university supervisor. The field experience
provides professional preparation and diversified teaching responsibilities
for post-baccalaureate students pursuing the California Deaf and Hard
of Hearing Specialist and BCLAD Credential. Prerequisites: must be
a TE81 major onlyan affirmed Multiple Subject candidate at UCSD
who has advanced to student teaching.
EDS 151. Teaching the English Language Learner (4) Students
will examine the principles of second language acquisition and approaches
to bilingual education. They will develop a repertoire of strategies
for teaching in elementary or secondary content areas. Prerequisite:
TE81 or TE85 major code. (F)
EDS 152A. Bilingual Instructional Practices
(2) History
and models of bilingual education; socio-cultural issues associated
with second language instruction, legal requirements for public
school
bilingual programs, native language and ESL teaching methods. First
course in a two-course sequence. Prerequisite: TE85 major code. (F)
EDS 152B. Bilingual Instructional Practices (2) History
and models of bilingual education; socio-cultural issues associated
with second language instruction, legal requirements for public school
bilingual programs, native language and ESL teaching methods. Prerequisite:
TE85 major code. (Su,W)
EDS 155A. Advanced Mathematics Teaching Practices for Grades
K-6 (2)
Provides a theoretical and practical grounding in pedagogy and professional
factors influencing high-quality elementary mathematics education.
Students will review research literature and various content standards,
assessment materials, and curriculum materials in preparation for
specialized mathematics instruction in elementary classrooms. Prerequisites:
admission into the TE85: Multiple Subject (MS-2 program), and concurrent
enrollment in EDS 161A or consent of instructor.
EDS 155B. Advanced
Mathematics Teaching Practices for Grades K-6 (2)
Provides a theoretical and practical grounding in pedagogy and
professional factors influencing high-quality elementary mathematics
education.
Students will review research literature and various content standards,
assessment materials, and curriculum materials in preparation for
specialized mathematics instruction in elementary classrooms. Prerequisites:
EDS
155A, admission into the TE85: Multiple Subject (MS-2 program), and
concurrent enrollment in EDS 161B or consent of instructor.
EDS
155C. Advanced Mathematics Teaching Practices for Grades K-6 (2)
Provides a theoretical and practical grounding in pedagogy and
professional factors influencing high-quality elementary mathematics
education.
Students will review research literature and various content standards,
assessment materials, and curriculum materials in preparation for
specialized mathematics instruction in elementary classrooms. Prerequisites:
EDS
155B, admission into the TE85: Multiple Subject (MS-2 program),
and concurrent enrollment in EDS 161C or consent of instructor.
EDS 161A. Innovative Instructional Practices
(6) First
course in a three-course sequence. It provides pedagogical methods
for multiple-subject teaching. Diverse subject areas (math, science,
fine
arts, P.E., and social studies) are integrated into a single intercurricular
course of study by emphasizing activity/inquiry techniques of instruction.
Prerequisite: must be a TE81 or TE85 major. (F)
EDS 161B. Innovative Instructional Practices (6) Second
course in three course sequence. It provides pedagogical methods for
multiple subject teaching. Diverse subject areas (language arts, English
language development, health education, mathematics, sciences, social
studies, fine arts, and physical education) are integrated into a single
intercurricular course of study by emphasizing activity/inquiry techniques
of instructions. Prerequisities: EDS 161A; TE81 or TE85 major.
EDS 161C. Innovative Instructional Practices (4) Last
course in a three course sequence. It provides pedagogical methods for
multiple subject teaching. General teaching methods are integrated into
a single intercurricular course of study by emphasizing activity/inquiry
techniques of instruction. Prerequisites: EDS 161B, must be a TE81
or TE85 major.
EDS 169 A-B. Multiple Subject (Elementary) Student Teaching Practicum
(9-9) The elementary credential candidate
performs student teaching in participating schools for seven to eight
weeks full-time for each course (fifteen weeks total) under the supervision
of a cooperating teacher and university supervisor. The student teaching
experience offers professional preparation and diversified teaching
responsibilities for post-baccalaureate students pursuing the California
Multiple Subject Teaching Credential. Prerequisites: TE81 or TE85
major. Affirmed Multiple Subject Credential candidate at UCSD who has
advanced to student teaching.
EDS 173. Secondary English Teaching Practices (4) The
course introduces prospective secondary teachers to principles and strategies
of teaching English language arts. Topics include: writing processes,
reading processes, integrated language arts, assessment, the second
language learner, the classroom community, the California English Language
Arts Framework. Prerequisite: TE85 major code or consent of instructor.
EDS 174. Secondary Mathematics Teaching Practices (4) Mathematics
teaching techniques including, curriculum design, California Model Curriculum
Standards, instructional methods, computer applications, selection and
use of textbooks, student assessment, lesson planning, and classroom
organization. Professional matters including curriculum planning, professional
organizations, para-professionals, professional ethics, education law,
and parent involvement are addressed. Prerequisite: TE85 major code
or affirmed credential candidate or approval of instructor. (Su)
EDS 175.
Secondary Science Teaching Practices (4) Science
teaching techniques, including science curriculum design, California
Model Curriculum Standards, instructional methods, computer applications,
selection and use of textbooks, student assessment, lesson planning,
and classroom organization. Professional matters including curriculum
planning, professional organizations, para-professionals, professional
ethics, education law, and parent involvement are addressed. Prerequisite:
TE85 major or approval of instructor.
(Su) EDS 176. Language and Learning Instruction (4) This
course satisfies the California Commission on Teacher Credentialing
requirement for preparation in reading theory and methods for all credential
candidates. Theories of reading development, integration of the language
arts, reading and writing in the content areas, teaching methods, and
literature. Prerequisite: TE85 major code.
EDS 179 A-B-C. Single Subject (Secondary) Internship Practicum (8-8-8) The
secondary credential candidate teaches approximately one academic quarter
for each course in this series (one public school academic year) under
the guidance of a university supervisor with additional support provided
by an on-site teacher. The internship offers extensive professional
preparation and diversified teaching experience under actual classroom
conditions for post-baccalaureate students pursuing the California Single
Subject Teaching Credential. Prerequisites: TE85 major. Affirmed
Single Subject internship credential candidate at UCSD.
EDS 181. Health Education (4) This course
satisfies the Commission on Teacher Credentialing requirement for Health
Education. Topics include: physical education, substance abuse, sex
education, cardio-pulmonary resuscitation, nutrition, and first aid.
Prerequisite: TE81 or TE85 major code.
EDS 182. Inclusive Educational Practices (4) This
course satisfies the Commission on Teacher Credentialing requirement
for Special Education. Topics include: teaching methods for accommodating
special-needs students in the regular classroom, developing an Individual
Education Plan, characteristics of special-needs students, lesson planning
to accommodate individual differences, and legislated mandates. Prerequisite:
TE81 or TE85 major code.
EDS
185. Elementary School Mathematics Content and Pedagogy (4)
Examines the underlying mathematical concepts of the elementary school
mathematics curriculum and related pedagogical implications for teaching.
Topics include number concepts, algebraic thinking, geometry, and data
collection and analysis. Prerequisite: students must be TE85 majors:
M.Ed./Elementary-Multiple Subject Credential candidates who have advanced
to student teaching. (MS-2)
EDS 190. Research Practicum (1-6) Supervised
research studies with individual topics selected according to students
special interests. Students will develop a research proposal and begin
to gather and analyze data. Prerequisite: consent of instructor.
(F,W,S)
EDS 195. Apprentice Teaching (2-4) Advanced
EDS students are prepared in effective methods of supervising the preparation
of UCSD students serving as paraprofessionals in K-12 classrooms. Topics
covered include: classroom management, interpersonal relations, supervision
techniques, multi-cultural and multi-lingual education, politics in
the school, and curriculum development. Each student serves as a discussion
leader and conducts at least two workshops. Prerequisites: department
stamp required and TE79 or TE80 major code.
EDS 198. Directed Group Study (4-2) Directed
group study, guided reading, and study involving research and analysis
of activities and services in multicultural education, bilingual education,
the teaching-learning process, and other areas that are not covered
by the present curriculum. Prerequisite: consent of instructor.
EDS 199. Special Studies (4) Individual
guided reading and study involving research and analysis of activities
and services in multicultural education, bilingual education, the teaching-learning
process, and other areas that are not covered by the present curriculum.
Prerequisite: consent of instructor.
Graduate
Soc. 270. The Sociology of Education (4) A
consideration of the major theories of schooling and society, including
functionalist, conflict, critical, and interactional; selected topics
in the sociology of education will be addressed in a given quarter,
including: the debate over inequality, social selection, cultural reproduction
and the transition of knowledge, the cognitive and economic consequences
of education. Major research methods will be discussed and critiqued.
EDS 201. Introduction to Resources for Teaching and Learning (4) This
course introduces students to educational resources, both in print and
on-line. Students compile and evaluate research studies, curricular
materials, and instructional approaches in preparation for future projects
in developing and evaluating various approaches to teaching and learning.
Prerequisite: students must be registered EDS graduate students.
EDS 203. Technology, Teaching, and Learning (4) This
course will review current literature on effective applications of technology
in the classroom. Students will also become fluent in the use of productivity
tools, presentation software, and Web development for teaching and learning;
critique software relevant to their area of teaching; and develop an
educational activity based on their review of the literature that harnesses
the power of technology. Prerequisite: students must be registered
EDS graduate students.
EDS 204. Technology and Professional Assessment (4)
Advanced techniques for using network-based resources for teaching
and learning will be introduced. Students will review relevant research
on advanced technologies related to assessment of professional performance
and student achievement. Students will present a Web-based professional
Teaching Performance Assessment Portfolio that reflects teaching
performance during their student teaching or internship field experience.
Prerequisite: students must be registered EDS graduate students. EDS 205A. Reflective Teaching Practice (2)
This course introduces principles and practices of reflective teaching.
Student teachers and interns will systematically document their practice
teaching and analyze observation data to improve performance. Students
will collaborate with supervisors and expert teachers throughout
the yearlong preservice teaching experience. Prerequisites: students
must be registered EDS graduate students.
EDS 205B. Reflective Teaching
Practice (2)
This course introduces principles and practices of reflective teaching.
Student teachers and interns will systematically document their practice
teaching and analyze observation data to improve performance. Students
will collaborate with supervisors and expert teachers throughout
the yearlong preservice teaching experience. Prerequisites: EDS
205A, and
students must be registered EDS graduate students.
EDS 206. Teaching Performance Assessment Portfolio (4) This
course introduces the use of a Teaching Performance Assessment Portfolio
for assessment of teaching performance. Student teachers and interns
will design an electronic portfolio that demonstrates acceptable performance
on essential credential standards. National Board of Professional Teaching
Standards will also be introduced. Prerequisite: students must be
registered EDS graduate students.
EDS 229. Introduction to Educational Resources (4) This
course prepares K-12 teacher-researchers to design, implement, and evaluate
classroom research. Students learn how to access and evaluate research
studies, curricular materials, and instructional approaches both on-line
and in print. Prerequisite: students must be registered TE76 majors.
EDS 230A-B-C. Research on Curriculum Design (4-4-4) A
year-long course sequence which provides an extensive overview of curriculum
design principles appropriate for K12 instruction. Consensus and
model building methods will be discussed using case studies of curriculum
research and development projects appropriate for various subject areas
and grade levels. Participants will design, implement, and evaluate
a curriculum project in their own classrooms. Prerequisite: must
be TE76 major or consent of instructor. (F,W,S)
EDS 231.
Advanced Instructional Practices (4) Selected
advanced topics in K12 instructional practices in various
subject areas. Techniques for teaching higher-level cognitive processes
and
advanced applications of computers and other technology will be stressed.
Participants will conduct a field study of promising teaching practices
appropriate to their grade level(s) and subject area(s) of instruction.
Prerequisite: must be TE76 major or consent of instructor. (Su)
EDS 232. Special Topics in Education (4)
This course explores topical issues in education. It focuses on recent
developments which have broad implications for research and practice
in teaching and learning. Course topics will vary each time the course
is offered. Prerequisite: TE76 major or consent of instructor.
EDS
233A. Topics in Education Research and Design (2)
Current topics and issues in education and educational research
methodology, including action research, participant observation,
ethnography, and
survey research. This is the first in a two-course series. Prerequisite:
TE76 major or consent of instructor.
EDS 233B. Topics in Education Research
and Design (2)
Current topics and issues in education and educational research methodology,
including action research, participant observation, ethnography,
and survey research. This is the second in a two-course series. Prerequisite:
EDS 233A and TE76 major or consent of instructor.
EDS 240A. Research in ASL-English Bilingual Education (4)
A three-course sequence in which participants conduct an overview
of research and design and conduct a study related to bilingual,
bicultural
education for deaf children. Prerequisite: TE81 major: Teaching and
Learning Bilingual Education (ASL-English) or consent of instructor.
EDS
240B. Research in ASL-English Bilingual Education (4)
A three-course sequence in which participants conduct an overview
of research and design and conduct a study related to bilingual,
bicultural
education for deaf children. Prerequisites: EDS 240A, and TE81 major:
Teaching and Learning Bilingual Education (ASL-English) or consent
of instructor.
EDS 240C. Research in ASL-English Bilingual
Education (4)
A three-course sequence in which participants conduct an overview
of research and design and conduct a study related to bilingual,
bicultural
education for deaf children. Prerequisites: EDS 240A/EDS 240B,
and TE81 major: Teaching and Learning Bilingual Education (ASL-English)
or consent of instructor.
EDS 241. Advanced Topics in Deaf Education (2) Topics
in human development and education that relate to deaf and hard-of-hearing
children and the relationship between home, community/culture, and classroom.
Prerequisite: TE81 major or consent of instructor. (S)
EDS 250. Equitable Educational Research and Practice (4) This
course introduces students to research studies and educational practices
of educational equity, both in general and within specific content areas.
Research studies relevant to educational equity will be examined, as
will practices that have attempted to enable all students to achieve
to the best of their abilities. Prerequisite: students must be registered
EDS graduate students.
EDS 260A. Educational Research and Evaluation Design (4)
This course integrates a variety of social and behavioral science perspectives
and research methodologies in examining topics of central relevance
to education. Students have opportunities to design and apply to
educational-research questions a variety of methodologies, including
survey, interview, ethnographic, case study, video data analysis,
and discourse analysis methods. This is the first of a three-course
series. Prerequisite: admission into the Ed.D. program or consent
of instructor.
EDS 260B. Educational Research and Evaluation Design
(4)
This course integrates a variety of social and behavioral science
perspectives and research methodologies in examining topics of
central relevance
to education. Students have opportunities to design and apply to
educational-research questions a variety of methodologies, including
survey, interview,
ethnographic, case study, video data analysis, and discourse analysis
methods. This is the second of a three-course series. Prerequisites:
EDS 260A, and admission into the Ed.D. program or consent of instructor.
EDS
260C. Educational Research and Evaluation Design (4)
This course integrates a variety of social and behavioral science
perspectives and research methodologies in examining topics of central
relevance
to education. Students have opportunities to design and apply to
educational research questions a variety of methodologies, including
survey, interview,
ethnographic, case study, video data analysis, and discourse analysis
methods. This is the third of a three-course series. Prerequisites:
EDS 260B, and admission into the Ed.D. program or consent of instructor.
EDS
261A. Advanced Research and Evaluation Methods (4)
This course addresses more advanced topics in research design and
methodology. Students hone the requisite research skills to conduct
dissertation
research. Students gain varied hands-on experiences in collecting
and analyzing data relevant to schooling, as well as learn how to
develop,
manage, and analyze large data files. Students create a research
agenda and develop skills needed in proposal writing: development,
organization
and coherence, conceptualization of research design, and attention
to audience and writing style. This is the first of a three-course
series. Prerequisite: admission into the Ed.D. program or consent
of instructor.
EDS 261B. Advanced Research and Evaluation Methods (4)
This course addresses more advanced topics in research design and
methodology. Students hone the requisite research skills to conduct
dissertation
research. Students gain varied hands-on experiences in collecting
and analyzing data relevant to schooling, as well as learn how
to develop,
manage, and analyze large data files. Students create a research
agenda and develop skills needed in proposal writing: development,
organization
and coherence, conceptualization of research design, and attention
to audience and writing style. This is the second of a three-course
series. Prerequisites: EDS 261A, and admission into the Ed.D.
program or consent of instructor.
EDS
261C. Advanced Research and Evaluation Methods (4)
This course addresses more advanced topics in research design and
methodology. Students hone the requisite research skills to conduct
dissertation
research. Students gain varied hands-on experiences in collecting
and analyzing data relevant to schooling, as well as learn how to
develop,
manage, and analyze large data files. Students create a research
agenda and develop skills needed in proposal writing: development,
organization
and coherence, conceptualization of research design, and attention
to audience and writing style. This is the third of a three-course
series. Prerequisites: EDS 261B, and admission into the Ed.D.
program or consent of instructor.
EDS 262A. Dissertation Writing Seminar (4)
This seminar provides an opportunity for doctoral candidates to present
and critique in-progress dissertation research and writing. Topics
addressed will also include writing for professional publications
and presenting research findings to varied audiences. This is the
first
of a three-course series. Prerequisite: admission into the Ed.D.
program or consent of instructor.
EDS 262B. Dissertation Writing Seminar (4)
This seminar provides an opportunity for doctoral candidates to present
and critique in-progress dissertation research and writing. Topics
addressed will also include writing for professional publications
and presenting research findings to varied audiences. This is the
second
of a three-course series. Prerequisites: EDS 262A, and admission
into the Ed.D. program or consent of instructor.
EDS
262C. Dissertation Writing Seminar (4)
This seminar provides an opportunity for doctoral candidates to present
and critique in-progress dissertation research and writing. Topics
addressed will also include writing for professional publications
and presenting research findings to varied audiences. This is the
third
of a three-course series. Prerequisites: EDS 262B, and admission
into the Ed.D. program or consent of instructor.
EDS 270. Leadership and
Equity in Educational Reform (4)
This course provides a framework for understanding school reform
movements that integrates relevant theory and research from a number
of academic
disciplines. Prerequisite: admission into the Ed.D. program or consent
of instructor.
EDS 271. Language and Diversity in the Schooling Process
(4)
This course examines current research and theory which relate language
and diversity to educational outcomes. Topics addressed include
the development of language and literacy in schools and other settings,
socio-cultural perspectives on language learning, and implications
for educational policy and practice. Prerequisite: admission into
the
Ed.D. program or consent of instructor.
EDS 272. Education and Culture
(4)
This course examines schooling from an anthropological perspective,
focusing on the impact of social and cultural forces on teaching
and learning in U.S. public schools using comparative materials from
other
societies and settings. Prerequisite: admission into the Ed.D. program
or consent of instructor.
EDS 273. Research in Teaching and Learning:
Reading and Writing (4)
This seminar will address current theories and research on the teaching
and learning of reading and writing, as well as how research can
be used to analyze and foster effective teaching practices. Prerequisite:
admission into the Ed.D. program or consent of instructor.
EDS
274. Research in Teaching and Learning: Mathematics (4) This
seminar will address current theories and research on the teaching
and learning of mathematics, as well as how research can
be used
to analyze and foster effective teaching practices. Prerequisite:
admission into the Ed.D. Program or consent of instructor.
EDS
275. Research in Teaching and Learning: Science (4) This
seminar will address current theories and research on the teaching
and learning of science, as well as how research can be
used to analyze
and foster effective teaching practices. Prerequisite: admission
into the Ed.D. Program or consent of instructor.
EDS
276. Research in Teaching and Learning: English Language Learning
(4) This seminar will address current
theories and research on the teaching and learning of second-language
learning, as well
as how
research
can be used to analyze and foster effective practices in teaching
English
to non-native speakers. Prerequisite: admission into
the Ed.D. Program or consent of instructor.
EDS 277. Research
in Teaching and Learning: History and Social Sciences (4) This
seminar will address current theories and research on the teaching
and learning of social sciences, as well as how research
can be used
to analyze and foster effective teaching practices. Prerequisite:
admission into the Ed.D. Program or consent of instructor.
EDS
278/COGR 278. Talking Culture, Culture Talking: Voices of Diversity
(4) This course explores the discourse of culture in American
society and the problem of “silenced” or unheard voices.
The interaction of individual and collective voice, language, and
identity are discussed
as they bear on the ways that culture moves through important social
institutions such as schools. Of particular interest are issues
of teaching, learning, displacement, inclusion, marginality, and
the “speaking
center.” Prerequisite: graduate status or consent of
instructor.
EDS 280. Re-Thinking Leadership (4) This course will present
the evolution of leadership thought and theory, with an emphasis on
the distinction between, and interrelatedness
of, effective management and leadership. The ethics of leadership
practice and epistemological perspectives of emerging leadership
styles will be explored, and students will have opportunities to
reflect on the nature of leadership as it is practiced in educational
settings. Applying critical, self-reflective leadership practice
through structured activities is also an element of this course.
EDS 281. Leadership for Learning (4)
This course will explore various models of curriculum and instruction
in response to students’ learning needs. It also will examine models
of school organization and the leader’s role and responsibility
in developing a school culture that promotes student achievement,
using evidence-based decision-making. A major emphasis will be on
evaluating research on which theories and practice are based. Prerequisite:
joint Ed.D. in Educational Leadership student status.
EDS 282. Leadership
for a Diverse Society (4)
This course will address theories and practices for achieving schools
and classrooms that are informed by and built around the participation
of diverse communities and cultures. The emphasis is on how leadership
intersects with sociohistorical and sociocultural theories that suggest
that the organization of schools and instruction is critical to student
inclusion and outcomes. A basic premise of this course is that a
socially just learning theory begins with using all of the resources
and knowledge
of families, communities, and cultures in formulating policy and
practice. Prerequisite: joint Ed.D. in Educational Leadership student
status.
EDS
283. Leadership for Organizational Change (4)
This course will present multiple theories of organizational change,
explore group processes and identify models of decision-making, and
analyze human motivation theories. Establishing and nurturing a purpose-driven
organization, while dealing with competing demands, will be discussed.
A major emphasis in this course is on people as agents of change
and on the creation of high-quality ethical and productive workplaces
where
employees can achieve success and satisfaction, while advancing the
mission of the educational organization. Prerequisite: joint Ed.D.
in Educational Leadership student status or consent of instructor.
EDS
284. Leadership for Organizational Development (4)
This course will investigate the skills and dispositions needed for
students to lead the development of learning organizations. Faculty
will teach and model concepts of working with people within educational
organizations and programs. Emphasis will be placed on individual’s
team development and facilitation, organizational communications, adult
learning, and professional development. Prerequisite: joint Ed.D. in
Educational Leadership student status or consent of instructor.
EDS
285. Leadership for the Future (4)
This course addresses interdisciplinary influences on leadership
practice within learning organizations. Contributions from scholars
in futures’ studies,
including those influenced by modernism and postmodernism, will be
used to explore topics such as long-range planning, demographic trends,
technology, and brain theory. Prerequisite: joint Ed.D. in Educational
Leadership student status or consent of instructor.
EDS 286. Advanced
Topics in Leadership (4)
This course explores topical issues in the field of leadership. It
focuses on recent developments that have broad implications for research
and practice in educational leadership. Course topics will vary each
time the course is offered. Prerequisite: joint Ed.D. in Educational
Leadership student status.
EDS 287A. Educational Research and Evaluation
Design (4)
This course integrates a variety of social and behavioral science
perspectives and research methodologies in examining topics of central
relevance
to education. Students have opportunities to design and apply to
educational-research questions a variety of methodologies, including
experimental and quasi-experimental
survey, interview, ethnographic, case study, video data analysis,
and discourse analysis methods. This is the first in a three-course
sequence.
Prerequisite: TEP Education Doctorate student or consent of instructor.
EDS
287B. Educational Research and Evaluation Design (4)
This course integrates a variety of social and behavioral science
perspectives and research methodologies in examining topics of central
relevance
to education. Students have opportunities to design and apply to
educational-research questions a variety of methodologies, including
experimental and quasi-experimental
survey, interview, ethnographic, case study, video data analysis,
and discourse analysis methods. Prerequisites: EDS 287A, and TEP
Education
Doctorate student or consent of instructor.
EDS 287C. Educational Research
and Evaluation Design (4)
This course integrates a variety of social and behavioral science
perspectives and research methodologies in examining topics of central
relevance
to education. Students have opportunities to design and apply to
educational-research questions a variety of methodologies, including
experimental and quasi-experimental
survey, interview, ethnographic, case study, video data analysis,
and discourse analysis methods. Prerequisites: EDS 287B, and TEP
Education
Doctorate student or consent of instructor.
EDS 288A. Advanced Research
and Evaluation Methods (4)
This course addresses more advanced topics in research design and
methodology. Students hone the requisite research skills to conduct
dissertation
research. Students gain varied hands-on experiences in collecting
and analyzing data relevant to schooling, as well as learn how to
develop,
manage, and analyze large data files. Students create a research
agenda to develop skills needed in proposal writing: development,
organization
and coherence, conceptualization of research design, and attention
to audience and writing style. This is the first in a three-course
series. Prerequisite: joint Ed.D. in Educational Leadership student
status or consent of instructor.
EDS 288B. Advanced Research and Evaluation
Methods (4)
This course addresses more advanced topics in research design and
methodology. Students hone the requisite research skills to conduct
dissertation
research. Students gain varied hands-on experiences in collecting
and analyzing data relevant to schooling, as well as learn how to
develop,
manage, and analyze large data files. Students create a research
agenda to develop skills needed in proposal writing: development,
organization
and coherence, conceptualization of research design, and attention
to audience and writing style. This is the second in a three-course
series. Prerequisites: EDS 288A, and joint Ed.D. in Educational
Leadership student status or consent of instructor.
EDS 288C. Advanced Research
and Evaluation Methods (4)
This course addresses more advanced topics in research design and
methodology. Students hone the requisite research skills to conduct
dissertation
research. Students gain varied hands-on experiences in collecting
and analyzing data relevant to schooling, as well as learn how to
develop,
manage, and analyze large data files. Students create a research
agenda to develop skills needed in proposal writing: development,
organization
and coherence, conceptualization of research design, and attention
to audience and writing style. This is the third course in a three-course
series. Prerequisites: EDS 288B, and joint Ed.D. in Educational Leadership
student status or consent of instructor.
EDS 289A. Dissertation Writing
Seminar (4)
This seminar provides an opportunity for doctoral candidates to present
and critique in-progress dissertation research and writing. Topics
addressed will also include writing for professional publications
and presenting research findings to varied audiences. This is the
first
in a four-course series. Prerequisite: joint Ed.D. in Educational
Leadership student status or consent of instructor.
EDS 289B. Dissertation Writing
Seminar (4)
This seminar provides an opportunity for doctoral candidates to present
and critique in-progress dissertation research and writing. Topics
addressed will also include writing for professional publications
and presenting research findings to varied audiences. This is the
second
in a four-course series. Prerequisites: EDS 289A, and joint Ed.D.
in Educational Leadership student status or consent of instructor.
EDS
289C. Dissertation Writing Seminar (4)
This seminar provides an opportunity for doctoral candidates to present
and critique in-progress dissertation research and writing. Topics
addressed will also include writing for professional publications
and presenting research findings to varied audiences. This is the
third
in a four-course series. Prerequisites: EDS 289B, and joint Ed.D.
in Educational Leadership student status or consent of instructor.
EDS
289D. Dissertation Writing Seminar (4)
This seminar provides an opportunity for doctoral candidates to present
and critique in-progress dissertation research and writing. Topics
addressed will also include writing for professional publications
and presenting research findings to varied audiences. This is the
fourth
course in a four-course series. Prerequisites: EDS 289C, and joint
Ed.D. in Educational Leadership student status or consent of instructor.
EDS 290. Research Practicum (1-6) Supervised
research studies with individual topics selected according to students
special interests. Students will develop a research proposal appropriate
for M.A. thesis, begin to gather and analyze data. Prerequisites:
M.A. candidate and consent of instructor. (S/U grades only.)
EDS
291A. Leadership Research Practicum (2)
Students use their placements in local schools and educational
settings to examine leadership research and practice
topics raised in the Leadership core courses and Research
and Evaluation Design/Methods courses. This is the first
in a three-course series. Prerequisite: joint Ed.D. in
Educational Leadership student status or consent of instructor.
EDS
291B. Leadership Research Practicum (2)
Students use their placements in local schools and
educational settings to examine leadership research
and practice
topics raised in the Leadership core courses and Research
and Evaluation Design/Methods courses. This is the
second course in a three-course series. Prerequisite:
EDS 291A,
and joint Ed.D. in Educational Leadership student status.
EDS
291C. Leadership Research Practicum (2)
Students use their placements in local schools and
educational settings to examine leadership research
and practice
topics raised in the Leadership core courses and Research
and Evaluation Design/Methods courses. This is the
third course in a three-course series. Prerequisite:
EDS 291B,
and joint Ed.D. in Educational Leadership student status.
EDS
292. Qualifying Paper Preparation (2) This course
will provide students with time, resources, and guidance
for the purpose of developing a review
of literature on a student-related topic, which typically
becomes the focus of the dissertation research project.
Students will be expected to use a variety of research
tools in order to discover and identify relevant information.
(S/U grade permitted)
EDS
293A. Advanced Leadership Research Practicum (2)
Students use their placements in local schools and educational
settings to examine leadership research and practice
topics raised in the Leadership core courses and Research
and Evaluation Design/Methods courses. This is the first
course in a three-course series. Prerequisite: joint
Ed.D. in Educational Leadership student status or consent
of instructor.
EDS 293B. Advanced Leadership
Research Practicum (2)
Students use their placements in local schools and
educational settings to examine leadership research
and practice
topics raised in the Leadership core courses and Research
and Evaluation Design/Methods courses. This is the
second course in a three-course series. Prerequisite:
EDS 293A,
and joint Ed.D. in Educational Leadership student status
or consent of instructor.
EDS 293C. Advanced Leadership
Research Practicum (2)
Students use their placements in local schools and
educational settings to examine leadership research
and practice
topics raised in the Leadership core courses and Research
and Evaluation Design/Methods courses. This is the
third course in a three-course series. Prerequisite:
EDS 293B,
and joint Ed.D. in Educational Leadership student status
or consent of instructor.
EDS 294A. Colloquium on
Educational Leadership (2)
Program faculty and visiting lecturers present leadership
research in progress. Serves as a forum to discuss
current research in educational leadership. This is
the first
course of a two-course series. Prerequisite: graduate
student status or consent of instructor.
EDS 294B. Colloquium
on Educational Leadership (2)
Program faculty and visiting lecturers present leadership
research in progress. Serves as a forum to discuss
current research in educational leadership. This is
the second
course in a two-course series. Prerequisite: EDS 294A,
and graduate student status or consent of instructor.
EDS
295. MA Thesis (1-8)
Research for the Master’s thesis (Educational Research)
or Curriculum Design Portfolio thesis (Curriculum Design).
Open for repeated registration up to eight units (S/U
grade only). Prerequisite: consent of instructor.
EDS 297. Directed Group Study (1-6) Study
and analysis of specific topics under the guidance of a faculty member.
Offered for repeated registration. Prerequisite: consent of instructor.
EDS 298. Independent Study (1-6) Individual
guided study and/or independent research in an area not covered by present
course offerings. Offered for repeated registration. Prerequisite:
consent of instructor.
EDS 299. Dissertation Research (1-12) Directed
research on dissertation topic for students who have been admitted
to candidacy for the Ed.D. degree. May be repeated for credit. Prerequisite:
admission into the Ed.D. program.
EDS 500. Apprentice Teaching in Education (2-4) The
course, designed for graduate students serving as teaching assistants
in teacher education courses, includes discussion of teaching theory
and practice, instructional materials, organization of discussion sections,
liaison with participating schools, and methods of evaluation/grading
under the supervision of the instructor of the course.
Teacher Education Program Courses
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