Bilingual / Cross-Cultural Education M.A.
Courses
COURSE OFFERINGS IN EDUCATION (EDUC)
Upper Division
542. Seminar in Education
Intensive study of topics and problems in education. May be repeated for credit as subject matter changes and with consent of instructor. Prerequisite: graduate standing or consent of instructor. (1-5 units)
595. Independent Study
Special topics involving library and/or field research. Prerequisites: a minimum overall grade point average of 3.0, consent of instructor and college approval of a written proposal of a project submitted on a standard application filed in advance of the quarter in which the course is to be taken. (1-4 units)
Graduate/Post-Baccalaureate
May not be taken by undergraduate students.
600. Master's Degree Project
Prerequisite: advancement to candidacy. (4 units)
601. Advanced Independent Study Topics in Education
Special topics involving application of educational procedures. Prerequisites: minimum grade point average of 3.0, consent of instructor and college approval of a written proposal of a project submitted on a standard application, and filed in advance of the term in which the course is to be taken. (1-4 units)
603. Effective Communication in Education
Varying theoretical approaches with an emphasis on identifying one's personal/professional school of thought. Dynamics of interpersonal communication in educational structures: participation of individuals and small groups from a pluralistic perspective; writing for research purposes and professional speaking. Prerequisite: EDUC 306 or equivalent. (4 units)
605. Foundations of Education
History and theory of elementary, secondary and postsecondary education within the setting of American society: underlying assumptions, organizational structure, and educational change. Multiculturalism is studied in a balanced context relevant to the educational setting. Students apply what they learn to their school of thought in education, thereby connecting theory to the daily practice in the schools. Formerly EDUC 695. Prerequisite or corequisite: EDUC 603. (4 units)
607. Introduction to Educational Research
Introduction to the vocabulary, design, and sources of quantitative and qualitative methodologies, and program evaluation research in education. Ethical strategies for collecting, treating, and reporting data are emphasized; research reports and identifying, developing and critiquing trends in research communities. Formerly EDUC 663. Prerequisites: EDUC 603 and 605. (4 units)
611. Foundations of Integrative and Holistic Models of Education
Introduction to constructive post-modernist paradigms, systems theory, theories of meaning, constructivism and holistic theory. Students explore the importance of an engaging learning environment, a facilitative learning community and open-ended processes of problem solving. Prerequisite: consent of department. (4 units)
613. Integration and Meaning in Education
Investigation of instructional applications of the neuro-sciences, holistic learning and constructivist principles. Emphasizing group processes, collaborative action research, integrating technology, implementing cooperative groups, and developing cultural sensitivity and awareness of social justice issues. Prerequisite: consent of department. (4 units)
615. Exploring Arts, Creativity and Sign Systems
Application of the research on, and processes of art and creativity to learning. Exploration of the use of multiple modalities and somatic approaches to teaching, and semiotic understandings of disciplines. Introduction of intuitive development into the teaching/learning process. Prerequisite: consent of department. (4 units)
617. Exploring Integrative and Holistic Curriculum Theory
Exploration of the dominant perspectives on curriculum and introduction to constructive postmodernist curriculum theory as a foundation for integrative and holistic curriculum design. Development and field testing of substantive and engaging curriculum projects. Prerequisite: consent of department. (4 units)
619. Seminar in Holistic Education
Exploration of a variety of selected topics in holistic education through readings, class presentations, discussions, and reflective writing. Selection by student of an approved topic for in-depth exploration. Planning of a mini-conference in holistic education that includes presentations by each student, as well as outside speakers. Prerequisite: consent of department. (4 units)
620. Spiritual Perspectives in Public Education
Principles and techniques of integrating a nonsectarian spiritual perspective in a public school setting. Theoretical framework consistent with a variety of spiritual traditions, the implications of the new sciences, and current educational psychology (e.g., constructivism). Focus on nonsectarian methods that nourish the inner life of the educator and the student. (4 units)
621. Assessment and Research: Holistic Perspectives
Focus on the skills, understandings and methodologies of assessment and research design from a holistic perspective. Includes both quantitative and qualitative models, evaluation design and scholarly writing. Prerequisite: consent of department. (4 units)
640. Teaching English Learners in the General Education Classroom
Overview of programs, curricula, and resources for the education of English language learners. Strategies for English language development and methods for sustaining access to the core academic curriculum. Assessment techniques for initial placement and progress evaluation of learners. Psychological and sociocultural factors which affect first and second language development. Required for California SB 2042 clear credential. (4 units)
694. Master's Project in Science Education
Prerequisites: advancement to candidacy and consent of the graduate coordinator. (4 units)
698. Continuous Enrollment for Graduate Candidacy Standing
Independent study leading to completion of requirements (other than course work) for the master's degree. To retain classified standing in the master's program, a student must enroll in 698 each quarter until the project or thesis is accepted or the comprehensive examination passed. Cannot be used to satisfy degree requirements. Students who enroll in 698 through the university have full use of all university facilities. See Page 343, Culminating Experience: Exam, Thesis, or Project. Prerequisites: advancement to candidacy and approval of program graduate coordinator or, if an interdisciplinary studies major, consent of the Dean of Graduate Studies. (0-6 units)
COURSE OFFERINGS IN ELEMENTARY/BILINGUAL EDUCATION (EELB)
Lower Division
230. Introduction to Education
Perspectives on public school teaching for potential elementary teachers. Awareness of the learning/teaching process; the various roles of teachers; the social, historical, and philosophical foundations of education. Preparation for admission to the credential portion of the B.A. in Liberal Studies, Integrated Track. A minimum of 30 hours of observation/participation in public schools grades K-8. (4 units)
285. Service Learning Experience
A. I: Supervised intensive work performed in the classroom. Requires 60 hours of work/study, including weekly classes. Two units must be completed in a K-3 classroom setting and another two units completed in a 4-8 classroom setting taken in either order. Graded A,B,C/no credit. Formerly EELB 275 and 575. (2 units)
B. II: Continuation of EELB 285A in either a K-3 or 4-8 classroom setting. Formerly EELB 275 and 575. Graded A,B,C/ no credit. Prerequisite: EELB 285A. (2 units)
Upper Division
301. Growth and Development in Socio-Educational Contexts
Developmental characteristics of children from birth through adolescence in the areas of physical, cognitive, language, emotional, personal, social and moral development. Interaction between individual development and social and educational contexts as affected by culture, language, gender, sexual orientation, socioeconomic status, or physical/emotional/learning disabilities. Emphasis on creating classrooms which allow equitable access to education for all students. Requires a minimum six-hour field component in an approved setting. Formerly EELB 331. (4 units)
310. Educational Psychology: Teaching and Learning in Diverse Classrooms
Explores the major educational theories of human learning and cognition, reviews research on effective teaching practices, and examines the use of learning theories and research among students of differing gender, ethnicity, language, socioeconomic status, and handicapping conditions. Five hours of observation/participation in a public elementary school classroom are required. This course cannot be taken in place of EELB 317. Corequisite: HD 315. (3 units)
311. Mathematics Curriculum and Methods in the Elementary School
Introductory course in curriculum and instruction for implementing meaning-centered elementary mathematics education in a culturally diverse society and in designing instruction to meet academic needs of English language learners. Course requires three hours lecture and two hours activity including observation and participation in approved setting. Prerequisite: admission to the B.A. in Liberal Studies, Accelerated Track. Corequisite: MATH 301A. (4 units)
312. Family, Culture and Schooling
Basic understanding of the nature of culture, its manifestations, and the dynamics of crosscultural contact. Key issues of group and individual enculturation, acculturation, assimilation, multiculturalism, culture shock, racism, and gender, and their impact on educational practice. Interaction and communication with diverse families and communities. Requires a minimum six-hour field component in an approved setting. Formerly EELB 321. Must be taken in the first quarter of enrollment in the credential program and may be taken concurrently with EELB 313, 315 or 316, 317 and 519. Prerequisite: admission to the Multiple Subject Credential Program. (2 units)
313. Pedagogical Foundations for English Language Learners
Overview of various theories, principles and instructional practices designed to develop the linguistic, social and academic proficiency of English language learners. Key issues and concepts include: linguistic development, first and second language acquisition, and the relationship between first language literacy and second language development. Relevant state and federal laws pertaining to the education of English learners, the impact of these mandates on student placement and school site instructional programs, the importance of students' families, cultural backgrounds and experiences and how these relate to successful school experiences for English learners are examined. Requires a minimum six-hour field component in an approved setting. Formerly EELB 333. May be taken concurrently with EELB 312, 315 or 316, 317 and 519. Prerequisite: admission to the Multiple Subject Credential Program. (4 units)
315. Reading/Language Arts Curriculum and Pedagogy
Research-based materials, methods, and strategies for teaching reading/language arts, including explicit systematic, meaningful instruction in basic reading skills and comprehension strategies to meet the needs of English learners, proficient English learners, and learners with special needs including learners with varied reading levels and language backgrounds. Emphasis is on emergent reading and writing behaviors, balanced literacy components, and literature. Requires a minimum six-hour field component including participation with beginning readers in an approved setting. Formerly EELB 445. May be taken concurrently with EELB 312, 313, 317, and 519. Prerequisite: admission to the Multiple Subject Credential Program. (3 units)
316. Reading/Language Arts (Primary Language) Curriculum and Pedagogy
Materials, methods, and strategies for teaching reading/language arts with a focus on substantive research-based instruction, including explicit systematic, meaningful instruction in basic reading skills and comprehension strategies to meet the needs of English learners, proficient English learners with special needs including learners with varied reading levels and language backgrounds. Emphasis is on emergent reading and writing behaviors, balanced literacy components, and literature. Part of the course is taught in Spanish. Requires a minimum six-hour field component including participation with beginning readers in an approved Multiple Subject BCLAD setting. Formerly EELB 446. May be taken concurrently with EELB 312, 313, 317 and 519. Prerequisite: admission to the Multiple Subject Credential Program. (3 units)
317. Educational Psychology for a Diverse Society
Overview of psychological principles applied to education using a variety of theoretical perspectives from psychology to explore educational practices, student development and characteristics, learning processes, teaching strategies and assessment in the multicultural classroom. Requires a minimum six-hour field component in an approved setting. Formerly EELB 332. May be taken concurrently with EELB 312, 313, 315 or 316 and 519. Prerequisite: admission to the Multiple Subject Credential Program. (4 units)
334. Language Development and Schooling
First and second language acquisition and the applications of this to developing curriculum and instructional practices of English language learners. Historical, legal and educational foundations of bilingual instruction, English language development (ELD) and Specially Designed Academic Instruction in English (SDAIE) as well as enrichment versus deficit models of schooling. Requires five hours of observation and participation in an approved setting. (4 units)
335. Reading/Language Arts Curriculum and Methods in the Elementary School
Emphasis on integration of linguistic concepts with appropriate strategies for teaching emergent readers and writers of varied reading levels and language backgrounds. Strategies include developing phonemic awareness; systemic explicit phonics instruction; selection of appropriate materials and assessment measures; making reading and writing connections; supporting comprehension and vocabulary development; and organizing classrooms for a balanced literacy program. Course requires three hours lecture and two hours activity including observation and participation in approved setting. Prerequisite: admission to the B.A. in Liberal Studies, Accelerated Track. Corequisite: ENG 311. (4 units)
342. Curriculum and Methods for Early Childhood Education
Principles, methods and materials of instruction appropriate for young children. Prerequisites: EELB 301 and 312. (4 units)
414. Science Curriculum and Methods in the Elementary School
Introductory course in curriculum and instruction for implementing meaning-centered elementary science education in a culturally diverse society and in designing instruction to meet academic needs of English language learners. Course requires three hours lecture and two hours activity including observation and participation in approved setting. Prerequisite: admission to the B.A. in Liberal Studies, Accelerated Track. Corequisite: CHEM 304, GEOL 304 or PHYS 304. (4 units)
422. Classroom Organization, Management and Discipline
Seminar focusing on knowledge, skills and dispositions required to create and maintain a supportive, healthy environment for student learning. Topics include learning about students, encouraging parental involvement and support, understanding multiple factors that influence behavior, using support personnel, establishing procedures which result in using instructional time effectively, and developing a discipline plan based on research and personal educational philosophy. May be taken concurrently with EELB 423, 425 and 529 and either EELB 540A or 560A. If not taken concurrently with EELB 529 and either EELB 540A or 560A, then six hours of fieldwork will be required. Prerequisites: admission to the Multiple Subject Credential Program and completion of all Phase I courses. (2 units)
423. Mathematics Curriculum and Pedagogy
Introductory course in curriculum and instruction in mathematics. Emphasis on implementing state adopted mathematics curriculum standards and skills in an elementary classroom based on an in depth understanding of concepts, skills, and strategies in mathematics. Includes designing instruction to meet the academic needs of all learners in a diverse classroom including English learners and learners with special needs. Formerly EELB 441. May be taken concurrently with EELB 422, 425 and 529 and either EELB 540A or 560A. If not taken concurrently with EELB 529 and either EELB 540A or 560A, then six hours of fieldwork will be required. Prerequisites: admission to the Multiple Subject Credential Program and completion of all Phase I courses. (4 units)
425. Literacy and Second Language Acquisition for the Intermediate Reader and Beyond
Continuation of EELB 315 and 316 which extends the study of literacy development for the intermediate reader and beyond for all learners including English learners, proficient English learners, and learners with special needs. Emphasis on developing higher level academic skills for complex reading, writing, speaking, and thinking; approaches to English language development (ELD); planning for both language and content instruction, literacy in the content areas; development of strategies to build comprehension and fluency; assessment techniques; and transfer of literacy skills from first to second language. Formerly EELB 449. May be taken concurrently with EELB 422, 423, 529 and either EELB 540A or 560A. If not taken concurrently with EELB 529 and either EELB 540A or 560A, then six hours of fieldwork will be required. Prerequisites: admission to the Multiple Subject Credential Program and completion of all Phase I courses. (3 units)
429. Reading, Writing and Literary Analysis in the Elementary School
Emphasis on approaches to reading and writing in the content areas; analysis of literature; assessment techniques; and strategies for making reading, writing and literature comprehensible to all students including English language learners. Course builds on process writing concepts including drafting, peer editing, and idea development. Course requires three hours lecture and two hours of activity including observation and participation in approved setting. Prerequisites: admission to the B.A. in Liberal Studies, Accelerated Track, EELB 235, ENG 306, and 311. Corequisite: ENG 301, 302, 303, 304, 309 or 320. (4 units)
430. Supervised Student Teaching in the Blended Program
Teaching in elementary grades in the public schools. Graded credit/no credit. Prerequisites: admission to the B.A. in Liberal Studies, Accelerated Track and admission to student teaching. Corequisite: HUM 497. (8 units)
480. Capstone Seminar
Seminar on issues in curriculum, instruction and assessment; reflection on all previous course work and experiences; and continuing development of the teaching portfolio to accompany second quarter elementary student teaching. Graded credit/no credit. Prerequisites: EELB 450A, 451 and 533 or 534. Corequisites: EELB 450B, 452 and 511. (2 units)
512. Spanish Children's Literature for the Bilingual Classroom
Examines children's literature and how it has the potential to be culturally authentic, interesting and effective in literacy instruction. (Also offered as EELB 611. Students may not receive credit for both.) (4 units)
519. Assessment Seminar I
Seminar focusing on knowledge, skills and dispositions required of first-year teachers. Emphasis on content specific and developmentally appropriate pedagogy, characteristics of English learners and learners with special needs, and demonstration of Teacher Performance Expectations 1, 3, 4, 6 and 7. Must be the last course taken in Phase I. Graded credit/no credit. Prerequisite: admission to the Multiple Subject Credential program. Prerequisite or corequisite: all courses in Phase I. (2 units)
529. Assessment Seminar II
Seminar focusing on knowledge, skills and dispositions required of first year teachers. Emphasis on connecting instructional planning to student characteristics for academic learning; designing instruction in physical education; and demonstration of Teacher Performance Expectations 1, 4, 6, 7, 8, 9, and 13. Graded credit/no credit. Corequisite: EELB 540A for student teachers or EELB 560B for intern teachers. Prerequisites or corequisites: EELB 422, 423, 425 for student teachers or EELB 532 for intern teachers. Prerequisite: admission to the Multiple Subject Credential program and all Phase I courses for student teachers or all courses in Phase I and II for intern teachers. (2 units)
532. Science/Health Curriculum and Pedagogy
Introductory course in curriculum and pedagogy in science and health. Emphasis on implementing state adopted science and health curriculum standards in an elementary classroom. Includes designing instruction to meet academic needs of all learners including English language learners and learners with special needs. Formerly EELB 443. Student teachers may take concurrently with EELB 533 or 534, 539 and 540B. Intern teachers may take concurrently with EELB 529 and 560B. If not taken concurrently with EELB 540B or 560B, then six hours of fieldwork will be required. Prerequisites: admission to the Multiple Subject Credential Program and completion of all Phase I and II courses. (4 units)
533. Social Studies and the Arts Curriculum and Pedagogy
Introductory course in curriculum and pedagogy in history/social studies and visual/performing arts. Emphasis on implementing state adopted curriculum standards and skills in an elementary classroom based on an in-depth understanding of concepts, skills, and strategies in history/social studies and the visual/performing arts. Includes designing a teaching unit to meet academic needs of all learners including English language learners and learners with special needs. Formerly EELB 447. Student teachers may take concurrently with EELB 532, 539 and 540B. Intern teachers may take concurrently with EELB 539 and 560C. If not taken concurrently with EELB 540B or 560C, then six hours of fieldwork will be required. Prerequisites: admission to the Multiple Subject Credential Program and completion of all Phase I, II and III courses for intern teachers. (4 units)
534. Social Studies and the Arts (Primary Language) Curriculum and Pedagogy
Introductory course in curriculum and pedagogy in history/social studies and the visual/performing arts. Emphasis on implementing state adopted curriculum standards and skills in an elementary school based on an in-depth understanding of concepts, skills, and strategies in history/social studies and the visual/performing arts. Includes designing a teaching unit to meet academic and language needs of all learners including Spanish-speaking learners and learners with special needs. Part of the course will be taught in Spanish. Formerly EELB 448. Student teachers may take concurrently with EELB 532, 539 and 540B. Intern teachers may take concurrently with EELB 539 and 560C. If not taken concurrently with EELB 540B or 560C, then six hours of fieldwork will be required. Prerequisites: admission to the Multiple Subject Credential program and completion of all Phase I and II courses for student teachers or completion of all Phase I, II, and III courses for intern teachers. Corequisite: EELB 540B or 560C. (4 units)
539. Assessment Seminar III
Seminar focusing on knowledge, skills and dispositions required of first year teachers. Emphasis on assessment of learning goals; lesson design, implementation, and reflection after instruction; professional, legal and ethical obligations; and demonstration of Teacher Performance Expectations 1 through 13. Graded credit/no credit. Corequisite: EELB 540B for student teachers or EELB 560C for intern teachers. Prerequisites or corequisites: EELB 532 and 533 or 534 for student teachers or EELB 533 or 534 for intern teachers. Prerequisites: admission to the Multiple Subject Credential program and Phase I and II for student teachers or Phase I, II and III for intern teachers. (2 units)
540. Supervised Student Teaching in Multiple Subject
Teaching practicum in public schools in a multiple subject setting as defined by CCTC. Two quarters of student teaching are required. Graded credit/no credit. Formerly EELB 450.
A. I. Must be taken concurrently with EELB 529. Should be taken concurrently with EELB 422, 423, and 425. Prerequisite: admission to supervision as a student teacher. (6 units)
B. II. Must be taken concurrently with EELB 539. Should be taken concurrently with EELB 532 and 533 or 534. Prerequisites: EELB 422, 423, 425, 529 and 540A. (6 units)
C. III. Prerequisite: consent of program director. (6 units)
542. Seminar in Elementary/Bilingual Education
Intensive study of topics and problems in education. May be repeated for credit as subject matter changes and with consent of instructor. Prerequisite: graduate standing or consent of instructor. (1 to 4 units)
545. Teaching Science in Elementary School
Intensive study of teaching science in elementary school. Exploration, analysis, interpretation and implementation of science process teaching. Intended for experienced teachers. Prerequisite: consent of instructor. (4 units)
560. Supervised Intern Teaching in Multiple Subject
Full-time teaching in the public schools under the intern credential in a multiple subject setting as defined by CCTC. Three quarters of supervised intern teaching are required. Formerly EELB 455. Graded credit/no credit.
A. Prerequisites: admission to the intern program, completion of EELB 312, 313, 315 or 316, and 317 and admission to supervision. Corequisites: EELB 422, 423, and 425. (8 units)
B. Prerequisites: EELB 312, 313, 315 or 316, 317, 422 423, 425, and 560A. Corequisites: EELB 529 and 532. (8 units)
C. Prerequisites: EELB 533 or 534 and 539. (8 units)
Please refer to the University catalog at http://catalog.csusb.edu for official information.