Spring 2020 Courses
School of Education: ALL, Spring 2020
| CCN Class | Sec | Units | Instructor | Days | From | To | Room Building | |
|---|---|---|---|---|---|---|---|---|
| 24. Berkeley Freshman Seminars. (1) Course may be repeated for credit as topic varies. One hour of seminar per week. Prerequisites: Priority given to freshmen. The Berkeley Seminar Program has been designed to provide new students with the opportunity to explore an intellectual topic with a faculty member in a small-seminar setting. Enrollment limited to 15 freshmen.Staff | ||||||||
| 32935 EDUC 24 | 001 | 1 | Koshland, C. | M | 3:00 PM | 5:00 PM | 31 Evans | |
| & Van Rheenen, D. | ||||||||
| C122. Research Methods for Science and Mathematics K-12 Teachers. (3) Two hours of Seminar and two hours of Lab per week.Prerequisites: UGIS 82 Students undertake several in-depth research projects to develop methods for engaging in authentic research in the science or mathematics content area related to their major. Interactive lectures and labs are designed to meet the needs of future teachers by practicing specific techniques--including statistics, mathematical modeling, and scientific writing-needed to address scientific questions so that they guide their future K-12 students to develop skills in problem solving and research. Also listed as UGIS C122 Wilkerson | ||||||||
| 33162 EDUC C122 | 001 | 3 | Wilkerson, M. | Tu | 12:00 PM | 2:00 PM | BWW | |
| 33163 EDUC C122 | 101 | Wilkerson, M. | Th | 12:00 PM | 2:00 PM | BWW | ||
| 130. Knowing and Learning in Mathematics and Science. (3) Three hours of lecture and one hour of fieldwork per week. Prerequisites: Any of UGIS 81A, UGIS 81B or UGIS 82. This course offers a sequence of collaborative problem-solving and reflection activities through which students will be able to appreciate and develop a coherent, effective approach to the teaching and learning of any mathematical or scientific conceptual domain. Issues of cognition, culture, and pedagogy will emerge from participants' struggles to explain their own reasoning. In-class problem solving experiences will provide grist for reflection. Students do course projects in local classrooms. (F, SP) Abrahamson | ||||||||
| 29702 EDUC 130 | 001 | 3 | Abrahamson, D. | W | 2:00 PM | 5:00 PM | 107 GPB | |
| 29774 EDUC 130 | 101 | Abrahamson, D. | 12:00 AM | 12:00 AM | Field Work | |||
| 131AC. Classroom Interactions in Science and Mathematics: A focus on Equity and Urban Schools. (3) Three hours of seminar per week.This course continues the process of preparing students to teach science and mathematics in secondary schools by providing opportunities to evaluate challenges they face in instructional settings. We will explore frameworks for thinking about equity issues in the classroom and beyond school settings, learn strategies for teaching students of diverse backgrounds, and consider how classroom interactions enable students to develop a deep understanding of the subject matter. This course satisfies the American cultures requirement. (F,SP) Poon | ||||||||
| 29703 EDUC 131AC | 001 | 3 | Staff | Tu | 5:00 PM | 8:00 PM | 103 GPB | |
| 140AC. The Art of Making Meaning. (4) Three hours of lecture, one hour of discussion and two hours of fieldwork per week for Fall/Spring. Six hour of lecture, two hours of discussion and seven hours of fieldwork per week for Summer. Drawing from both hostorical and contemporary sociocultural theories on literacy and language as well as recent research from education and ew media scholars, we will explore an array of digital and non-digital forms of meaning-making and symbolic creativity, such as meme-generating, video making, micro-blogging, multi-player gaming, and app designing, as well as more traditional and non-digital or pre-digital forms of cultural participation and civic engagement. This course satisfies the American cultures requirement.Hull | ||||||||
| 29704 EDUC 140AC | 001 | 4 | Hull, G. | TuTh | 12:30 PM | 2:00 PM | 110 Barrows | |
| 31386 EDUC 140AC | 101 | Hull, G. | 12:00 AM | 12:00 AM | Disc. | |||
| 31387 EDUC 140AC | 102 | Hull, G. | 12:00 AM | 12:00 AM | Field Work | |||
| 29705 EDUC 140AC | 002 | 4 | Hull, G. | TuTh | 9:30 AM | 11:00 AM | 110 Barrows | |
| 29803 EDUC 140AC | 201 | 4 | Hull, G. | 12:00 AM | 12:00 AM | Disc | ||
| 29804 EDUC 140AC | 202 | 4 | Hull, G. | 12:00 AM | 12:00 AM | Field Work | ||
| W140A. The Art of Making Meaning. (4) Three hours of lecture+ one hr fieldwork per week. This course combines theory and practice in the study of literacy and development. It will introduce sociocultural educational theory and research focused especially on literacy teaching and learning, and this literature will be examined in practice through participation in after-school programs. In addition, the course will contribute to an understanding of how literacy is reflected in race, culture, and ethnicity im the United States and how these symbolic systems shift in a digital world.(F, SP, SU) Hull | ||||||||
| 29707 EDUC W140A | 001 | 4 | Hull, G. | 12:00 AM | 12:00 AM | Web Based Lectur | ||
| 29773 EDUC W140A | 101 | Hull, G. | 12:00 AM | 12:00 AM | Field Work | |||
| W141. Exploring Digital Pedagogy. (3) Three hours of lecture and discussion per week for summer. One and a half hours of lecture and discussion per week for Fall. Over the past decade, online education and classroom-based education have begun to converge in the form of digital pedagogy. What does this mean for the role of the instructor, how a student learns, the design of a learning experience, the structure of education and the impact on society overall? This course provides the opportunity to explore issues that are impacting 21st century education and pedagogy due to the disruptive force of technology. (Su) Conrad | ||||||||
| 33112 EDUC W141 | 001 | 3 | Adams, J. | 12:00 AM | 12:00 AM | BWW | ||
| & Hull, G. | ||||||||
| 33113 EDUC W141 | 101 | Adams, J. | 12:00 AM | 12:00 AM | Web Based Disc. | |||
| & Hull, G. | ||||||||
| W144. Practicum in Education. (1-3) Thirty minutes of video lecture and one hour of discussion per week. Research Practicum in Education is designed to provide an opportunity for undergraduates to gain knowledge of qualitative research methods through critically reflecting on practicum work conducted in an educational setting. Students have the option of conducting practicum work in one of four course strands: (1) working with K-12 youth or peers; (2) conducting guided research; (3) working in an education-providing institution; and (4) course assistance in a university class. (Su) Hull, Underwood | ||||||||
| 29843 EDUC W144 | 001 | 1-3 | Mintrop, H. | 12:00 AM | 12:00 AM | Web Based Lec. | ||
| 29844 EDUC W144 | 101 | Mintrop, H. | 12:00 AM | 12:00 AM | Field Work | |||
| 29845 EDUC W144 | 102 | Mintrop, H. | 12:00 AM | 12:00 AM | BWW | |||
| 150. Advanced Studies in Education. (3) Three hours of lecture per week.This course is an advanced undergraduate seminar in current issues and topics in education. Course will focus on specific issues or research methods in the multidisciplinary field of education. A major research project is required as well as class presentations. Topics change each semester.(F,SP) Staff | ||||||||
| 32061 EDUC 150 | 001 | 3 | Sterponi, L. | CANC | 2:00 PM | 5:00 PM | 50 Barrows | |
| 33468 EDUC 150 | 002 | 3 | Britton, T. | M | 2:00 PM | 5:00 PM | 122 Latimer | |
| W153. Research in Education: Studying Eduational Inequality and Possiblity (Online).(4) Thirty minutes of video lecture and one hour of discussion per week. The goal of the Research in Education is to introduce students to educational research and the methods and frameworks used to examine key educational topics related to educational inequity and educational possibility. Students also will develop robust understandings of relevant theories and methods by engaging with research focused around the set of core topics. In this way, students will become ‘re-searchers’ of enduring educational issues.(Su) Gutierrez | ||||||||
| 32933 EDUC W153 | 001 | 4 | Gutierrez, K. | 12:00 AM | 12:00 AM | Web Based Lec. | ||
| 32934 EDUC W153 | 101 | Gutierrez, K. | 12:00 AM | 12:00 AM | Web Based Disc. | |||
| 154. Language in/and the World. (3) One hour of lecture andtwo hours of discussion per week. A nuanced understanding of how language reveals and conceals realities of the world is an important asset for any educational enterprise that aims toward a critical and transformative engagement with the world. This course focuses on the relationship between language and the world: language inhabits the world that language itself contributes to shaping.Sterponi | ||||||||
| 33414 EDUC 154 | 001 | 3 | Sterponi, L. | W | 2:00 PM | 5:00 PM | 258 Dwinelle | |
| 33415 EDUC 154 | 101 | Sterponi, L. | TBA | 12:00 AM | 12:00 AM | TBA Disc | ||
| W161. Digital Learning Environment. (3) Three hours of lecture per week. Digital learning environment are taking residence in the educational experience of many, from replacing components of traditional classroom instruction to providing open platforms for lifelong learning. In this class we will study the various forms and functions of a sampling of digital learning environments ranging from subject specific Intelligent Tutoring Systems in K-12 to domain neutral systems for post-secondary online learning.(F, Su) Pardos | ||||||||
| 31165 EDUC W161 | 001 | 3 | Pardos, Z. | W | 2:00 PM | 5:00 PM | Web Based Lec | |
| W164. Early Childhood Policy (3) Three hours of online lecture/discussion per week. Early Childhood Policy – Children, Contexts, and Politics in Diverse Societies focuses on how the diverse policy contexts in which children are born and raised have dramatic implications for their life trajectories. This course examines how, when and why government intervenes in children's lives through family, pre-/school, community, and digital media contexts. Students will gain familiarity with local, national, and international early childhood policies, and learn how to develop one. Buller/Bridges | ||||||||
| 29872 EDUC W164 | 001 | 3 | Fuller, B. | W | 2:00 PM | 3:00 PM | Web Based Lec. | |
| W165. Early Learning Environments for Diverse Learners (3) Explores diverse ways in which young children are raised across cultural and social-class groups, and implications for early interventions, preschooling, and public schools.Staff | ||||||||
| 33404 EDUC W165 | 001 | Fuller, B. | Th | 4:30 PM | 6:00 PM | TBA Web Based Lec | ||
| 33405 EDUC W165 | 101 | Fuller, B. | 12:00 AM | 12:00 AM | Web Based Disc. | |||
| 188F Language, Race, and Power in Education. (3) Three hours of lecture per week. This course is designed to critically examine the intersection of language, race, and power in education. Through dialogue, readings, research, and critical analysis the course aims to foster awareness of the ways in which seemingly neutral education processes are inherently embedded in power dynamics around language use. Participants will discuss the purposes of education, the ways schoolingand education are related to other societal structures, and the potential of education to productively address inequalities, especially as they impact students of historically recialized groups (e.g, Latino/a, African-American, and Asian).(SP) Baquedano-Lopez | ||||||||
| 29801 EDUC 188F | 001 | 3 | Baquedano-Lopez, P. | TuTh | 11:00 AM | 12:30 PM | 107 GPB | |
| & Hunt, D. | ||||||||
| 190AC. Critical Studies in Education. (4) Four hours of lecture and discussion per week. This course examines how learning environments can empower and disempower individuals and explores the role of education in the social construction of hierarchy, inequality, difference, identity, and power. It embodies a democratic philosophy and practice, creating a learning community that encourages students to take responsibility for their own education and learn through theory, experience, and dialogue. All students must engage in a community project. Course satisfies the American Cultures Requirement.(F,SP) Hull | ||||||||
| 29598 EDUC 190AC | 002 | 4 | Hull, G. | TuTh | 10:00 AM | 12:00 PM | 103 Moffitt | |
| 29599 EDUC 190AC | 003 | 4 | Hull, G. | TuTh | 2:00 PM | 4:00 PM | 120 Wheeler | |
| W190A. Critical Studies in Education. (3) Six hours of lecture per week. This course examines how learning environments can empower and disempower individuals and explores the role of education in the social construction of hierarchy, inequality, difference, identity, and power. It embodies a democratic philosophy and practice, creating a learning community that encourages students to take responsibility for their own education and learn through theory, experience, and dialogue. (F,SP) Serrano> | ||||||||
| 29880 EDUC W190A | 001 | 3 | Serrano, C. | M | 6:00 PM | 8:00 PM | Web based Lec. | |
| 29881 EDUC W190A | 002 | 3 | Serrano, C. | Tu | 6:00 PM | 8:00 PM | Web based Lec. | |
| 197. Field Studies. (1-4) Course may be repeated for credit. One to four hours of fieldwork per week. Must be taken on a passed/not passed basis. Prerequisites: Consent of instructor. University organized and supervised field programs involving experiences in schools and school-related activities. (F,SP) Staff | ||||||||
| E1392 EDUC 197 | 002 | 1-4 | TBA | 12:00 AM | 12:00 AM | TBA BWW | ||
| E1393 EDUC 197 | 003 | 1-4 | TBA | 12:00 AM | 12:00 AM | TBA BWW | ||
| E1394 EDUC 197 | 004 | 1-4 | TBA | 12:00 AM | 12:00 AM | TBA BWW | ||
| E1395 EDUC 197 | 005 | 1-4 | TBA | 12:00 AM | 12:00 AM | TBA BWW | ||
| E1396 EDUC 197 | 006 | 1-4 | TBA | 12:00 AM | 12:00 AM | TBA BWW | ||
| E1397 EDUC 197 | 007 | 1-4 | TBA | 12:00 AM | 12:00 AM | TBA BWW | ||
| E1398 EDUC 197 | 008 | 1-4 | TBA | 12:00 AM | 12:00 AM | TBA BWW | ||
| E1399 EDUC 197 | 009 | 1-4 | TBA | 12:00 AM | 12:00 AM | TBA BWW | ||
| 201. Asian American Educators and Professionals in a Stratified Multiracial Society. (3) Three hours of seminar. This course delves into what it means to be an Asian American educator and professional. Through readings, analysis of popular media, and critical collective self-reflection, participants will explore how Asian Americans might understand and engage with their own racialization and the purpose and nature of their work as educators and professionals, particularly in solidarity with other people of color and low-income and working. Philip | ||||||||
| 33269 EDUC 201 | 001 | 3 | Philip, T. | Th | 2:00 PM | 5:00 PM | 1204 BWW | |
| 202D. Seminars in Social and Personality Development. (2) Course may be repeated for credit. Two hours of seminar per week. Prerequisites: Relevant courses from the 200 sequence and consent of instructor. Intensive examination of advanced topics, which will vary from year to year, in the areas denoted by the titles of the following sections: (1) Social Development (2) Motivation (3) Personality Development.Turiel |
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| 29862 EDUC 202D | 001 | 2 | Turiel, E. | 12:00 AM | 12:00 AM | BWW | ||
| 204C. Research Seminars: Inquiry in Educational Psychology. (3) Course may be repeated for credit. Three hours of seminar per week. Prerequisites: Consent of instructor. The doctoral program in Educational Psychology requires that students complete extensive projects of documentary and empirical research. As they engage in these projects, students will enroll (ordinarily during alternate years) in appropriate sections of this seminar. At each meeting, participants will present their own projects, and analyze those presented by others. Worrell | ||||||||
| 29878 EDUC 204C | 001 | 3 | Worrell, F. | M | 5:30 PM | 7:30 PM | 4101 BWW | |
| 30649 EDUC 204C | 002 | 3 | Yang, C. | Th | 1:00 PM | 3:00 PM | 4215 BWW | |
| 207C. Assessment of Developmental, Learning, and Socio-emotional-behavioral Disorders in Children. (4) Three hours of lecture and six hours of fieldwork per week. Prerequisites: Consent of instructor. Reviews current criteria for eligibility for programs for the handicapped and evaluates available procedures for making diagnostic decisions. Special topics may include diagnosis of learning disabilities, mental retardation, neurological handicaps, emotional and behavioral disorders.Staff | ||||||||
| 29740 EDUC 207C | 001 | 4 | Ojeda-Beck, A. | Tu | 9:00 AM | 12:00 PM | 4215 BWW | |
| 29775 EDUC 207C | 101 | Ojeda-Beck, A. | 12:00 AM | 12:00 AM | BWW | |||
| 207L. Supervision of Assessment Practicum. (1) One hour of discussion per week. This course provides supervision and evaluation of student performance in the school-based assessment practicum assignment, which is a requirement of both EDUC 207B and EDUC 207C.Ojeda-Beck | ||||||||
| 33403 EDUC 207L | 001 | 1 | Ojeda-Beck, A. | Tu | 1:00 PM | 2:00 PM | 1216 BWW | |
| 208. Social Bases of Behavior for Applied Psychology. (1) One hour of lecture per week. This course provides an overview of the social bases of behavior as it relates to applied psychology. Students will be exposed to scientific literature from the fields of social psychology, social influence, and social cognition. Students will acquire knowledge of interpersonal and intrapersonal processes and dynamics, intergroup and intragroup processes and dynamics, theories of personality, and diversity issues. Worrell | ||||||||
| 33271 EDUC 208 | 001 | 1 | Worrell, F. | Tu | 1:00 PM | 2:00 PM | 4422 BWW | |
| 210. Developmental Psychopathology. (2) Two hours of lecture per week. Developmental Psychopathology, which is the study of psychological problems in the context of human development. Students will examine theories and research that seek to explain the developmental origins and pathways by which psychopathology develops during childhood and adolescence. A wide range of influences relevant to the etiology and presentation of psychological and behavioral disorders-biological, cognitive, social, and environmental/societal-will be explored. In addition to childhood precursors of mental health disorders, students will also learn about the developmental consequences of such conditions. Students will also become familiar with the diagnostic criterion for the most common disorder in childhood and adolescence. Crovetti | ||||||||
| 33272 EDUC 210 | 001 | 2 | Crovetti, A. | Tu | 2:00 PM | 4:00 PM | 4405 BWW | |
| 210. Practicum in Science and Math Education Research and Development. (1-4) Course may be repeated for credit. One unit of credit for each four hours of student effort per week. Two hours of meeting per week. Prerequisites: Consent of instructor. Practical experience on an educational research or development project on campus or elsewhere for 8-12 hours per week. Class meetings augment research experience with discussions of readings and interaction with guest speakers.(F,SP) | ||||||||
| 29771 SESAME 210 | 001 | 1-4 | Goldwasser, L. | W | 10:00 AM | 12:00 PM | 4215 BWW | |
| 213B. Theoretical and Scientific Bases for School Psychology, Part II: Adolescence. (3) Two hours of lecture and three hrs of fieldwork per week. Historial and contemporary overview of the professional specialty of school psychology. Examines the empirial evidence for developmental and learning models in relation to the school curriculum and school organization for adolescence. Donohue | ||||||||
| 29741 EDUC 213B | 001 | 3 | Worrell, F. | Tu | 2:00 PM | 5:00 PM | 1216 BWW | |
| 29776 EDUC 213B | 101 | Worrell, F. | 12:00 AM | 12:00 AM | BWW | |||
| 213D. Educational Interventions for the School Psychologist. (3) Three hours of lecture per week. Theories and procedures for individual and group assessment of children's learning and behavior problems as applied to the design of individual and group programs in the classroom.Staff | ||||||||
| 29742 EDUC 213D | 001 | 3 | Payson-Hays, S. | Tu | 2:00 PM | 5:00 PM | 4401 BWW | |
| 213L. Laboratory for School Psychology. (1) Must be taken on a satisfactory/unsatisfactory basis. Laboratory section to evaluate field work records and for supervision of school assignment. Must be taken concurrently with 213A-213B-213C-213D.Staff | ||||||||
| 33181 EDUC 213L | 001 | 1 | Ojeda-Beck, A. | Tu | 5:00 PM | 6:00 PM | 4244 BWW | |
| 33182 EDUC 213L | 101 | Ojeda-Beck, A. | 12:00 AM | 12:00 AM | Field Work | |||
| 29744 EDUC 213L | 002 | 1 | Perry, K. | Tu | 5:00 PM | 6:00 PM | 4310 BWW | |
| 29823 EDUC 213L | 201 | 1 | Perry, K. | 12:00 AM | 12:00 AM | Field Work | ||
| 29745 EDUC 213L | 003 | 1 | Payson-Hays, S. | Tu | 5:00 PM | 6:00 PM | 4401 BWW | |
| 29836 EDUC 213L | 301 | 1 | Payson-Hays, S. | 12:00 AM | 12:00 AM | Field Work | ||
| 29746 EDUC 213L | 004 | 1 | Payson-Hays, S. | Tu | 1:00 PM | 2:00 PM | 4401 BWW | |
| 29837 EDUC 213L | 401 | 1 | Payson-Hays, S. | 12:00 AM | 12:00 AM | Field Work | ||
| 217. Methods in Educational and Psychological Research. (3) Three hours of lecture per week. This course introduces students to the process of evaluating and conducting educational research. Students learn to become critical users of research by reading and evaluating published studies and by practicing formulating problem statements and research questions germane to their research topic of interest. Students learn the basic methods of qualitative and quantitative research and how to engage in applied research by proposing and discussing small-scale studies that can be carried out in their professional settings. The course provides students opportunities to practice crafting, critiquing and revising research questions and developing rigorous but practical methodologies. Yang | ||||||||
| 33330 EDUC 217 | 001 | 3 | Yang, C. | W | 1:00 PM | 4:00 PM | 4500 BWW | |
| 223B. Special Problems in Mathematics, Science and Technology Education. (2-6) Course may be repeated for credit. Consent of instructor required. Two to six hours of lecture/discussion per week. Study of special problems and issues in education related to mathematics, science and technology. Sections may vary from semester to semester.Staff | ||||||||
| 29670 EDUC 223B | 002 | 2-6 | Linn, M. | Tu | 3:00 PM | 5:00 PM | 1207 BWW | |
| 29671 EDUC 223B | 004 | 2-6 | Schoenfeld, A. | Tu | 1:00 PM | 3:00 PM | 1204 BWW | |
| 29672 EDUC 223B | 005 | 2-6 | Schoenfeld, A. | Tu | 3:00 PM | 5:00 PM | 1204 BWW | |
| 29673 EDUC 223B | 006 | 2-6 | Ranney, M. | CANC | 12:00 PM | 4:00 PM | 4215 BWW | |
| 29675 EDUC 223B | 008 | 2-6 | Wilkerson, M. | F | 11:00 AM | 1:00 PM | 1207 BWW | |
| 29676 EDUC 223B | 009 | 2-6 | Wilkerson, M. | F | 1:00 PM | 4:00 PM | 1207 BWW | |
| 29677 EDUC 223B | 011 | 2-6 | Abrahamson, D. | Tu | 3:00 PM | 5:00 PM | 1217 BWW | |
| 29678 EDUC 223B | 012 | 2-6 | Abrahamson, D. | Tu | 12:00 PM | 2:00 PM | 1217 BWW | |
| 224C. Gender, Mathematics and Science. (3) Three hours of seminar per week. The course explores commonly asked questions concening gender, mathematics, and science. We will discuss whether these are appropriate questions and examine evidence related to the questions. This course will also consider whether policies and practices concerning gender, mathematics, and science should be changed and, if so, identify some of the steps that could be taken to improve the current situation.Linn | ||||||||
| 33319 EDUC 224C | 001 | 3 | Linn, M. | M | 2:00 PM | 4:00 PM | 1204 BWW | |
| C229A. Proseminar: Problem Solving and Understanding. (3) Three hours of lecture per week. Prerequisites: Consent of instructor. Students will examine problem solving in children and adults, from a predominantly cognitive science perspective, beginning with an examination of thinking involved in diverse problem types. Students will then analyze the literature concerning cognitive issues that transcend problem types, including representation, "understanding," access and availability of knowledge, access to one's own cognitive processing, categorization, the architecture of knowledge, and the control of cognition. Also listed as Psychology C223. | ||||||||
| 29802 EDUC C229A | 001 | 3 | Ranney, M. | CANC | 1:00 PM | 4:00 PM | 4244 BWW | |
| 230A. Designed to Disrupt: Critical Approaches to the Design of Learning Environments. (3) Three hours of lecture. The course grapples with the ideological and cultural frameworks that normatively frame issues of diversity and equity in the design of learning environments to identify their affordances and constraints. It investigates alternative ways of designing learning opportunities that serve to disrupt social inequality (i.e., Designed to Disrupt) through close analysis of case studies of learning and teaching in and out of K-12 schools. Sengupta-Irving | ||||||||
| 33338 EDUC 230A | 001 | 3 | Sengupta-Irving, T. | Th | 9:00 AM | 12:00 PM | 4500 BWW | |
| 231. MACSME Methods in Curriculum and Instruction. (4) Course may be repeated for credit. Three hours of lecture per week plus three full day workshops. Prerequisites: Admission to a credential program. MACSME Methods in Curriculum and Instruction is a core course in the two-year MACSME program. MACSME students take the class in both their first and second years, creating opportunities to consider issues related to curriculum and instruction that are central to the development their own teaching practice in a structured and supported environment over time. The teaching methods course will use the Teaching for Robust Understanding framework (TRU) to explore issues of teaching and learning through five dimensions: core math and science content; cognitive demand; access and equity; student identity and agency; and formative assessment. We will focus on a set of core teaching practices that accomplished STEM teachers regularly implement, which can be broken down into “decompositions of core practices” for pre-service teachers to examine, rehearse, and practice through “approximations of practice” in authentic, but low-stakes settings. Our goal is to directly connect our work in the MACSME methods class with actual teaching and learning in K-12 classrooms - MACSME students will have regular opportunities to engage with classroom teachers and students at school sites, with both observational and teaching responsibilities, with the support of MACSME teacher educators.Disston | ||||||||
| 29747 EDUC 231 | 001 | 4 | Disston, J. | Th | 4:00 PM | 7:00 PM | 4101 BWW | |
| 29786 EDUC 231 | 101 | Disston, J. | 12:00 AM | 12:00 AM | BWW | |||
| 231C. Teaching, Learning, and Equity III. (3) Three hours of lecture per week. This course promotes understanding of equitable approaches to teaching and learning in the context of public education in California as well as our nation. It explores policy and practice that promote or restrict students’ access to an equitable education. It also focuses on conceptual frameworks and pedagogical/curricular strategies that support the creation of inclusive educational spaces. A main goal of this course is to support educators develop a knowledge base about key policies that have shaped (and continue to shape) the outcomes of students in K-12. The course also provides opportunities for the examination and recognition of our own values and dispositions and how they might influence teaching and learning. Philip | ||||||||
| 29875 EDUC 231C | 001 | 3 | Britton, T. | W | 2:00 PM | 5:00 PM | 219 Dwinelle | |
| & Schoenfeld, A. | ||||||||
| 236. Teacher Inquiry Portifolio Development. (3) One hour of seminar per week. The Teacher Inquiry Portfolio seminar will support teacher inquiry in BE3 coursework. Each semester will target specific inquiry strategies. Candidates will mine the range of their teacher education experiences to construct electronic portfolios, exploring a common theme or issue, as rooted in problems of practice. The seminar is repeated fall and spring.Salasin, Disston, Lai, Philip | ||||||||
| 29874 EDUC 236 | 001 | 1 | Salasin, E. | M | 3:00 PM | 4:00 PM | 1104 BWW | |
| 239. Foundations for Teaching Social Studies (2) Three hours of lecture for five weeks. Prerequisites: Admission to a teaching credential program. Lectures and workshops on curriculum, instructional theory, and methods for teaching social studies methods in elementary schools. Formly known as 160. Perlstein | ||||||||
| 29873 EDUC 239 | 001 | 2 | Reinhard, R. | Tu | 4:00 PM | 7:00 PM | 1215 BWW | |
| 244C. Methods for Teaching English in the Secondary Schools. (3) Three hours of lecture per week. Prerequisites: Enrollment in CLAD/Single Subject English Credential Program and 244B. The second semester of the methods course is designed to continue introducing the teaching of English, with a focus on strategies grounded in an understanding of theories of teaching and learning. Besides considering the English curriculum in general, the course focuses special attention on several topics, such as second language learners and the uses of technology in the English classroom. It also explores the uses of portfolios for tracking student learning and for assessing teachers' growth. By the end of the term, students will have a repertoire of theoretically grounded strategies to use to meet the learning needs of diverse student populations.Freedman, Cziko | ||||||||
| 29748 EDUC 244C | 001 | 3 | Lai, P. | Th | 4:00 PM | 7:00 PM | 4310 BWW | |
| 250C. Discourse Analysis. (3) Three hours of seminar per week. Examination of the major linguistic, psycho- and sociolinguistic concepts and theories of discourse and their application to the analysis of spoken and written texts in education. Topics include: coherence and cohesion, deixis, speech acts, genres, systematics of conversation and ritual constraints, scripts and frames, information structure, narrative structure.Kramsch | ||||||||
| 31440 EDUC 250C | 001 | 3 | Sterponi, L. | F | 12:00 PM | 3:00 PM | 4101 BWW | |
| 254. Introduction to Cultural Historical Activity Theory. (3) Three hours of lecture per week. This course introduces students to the key principles of a cultural historical approach to learning and development. It will engage student in a range of interactive activities and collaborative work to introduce student to the core topics of CHAT: culture, mediation, artifacts/tools, development, historicity, zoped, joint mediated activity, re-mediation education/enculturation/teaching/learning, germ cell, method of dual stimulation, 1st, 2nd, 3rd and 4th Generation Activity Theory. Guierrez | ||||||||
| 30985 EDUC 254 | 001 | Gutierrez, K. | M | 10:00 AM | 1:00 PM | 4500 BWW | ||
| 259. (co)Participant Observation Research in the Field. (3) Three hours of lecture and three hours of fieldwork per week. The goal of this class is to provide students with ongoing opportunities to expand their qualitative methodological toolkit, with particular emphasis on the conduct of field research across the semester, with attention to the following topics: critical perspectives of participatory research, rethinking what it means to do participatory field research in/with communities, study design, developmental dialogues, data collection, data reduction, data analysis and representation, and writing of social sciences research.Guierrez | ||||||||
| 32062 EDUC 259 | 001 | 4 | Gutierrez, K. | Tu | 1:00 PM | 4:00 PM | 4101 BWW | |
| C260F. Machine Learning in Education. (3) Three hours of lecture per week. This course covers computational approaches to the task of modeling learning and improving outcomes in Intelligent Tutoring Systems (ITS) and Massive Open Online Courses (MOOCs). We will cover theories and methodologies underpinning current approaches to knowledge discovery and data mining in education and survey the latest developments in the broad field of human learning research. The course is project based; teams will be introduced to online learning platforms and their datasets with the objective of pairing data analysis with theory or implementation. Literature review will add context and grounding to projects.Pardos | ||||||||
| 31166 EDUC C260F | 001 | 3 | Pardos, Z. | TuTh | 12:30 PM | 2:00 PM | 1215 BWW | |
| 261A. Organization Theory in Education and Other Social Services. (3) Three hours of lecture per week. Concepts of power, authority, legitimacy, professions, controls, incentives, etc., as they apply to education or other social services. | ||||||||
| 33010 EDUC 261A | 001 | 3 | Mintrop, H. | Tu | 9:00 AM | 12:00 PM | 4101 BWW | |
| 262C. Personnel Administration in School Systems and Social Organizations. (3) Three hours of lecture per week. Concepts and practices related to the administration of personnel services in urban school systems and social organizations. Tredway | ||||||||
| 29750 EDUC 262C | 001 | 3 | Green, T. | S | 9:00 AM | 10:00 AM | 1102 BWW | |
| & Mahiri, J. | ||||||||
| 263B. Legal and Policy Issues in Urban Educational Leadership. (3) Three hours of lecture per week. Prerequisites: Admission to the Principal Leadership Institute Program. This course will explore the statutory and judicial constraints upon local descision making as well as the areas in which site decision making is permitted and required. (SP) Staff | ||||||||
| 29751 EDUC 263B | 001 | 3 | Dome, D. | M | 6:00 PM | 9:00 PM | 1102 BWW | |
| 266B. School Site Finance and Resources 1. (1) Prerequisites: Admission to the Principal Leadership Institute. The purpose of this course is to ground aspiring urban school leaders in the essential concepts, skills and demands related to managing school finance and resources at the site level. Specifically, it will focus on resource allocations and concepts of equity with resource allocations. Sp) Cheung | ||||||||
| 29752 EDUC 266B | 001 | 1 | Cazares, L. | S | 10:00 AM | 11:00 AM | 1102 BWW | |
| 269B. Citizenship, Democracy, and Education Research Group. (3) Course may be repeated for credit. Three hours of lecture per week. Prerequisites: Consent of instructor. Research group for graduate students whose work focuses on the role of schools in impeding or promoting social, economic, cultural, and political democracy. Provides extensive feedback on all phases of research and its application to the democratization of education. Topics range depend on students' interests and range from curriculum and pedagogy to the evolution of social movements for racial justice in education. (F,SP) Perlstein | ||||||||
| 29882 EDUC 269B | 001 | 3 | Perlstein, D. | Th | 10:00 AM | 1:00 PM | 4231 BWW | |
| 270B. BEAR Center Seminar. (2,3) Course may be repeated for credit. Two hours of seminar and one hour of discussion per week. This seminar constitutes one of the ways in which the Berkeley Evaluation and Assessment Research (BEAR) Center fulfills its role of supporting student research. The topic of the seminar will change from semester to semester, following themes chosen by the instructor and the participants. The seminar is an opportunity for students and faculty to present their recent and ongoing work for in-depth review and commentary. In addition, visitors to the campus with expertise relevant to the topic(s) under examination will be invited to present at the seminar and join in the discussion. Students taking this course for two units will make a presentation of a current research interest to the seminar. Students taking this course for three units will also be required to attend a one-hour discussion following each presentation and will write a critique of one other student's presentation.Wilson | ||||||||
| 29753 EDUC 270B | 001 | 2-3 | Wilson, M. | Tu | 2:00 PM | 4:00 PM | 1215 BWW | |
| 29778 EDUC 270B | 101 | Wilson, M. | 12:00 AM | 12:00 AM | Disc. | |||
| 271B. Introduction to Qualitative Research Methods. (3) Three hours of lecture/discussion per week. Formerly 288B. Introduces principles and methods commonly associated with qualitative field research in the social sciences. Includes assigned readings on basic methodological topics; structured activities related to research design, research ethics and human subjects protection, data collection, data organization and reduction, data analysis; and field research experience through individual or team projects. Course satisfies the qualitative methods requirement for students in the Policy, Organization, Measurement, and Evaluation (POME) program.Little | ||||||||
| 29860 EDUC 271B | 001 | 3 | Murphy-Graham, E. | CANC | 12:00 PM | 3:00 PM | 4101 BWW | |
| 272B. School Data Analysis for Principals. (2-3) Average of five hours of lecture per week for six weeks. The course focuses on preparing future school leaders for leading school improvement by using statistical analysis, understanding the use of formative assessments, evaluating and using educational research particularly related to instructional materials and best practices, creating an effective PowerPoint presentation, and understanding different types of classroom grading and grade reporting practices. Term assessments include keys to quality assessment audit, best practice case study, research-based instructional materials analysis, educational research presentation, grading policy, and several reflection pieces.(F,SP) Cheung | ||||||||
| 29754 EDUC 272B | 001 | 2-3 | Cheung, R. | W | 6:00 PM | 9:00 PM | 1102 BWW | |
| & Kleinhenz, D. | ||||||||
| 274B. Measurement in Education and the Social Sciences II. (4) Four hours of lecture per week. Prerequisites: 274A or sufficient background to follow the mathematical development. Formerly Educational Psychology 208B. An introduction to classical test theory and item response theory from a theoretical viewpoint. Application of these techniques to a practical measurement situation will be studied. Topics such as test bias, computerized and polytomous response modes will be discussed.Wilson | ||||||||
| 29855 EDUC 274B | 001 | 4 | Wilson, M. | M | 9:00 AM | 12:00 PM | 4310 BWW | |
| 274C. Research Seminar in Measurement. (4) Course may be repeated for credit. Four hours of seminar per week. Prerequisites: 274A or equivalent. Formerly Educational Psychology 208C. The seminar will address a current research issue in the area of educational and psychological measurement. Topics will vary from year to year. Some examples are polytomous item response theory, measurement of cognitive processes and learning, and assessment issues in evaluation.Wilson | ||||||||
| 29856 EDUC 274C | 001 | 4 | Wilson, M. | Tu | 4:00 PM | 7:00 PM | 4422 BWW | |
| 275B. Data Analysis in Educational Research II. (4) Four hours of lecture per week. Prerequisites: 293A and 293L or equivalent recommended or consent of instructor. Formerly Educational Psychology 209B. A second course in educational statistics and data analysis. Emphasis is on using and interpreting multiple regression, loglinear models, and the analysis of variance for a variety of data sets and with a variety of analytic objectives. Must be taken concurrently with the computer laboratory Education 275L.Staff | ||||||||
| 29854 EDUC 275B | 001 | 4 | Rabe-Hesketh, S. | TuTh | 10:00 AM | 12:00 PM | 1104 BWW | |
| 275H. Research Group in Multilevel Modeling. (1,2) Course may be repeated for credit. Two hours of lecture per week every other week. Prerequisites: Linear and logistic regression, equivalent to 275B. Multilevel models are useful when the units of observation are grouped in clusters such as students in schools, patients in hospitals, or prisoners in prisons. The research group is for students who wish to analyze such data or who have an interest in the methodology. In each meeting, we will either discuss students' ongoing research projects, or a methodological topic of interest. Readings (papers, chapters, drafts of student projects) will be distributed a week in advance. (F,SP) Rabe-Hesketh | ||||||||
| 29755 EDUC 275H | 001 | 1-2 | Rabe-Hesketh, S. | W | 2:00 PM | 4:00 PM | 1104 BWW | |
| 275L. Educational Data Analysis Laboratory II. (1) Two hours of laboratory per week. Prerequisites: 293A and 293L recommended or equivalent. Formerly 209L. Students use the program SYSTAT to do intermediate and advanced data analysis projects using a variety of educational data sets in conjunction with 275B. Assumes basic familiarity with the statistical program SYSTAT. Must be taken concurrently with 275B.Staff | ||||||||
| 29884 EDUC 275L | 001 | 1 | Rabe-Hesketh, S. | TBA | 12:00 AM | 12:00 AM | BWW | |
| 29885 EDUC 275L | 002 | 1 | Rabe-Hesketh, S. | TBA | 12:00 AM | 12:00 AM | BWW | |
| 29886 EDUC 275L | 003 | 1 | Rabe-Hesketh, S. | TBA | 12:00 AM | 12:00 AM | BWW | |
| 280B. Proseminar: Sociocultural Critique of Education. (3;3) Three hours of seminar per week. Prerequisites: Consent of instructor. These interdisciplinary seminars address a series of questions. In what ways can philosophical, sociological, anthropological, historical, and psychological forms of inquiry be brought together to bear on the analysis of learning, on schooling, and on education more generally? What do we mean by critical and interpretive theories, and what are their relations with social practice? How can education come to constitute itself otherwise than in its current form?Staff | ||||||||
| 32375 EDUC 280B | 001 | 3 | Leonardo, Z. | Th | 1:00 PM | 4:00 PM | 4422 BWW | |
| 281A. Race, Whiteness Studies, and Education. (3) Three hours of lecture per week. Course is designed to introduce graduate students to the area of whiteness studies and how it has been taken up by scholars in education, the social sciences and humanities. It asks the student to assess what this innovation within race theory (as well as secondarily within other theories, such as class and gender analysis) produces in terms of knowledge and understanding of a general racial predicament.(F,SP) Leonardo | ||||||||
| 29864 EDUC 281A | 001 | 3 | Leonardo, Z. | CANC | 1:00 PM | 4:00 PM | 4101 BWW | |
| 283B. Historical Perspectives on American Education. (3) Three hours of lecture per week. Public schooling today reflects a long evolution, producing an institution that embodies social inequalities as well as democratic aspirations. Politicians, teachers, school reformers, and others interested in education invoke elements of this history to justify their efforts. This course examines the relationship of the changing goals, organization, and practices of American schools to broader social, economic, political, and intellectual developments. Perlstein | ||||||||
| 30650 EDUC 283B | 001 | 3 | Perlstein, D. | W | 1:00 PM | 4:00 PM | 4215 BWW | |
| 289. Comprehensive Health Education for Teachers. (1) Seve and a half hours of lecture for two weeks. Prerequisites: For students admitted to teacher education programs only. This course addresses comprehensive school health education, including content areas of health instruction in the California Health Framework for teachers K-12, e.g., nutrition, communicable diseases, drug use and abuse, physical fitness, and community health services. For elementary teachers, the focus is on their responsibilities as primary health instructors. For secondary teachers, the focus is on their role as a member of a comprehensive health team with responsibility for providing adolescents with guidance on decision making regarding consumerism, environmental issues, drugs, and sex. Staff | ||||||||
| 29785 EDUC 289 | 001 | 1 | Wetzel de Cediel, N. | F | 8:00 AM | 4:30 PM | 1102 BWW | |
| 290A. Special Topics Seminars. Course may be repeated for credit. One hour of seminar per week per unit. Prerequisites: Consent of instructor. Topics to vary from semester to semester and section to section.
290A. Policy, Organization, Measurement, and Evaluation. (1-4) (F,SP) Staff |
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| 29605 EDUC 290A | 001 | 1-4 | Scott, J. | M | 10:00 AM | 1:00 PM | 4215 BWW | |
| 29606 EDUC 290A | 002 | 1-4 | Wilson, M. | CANC | 4:00 PM | 6:00 PM | 4215 BWW | |
| 29607 EDUC 290A | 003 | 1-4 | Fuller, B. | Th | 12:30 PM | 2:30 PM | 4310 BWW | |
| 33478 EDUC 290A | 005 | 1-4 | Goldwasser, L. | M | 4:00 PM | 5:30 PM | 1104 BWW | |
| 29609 EDUC 290A | 006 | 1-4 | Baquedano-Lopez, P. | M | 1:00 PM | 4:00 PM | 4500 BWW | |
| 290C. Special Topics Seminars. Course may be repeated for credit. One hour of seminar per week per unit. Prerequisites: Consent of instructor. Topics to vary from semester to semester and section to section.
290C. Cognition and Development. (1-4) Staff |
||||||||
| 29863 EDUC 290C | 001 | 1-4 | Saxe, G. | Th | 2:00 PM | 5:00 PM | 4500 BWW | |
| & Turiel, E. | ||||||||
| 29869 EDUC 290C | 002 | 1-4 | Nucci, L. | F | 10:00 AM | 12:00 PM | 4244 BWW | |
| 292. Research Seminar and Colloquium. (1) Course may be repeated for credit. Two hours of lecture/discussion per week. Must be taken on a satisfactory/unsatisfactory basis. Prerequisites: Consent of instructor.Discussion of current education research carried on by students, faculty, and guest speakers. A written analysis of several presentations required.(F,SP) | ||||||||
| 29679 SESAME 292 | 001 | 1 | Goldwasser, L. | M | 10:30 AM | 12:00 PM | 1102 BWW | |
| 294B. Thesis Seminar-ELLC. (1-6) Course may be repeated for credit. One to three hours of seminar per week. Additional units earned by completing four hours of independent research per week per unit. Prerequisites: Consent of instructor. Formerly Education in Language and Literacy 294. Recommended for students working on seminar papers, qualifying papers, theses, and dissertation proposals in language and literacy studies. Section 1: Recommended for Ed.D. students and M.A. students working on curriculum projects. Section 2: Recommended for Ph.D. students and M.A. students working on research studies.Staff |
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| 29871 EDUC 294B | 001 | 1-6 | Van Rheenen, D. | Tu | 1:00 PM | 4:00 PM | 4244 BWW | |
| 295B. Technology, Curriculum, and Instruction. (3) Three hours of seminar per week. Formerly Education in Mathematics, Science, and Technology 291B. To explore the cognitive consequences of technology in instruction and learning, the promise of technology in education will be examined, and exemplary instructional software will be explored. A model of knowledge acquisition and knowledge change incorporating technological delivery of instruction will be developed.Linn | ||||||||
| 29826 EDUC 295B | 001 | 3 | Wilkerson, M. | M | 4:00 PM | 7:00 PM | 88 Dwinelle | |
| 29861 EDUC 295B | 002 | 3 | Dolid, A. | CANC | 4:00 PM | 7:00 PM | BWW | |
| 298A. Group Study for Graduate Students--POME. (1-5) Course may be repeated for credit. One to five hours of lecture/seminar per week. One hour of lecture per week per unit. Must be taken on a satisfactory/unsatisfactory basis. Research on special problems and topics not covered by regular courses or seminars. Topics will vary in different semesters.Staff | ||||||||
| 29756 EDUC 298A | 001 | 1-5 | Britton, T. | M | 10:00 AM | 12:00 PM | 4244 BWW | |
| 29809 EDUC 298A | 002 | 1-5 | Wilson, M. | F | 2:30 PM | 4:30 PM | 4422 BWW | |
| 298B. Group Study for Graduate Students--LLSC. (1-3) One hour of lecture/seminar per week per unit. Section 1 to be graded on a letter-grade basis. All other sections to be graded on a satisfactory/unsatisfactory basis. Prerequisites: Consent of instructor. Formerly Education in Language and Literacy 298. Research on special problems and topics not covered by courses or seminars. (F,SP) Staff | ||||||||
| 29611 EDUC 298B | 001 | 1-3 | Baquedano-Lopez, P. | W | 1:00 PM | 4:00 PM | 4244 BWW | |
| 29612 EDUC 298B | 002 | 1-3 | Gutierrez, K. | Tu | 4:30 PM | 6:30 PM | 1206 BWW | |
| 29613 EDUC 298B | 003 | 1-3 | Bristol, T. | 12:00 AM | 12:00 AM | BWW | ||
| 298C. Group Studies, Seminars, or Group Research--DCEMST. (1-4) One to four hours of lecture/seminar per week. Formerly Education in Mathematics, Science, and Technology 298. Advanced group study in education. Topics vary from semester to semester. May consist of organized lectures or seminar discussions, related chiefly to the research area in which the group is working. (F,SP) Staff | ||||||||
| 29615 EDUC 298C | 001 | 1-4 | Cunningham, A. | Tu | 1:00 PM | 3:00 PM | 1207 BWW | |
| 299. Special Study and Research. (1-12) Course may be repeated for credit. Individual conference and independent study. Must be taken on a satisfactory/unsatisfactory basis. Prerequisites: Consent of instructor. Special study or research under direction of a faculty member. One unit of credit for every four hours of conference and independent research time per week.Staff | ||||||||
| 29541 EDUC 299 | 001 | 1-12 | Crovetti, A. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29542 EDUC 299 | 002 | 1-12 | Rabe-Hesketh, S. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29543 EDUC 299 | 003 | 1-12 | Baquedano-Lopez, P. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29544 EDUC 299 | 004 | 1-12 | Murphy-Graham, E. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29545 EDUC 299 | 005 | 1-12 | Pearson, P. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29594 EDUC 299 | 006 | 1-12 | Yang, C. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29546 EDUC 299 | 007 | 1-12 | DiSessa, A. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29547 EDUC 299 | 008 | 1-12 | Abrahamson, D. | M | 3:00 PM | 5:00 PM | 4424 BWW | |
| 29548 EDUC 299 | 009 | 1-12 | Van Rheenen, D. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29549 EDUC 299 | 010 | 1-12 | Leonardo, Z. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29550 EDUC 299 | 011 | 1-12 | Freedman, S. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29551 EDUC 299 | 012 | 1-12 | Fuller, B. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29552 EDUC 299 | 013 | 1-12 | Sterponi, L. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29553 EDUC 299 | 014 | 1-12 | Gifford, B. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| X9554 EDUC 299 | 015 | 1-12 | Dumas, M. | CANC | 12:00 AM | 12:00 AM | BWW | |
| 29555 EDUC 299 | 016 | 1-12 | Mintrop, H. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29556 EDUC 299 | 017 | 1-12 | Ojeda-Beck, A. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29557 EDUC 299 | 018 | 1-12 | Carter, P. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29558 EDUC 299 | 019 | 1-12 | Gutierrez, K. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29559 EDUC 299 | 020 | 1-12 | Hull, G. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29560 EDUC 299 | 021 | 1-12 | Simmons, C. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29561 EDUC 299 | 022 | 1-12 | Garcia-Bedolla, L. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29562 EDUC 299 | 023 | 1-12 | Kramsch, C. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29824 EDUC 299 | 024 | 1-12 | Bristol, T. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29563 EDUC 299 | 025 | 1-12 | Britton, T. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29564 EDUC 299 | 026 | 1-12 | Linn, M. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29565 EDUC 299 | 027 | 1-12 | Little, J. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29566 EDUC 299 | 028 | 1-12 | Mahiri, J. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29567 EDUC 299 | 029 | 1-12 | Philip, T. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29568 EDUC 299 | 030 | 1-12 | Cheung, R. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29569 EDUC 299 | 031 | 1-12 | Perry, K. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29570 EDUC 299 | 032 | 1-12 | Ranney, M. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29571 EDUC 299 | 033 | 1-12 | Metz, K. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29572 EDUC 299 | 034 | 1-12 | Schoenfeld, A. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29573 EDUC 299 | 035 | 1-12 | Shaiken, H. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29574 EDUC 299 | 036 | 1-12 | Nucci, L. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29575 EDUC 299 | 037 | 1-12 | Salasin, E. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 30651 EDUC 299 | 038 | 1-12 | Payson-Hays, S. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29576 EDUC 299 | 039 | 1-12 | Stern, D. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29577 EDUC 299 | 040 | 1-12 | Turiel, E. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29578 EDUC 299 | 041 | 1-12 | Pardos, Z. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29579 EDUC 299 | 042 | 1-12 | Wilkerson, M. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29580 EDUC 299 | 043 | 1-12 | Wilson, M. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29581 EDUC 299 | 045 | 1-12 | Yabrove, G. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29582 EDUC 299 | 046 | 1-12 | Sengupta-Irving, T. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29583 EDUC 299 | 047 | 1-12 | Saxe, G. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29585 EDUC 299 | 049 | 1-12 | Cunningham, A. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29587 EDUC 299 | 051 | 1-12 | Holloway, S. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29588 EDUC 299 | 052 | 1-12 | Perlstein, D. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29589 EDUC 299 | 053 | 1-12 | Worrell, F. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29590 EDUC 299 | 054 | 1-12 | Scott, J. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29591 EDUC 299 | 055 | 1-12 | Trujillo, T. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 299. Science and Mathematics Education - Individual Reading and Study. (1-5) Course may be repeated for credit. Zero hour of independent study per week. Prerequisites: Consent of instructor. Individual reading and study under the supervision of a faculty member. (F, SP). | ||||||||
| 29642 SESAME 299 | 002 | 1-5 | Clancy, M. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29643 SESAME 299 | 003 | 1-5 | Abrahamson, D. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| & Abrahamson, D. | ||||||||
| 29644 SESAME 299 | 004 | 1-5 | DiSessa, A. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29646 SESAME 299 | 006 | 1-5 | Agogino, A. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29647 SESAME 299 | 007 | 1-5 | Ranney, M. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| & Stacy, A. | ||||||||
| 29650 SESAME 299 | 010 | 1-5 | Stacy, A. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 375. Art of Teaching. (1-6) Course may be repeated for credit. One half-hour lecture, one 3/4-hour discussion and one hour field work per unit per week. Must be taken on a satisfactory/unsatisfactory basis. Consultation and analysis for teaching assistants.Hull | ||||||||
| 29850 EDUC 375 | 001 | 1-6 | Hull, G. | Tu | 4:00 PM | 7:00 PM | 1212 BWW | |
| 390B. Supervised Teaching for Secondary English. (7;8) Prerequisites: Admission to a teaching credential program. Twenty-four to twenty-eight hours of supervised teaching in public school classrooms and one hour of lecture per week. Sequence begins with the fall semester.Cziko | ||||||||
| 29757 EDUC 390B | 001 | 8 | Staff | CANC | 2:00 PM | 3:00 PM | 1212 BWW | |
| 29779 EDUC 390B | 101 | Staff | CANC | 12:00 AM | 12:00 AM | Field Work | ||
| 390C. Supervised Teaching in Elementary Education. (1-8) Course may be repeated for credit. One to three hours of lecture and two to twenty hours of fieldwork per week. Prerequisites: Admission to a teaching credential program. Formerly Educational Psychology 390. Fieldwork for teaching credential. Supervised teaching may begin with the opening of the public schools in the fall and extend through the spring semester.Peretti | ||||||||
| 29758 EDUC 390C | 001 | 1-8 | Patel, S. | Th | 4:00 PM | 7:00 PM | 1217 BWW | |
| 29780 EDUC 390C | 101 | Patel, S. | 12:00 AM | 12:00 AM | Field Work | |||
| 33073 EDUC 390C | 002 | 1-8 | Altschul, S. | Th | 2:00 PM | 4:00 PM | 1102 BWW | |
| & Disston, J. | ||||||||
| 33074 EDUC 390C | 201 | 1-8 | Altschul, S. | 12:00 AM | 12:00 AM | Field Work | ||
| & Disston, J. | ||||||||
| 33075 EDUC 390C | 003 | 1-8 | Disston, J. | CANC | 2:00 PM | 3:00 PM | 1216 BWW | |
| 33076 EDUC 390C | 301 | 1-8 | Disston, J. | CANC | 12:00 AM | 12:00 AM | Field Work | |
| 390D. Supervised Teaching in Mathematics and Science for Secondary Schools. (2-6) Course may be repeated for credit. Two hours of lecture and two to ten hours of fieldwork per week. Prerequisites: Admission to credential program. Formerly Education in Mathematics, Science, and Technology 390. Fieldwork for teaching credential. Supervised teaching may begin with the opening of the public schools in the fall and extend through the spring semester.Zimmerlin | ||||||||
| 29759 EDUC 390D | 001 | 2-6 | Staff | CANC | 2:00 PM | 3:00 PM | 1104 BWW | |
| 29781 EDUC 390D | 101 | Staff | CANC | 12:00 AM | 12:00 AM | Field Work | ||
| 393. Preparation for Completion of the Elementary Mathematics Performance Assessment. (1) One and one-half hours of lecture and two hours of discussion per week. Prerequisites: Completion of required first year course work and field placements in the Developmental Teacher Education Program. Must be taken on a satisfactory/unsatisfactory basis. This course is designed to support candidates as they prepare for and complete the Elementary Mathematics Performance Assessment for CA teachers (PACT). The PACT is required for all credential candidates prior to recommendation for credentialing as designated by the state of California. Candidates will become familiar with the requirements for the PACT, begin planning their teaching event, view, share, and critique "work in progress," read and respond to relevant articles, review guidelines for preparing video records of teaching practice, and design scoring criteria for assessing student work. (F,SP) Mcnamara | ||||||||
| 29760 EDUC 393 | 001 | 1 | Disston, J. | M | 2:00 PM | 3:00 PM | 1104 BWW | |
| & Salasin, E. | ||||||||
| 29782 EDUC 393 | 101 | Disston, J. | 12:00 AM | 12:00 AM | DIsc | |||
| & Salasin, E. | ||||||||
| 413D. School-Based Internship in School Psychology. (6;6) Course may be repeated for credit. Two hours of lecture and two and one half days of fieldwork per week. Supervised assignment to a school district in capacity of school psychologist.Yabrove | ||||||||
| 29762 EDUC 413D | 001 | 2-8 | Payson-Hays, S. | Tu | 8:00 AM | 11:00 AM | 4401 BWW | |
| 413L. Consultation for School Psychology Students. (1) Course may be repeated for credit. One hour consultation on campus and six hours of field work per week. Must be taken on a satisfactory/unsatisfactory basis. Prerequisites: Must be taken concurrently with 213C-213D and 413C-413D. | ||||||||
| 29763 EDUC 413L | 001 | 1 | Crovetti, A. | Tu | 8:00 AM | 9:00 AM | 4422 BWW | |
| 29783 EDUC 413L | 101 | Crovetti, A. | 12:00 AM | 12:00 AM | Field Work | |||
| 29764 EDUC 413L | 002 | 1 | Crovetti, A. | Tu | 11:00 AM | 12:00 PM | 4401 BWW | |
| 29841 EDUC 413L | 201 | 1 | Crovetti, A. | 12:00 AM | 12:00 AM | Field Work | ||
| 460A. Practicum in School Site Management I. (3) Three hours of lecture and field work per week. Prerequisites: Admission to Administrative Services Credential program. Supervised field experience, conferences, and colloquium.Staff | ||||||||
| 29825 EDUC 460A | 001 | 3 | Sablo-Sutton, S. | S | 11:00 AM | 12:00 PM | 1102 BWW | |
| 602. Science and Mathematics Education - Individual Study for Qualifying Examination (1-8) Zero hour of independent study per week. Individual study, under the supervision of a faculty member, designed to prepare the student for Ph.D qualifying.(F, SP). | ||||||||
| 29663 SESAME 602 | 001 | 1-8 | Schoenfeld, A. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29666 SESAME 602 | 004 | 1-8 | Ranney, M. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 29668 SESAME 602 | 006 | 1-8 | DiSessa, A. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 1/27/20 | ||||||||