Fall 2019 Courses
| 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 | ||||||||
| 32585 EDUC 24 | 001 | 1 | Switkes, E. | Tu | 3:00 PM | 5:00 PM | 768 Evans | |
| 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 | ||||||||
| 28980 EDUC 130 | 001 | 3 | Brodsky Chase, K. | W | 5:00 PM | 8:00 PM | 20 Wheeler | |
| 29038 EDUC 130 | 101 | Brodsky Chase, K. | 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 | ||||||||
| 28981 EDUC 131AC | 001 | 3 | Golub, D. | Tu | 5:00 PM | 8:00 PM | 108 Wheeler | |
| 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 | ||||||||
| 29056 EDUC 140AC | 001 | 4 | Hull, G. | TuTh | 9:30 AM | 11:00 AM | 166 Barrows | |
| 29061 EDUC 140AC | 101 | Hull, G. | 12:00 AM | 12:00 AM | Discussion | |||
| 29062 EDUC 140AC | 102 | 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 | ||||||||
| 29057 EDUC W140A | 001 | 4 | Hull, G. | 12:00 AM | 12:00 AM | Web-Based Lec | ||
| 29058 EDUC W140A | 101 | Hull, G. | 12:00 AM | 12:00 AM | Field Work | |||
| W142. Education in a Global World. (3) Three hours of lecture per week. Eight hours of lecture per week for 8 weeks. What is globalization? What are the implications of living in a "global world" fo education? How can education be used as a tool to promote global social justice and prosperity? In Education in a Global World we will address these and other related questions through collective reading assigments, discussions, and online collaboration througth our learning platform (Canvas).(F, SP,SU) Murphy-Graham | ||||||||
| 29063 EDUC W142 | 001 | 3 | Murphy-Graham, E. | 12:00 AM | 12:00 AM | Web-Based Lec | ||
| 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 | ||||||||
| 29097 EDUC W144 | 001 | 1-3 | Murphy-Graham, E. | 12:00 AM | 12:00 AM | Web-Based Lec | ||
| 29110 EDUC W144 | 002 | 1-3 | Murphy-Graham, E. | 12:00 AM | 12:00 AM | Web-Based Lec | ||
| 29098 EDUC W144 | 101 | Murphy-Graham, E. | 12:00 AM | 12:00 AM | Web-Based Dis | |||
| 29099 EDUC W144 | 102 | Murphy-Graham, E. | 12:00 AM | 12:00 AM | Field Work | |||
| 29111 EDUC W144 | 201 | 1-3 | Murphy-Graham, E. | 12:00 AM | 12:00 AM | Web-Based Dis | ||
| 29112 EDUC W144 | 202 | 1-3 | Murphy-Graham, E. | 12:00 AM | 12:00 AM | Field Work | ||
| C148. Education and INternational Development. (3) Three hours of lecture per week. This course is designed to provide a comprehensive overview of international development education. Through the use of lectures, discussions, and multimedia presentations, students will examine three core themes: 1) the purpose of education; 2) how contemporary development policy conceptualizes education; 3) education as a tool for social transformation. To the extent possible, the course draws connections between theory and practical case studies of international education programs, policy statements, and initiatives. Also listed as IAS C148. (F) Murphy-Graham | ||||||||
| 31310 EDUC C148 | 001 | 4 | Murphy-Graham, E. | CANC | 9:30 AM | 11:00 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 | ||||||||
| 33420 EDUC 150 | 001 | 3 | Sengupta-Irving, T. | TuTh | 12:30 PM | 2:00 PM | 3113 Etcheverry | |
| 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 | ||||||||
| 32756 EDUC W161 | 001 | 3 | Pardos, Z. | CANC | 12:00 AM | 12:00 AM | BWW | |
| C181. Race, Identity, and Culture in Urban Schools. (3) Three hours of seminar/discussion per week. This course will focus on understanding urban schools as a part of a broader system of social stratification and the process by which students in urban schools come to a sense of themselves as students, as members of cultural and racial groups, and as young people in America. Topics include racial identity; race/ethnicity in schools; urban neighborhood congtexts; and schooling in the juvenile justice system. Students will also integrate course readings with their own first-hand experience working in one of several off-campus sites. This course has a mandatory community engagement component for which students will earn 1 unit of field study (197) credit. Also listed as African American Studies C133A. (SP) Suad-Bakari | ||||||||
| 31311 EDUC C181 | 001 | 3 | Bristol, T. | M | 2:00 PM | 5:00 PM | 101 Moffitt | |
| 186AC. The Southern Border. (4) Four hours of lecture/discussion per week. The southern border--from California to Florida--is the longest physical divide between the First and Third Worlds. This course will examine the border as a distinct landscape where North-South relations take on a specific spatial and cultural dimension, and as a region which has been the testing ground for such issues as free trade, immigration, and ethnic politics. Also listed as Ethnic Studies 159AC and Geography 159AC. This course satisfies the American cultures requirement.Manz, Shaiken | ||||||||
| 28943 EDUC 186AC | 001 | 4 | Shaiken, H. | TuTh | 3:30 PM | 5:00 PM | 2050 VLSB | |
| 28944 EDUC 186AC | 101 | Shaiken, H. | Tu | 2:00 PM | 3:00 PM | 250 Dwinelle | ||
| 28945 EDUC 186AC | 102 | Shaiken, H. | F | 12:00 PM | 1:00 PM | 175 Barrows | ||
| 28946 EDUC 186AC | 103 | Shaiken, H. | M | 9:00 AM | 10:00 AM | 70 Evans | ||
| 28947 EDUC 186AC | 104 | Shaiken, H. | F | 1:00 PM | 2:00 PM | B51 Hildebrand | ||
| 28948 EDUC 186AC | 105 | Shaiken, H. | W | 4:00 PM | 5:00 PM | 185 Barrows | ||
| 28949 EDUC 186AC | 106 | Shaiken, H. | Tu | 11:00 AM | 12:00 PM | 2066 VLSB | ||
| 28950 EDUC 186AC | 107 | Shaiken, H. | Th | 8:00 AM | 9:00 AM | 122 Barrows | ||
| 28951 EDUC 186AC | 108 | Shaiken, H. | Th | 11:00 AM | 12:00 PM | 151 Barrows | ||
| 28952 EDUC 186AC | 109 | Shaiken, H. | M | 4:00 PM | 5:00 PM | 155 Barrows | ||
| 28953 EDUC 186AC | 110 | Shaiken, H. | W | 5:00 PM | 6:00 PM | 70 Evans | ||
| 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 | ||||||||
| 15096 EDUC 190AC | 001 | 4 | Hull, G. | MW | 10:00 AM | 12:00 PM | 289 Cory | |
| 15097 EDUC 190AC | 002 | 4 | Hull, G. | CANC | 12:00 PM | 2:00 PM | 241 Cory | |
| 15098 EDUC 190AC | 003 | 4 | Hull, G. | CANC | 11:00 AM | 1:00 PM | 107 GPB | |
| 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> | ||||||||
| 33430 EDUC W190A | 001 | 3 | Serrano, C. | M | 6:00 PM | 8:00 PM | Online | |
| 33869 EDUC W190A | 002 | 3 | Serrano, C. | Tu | 6:00 PM | 8:00 PM | Online | |
| 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 | ||||||||
| E1135 EDUC 197 | 003 | 1-4 | TBA | 12:00 AM | 12:00 AM | TBA BWW | ||
| E1136 EDUC 197 | 004 | 1-4 | TBA | 12:00 AM | 12:00 AM | TBA BWW | ||
| E1137 EDUC 197 | 005 | 1-4 | TBA | 12:00 AM | 12:00 AM | TBA BWW | ||
| E1138 EDUC 197 | 006 | 1-4 | TBA | 12:00 AM | 12:00 AM | TBA BWW | ||
| E1139 EDUC 197 | 007 | 1-4 | TBA | 12:00 AM | 12:00 AM | TBA BWW | ||
| E1140 EDUC 197 | 008 | 1-4 | TBA | 12:00 AM | 12:00 AM | TBA BWW | ||
| E1141 EDUC 197 | 009 | 1-4 | TBA | 12:00 AM | 12:00 AM | TBA BWW | ||
| 200D. Psychosocial Development: Identity, Culture, and Education. (3) Three hours of lecture per week. Prerequisites: One course in statistics. This course is a doctoral seminar in developmental psychology, with a broad focus on psychosocial development and its impact on children in educational contexts. The course begins with a discussion of Erikson's psychosocial theory and the sociocultural perspectives of Vygotsky and other theorists. We then review some of the major psychosocial variables related to educational achievement, including competence, motivation, self-concept, self-efficacy, self-regulation, and volition. We touch briefly on moral development and values as psychosocial factors affecting correlates. We examine (a) how social and personal identity factors are used to explain underachievement (e.g., cultural ecological theory and stereotype threat), (b) the role of identity in different cultural groups, (c) the impact of these factors on teacher and student behavior, and (d) the role that identity plays in helping students develop a sense of future. (F) Worrell | ||||||||
| 31317 EDUC 200D | 001 | 3 | Worrell, F. | M | 9:00 AM | 12:00 PM | 4101 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 | ||||||||
| 31318 EDUC 204C | 001 | 3 | Worrell, F. | M | 5:30 PM | 7:30 PM | 1207 BWW | |
| 33875 EDUC 204C | 002 | 3 | Yang, C. | Th | 1:00 PM | 3:00 PM | 4244 BWW | |
| 207B. IAssessment of Cognitive Functioning. (4) Three hours of lecture and six hours of fieldwork per week. Prerequisites: Consent of instructor. Theories of intelligence as applied to the assessment of intelligence, measurement concepts applied to intelligence tests, development, administration and interpretation of the WISC-R, Stanford-Binet, and other issues pertaining to intelligence testing. Current controversial issues in testing, including issues pertaining to test bias and legal aspects of testing.Staff | ||||||||
| 29025 EDUC 207B | 001 | 4 | Ojeda-Beck, A. | Tu | 9:00 AM | 12:00 PM | 4424 BWW | |
| 29039 EDUC 207B | 101 | Ojeda-Beck, A. | Tu | 12:00 AM | 12:00 AM | Field Work | ||
| 207D. Assessment and Education of Exceptional Pupils in Regular Classes. (2) One hour of lecture and one hour of discussion per week. Methods for assessment of handicapped children and implication for their education in regular classes. Such topics as nondiscriminating testing, least restrictive environments, alternative programs, parent communication, interpersonal relationships, characteristics, behavior of exceptional pupils are covered in studies of individual exceptional children in regular classes.Staff | ||||||||
| 28976 EDUC 207D | 001 | 2 | Futterman, D. | Tu | 5:00 PM | 7:00 PM | 1203 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) | ||||||||
| 29032 SESAME 210 | 001 | 1-4 | Goldwasser, L. | TuTh | 11:00 AM | 1:00 PM | 1204 BWW | |
| 211A. Development, Learning and Instruction in Cultural Contexts. (3:3) Three hours of lecture per week. Prerequisites: Admission to Developmental Teacher Education Program or consent of instructor. Introduction to theories of human development and their application to elementary and preschool education. Topics include cognitive development, moral and social development, language acquisition, psycho-social perspectives on social-emotional development and a developmental analysis of classroom organization. Also supervised child study, individual and small group tutoring, and field experiences. Staff | ||||||||
| 33518 EDUC 211A | 001 | 3 | Philip, T. | M | 2:00 PM | 5:00 PM | 1203 BWW | |
| 213A. Theoretical and Scientific Bases for School Psychology, Part I: Childhood. (3) Two hours of lecture and three hours of fieldwork per week. Historical and contemporary overview of the professional specialty of school psychology. Examines the empirical evidence for developmental and learning models in relation to the school curriculum and school organization for birth through pre-adolescence. Staff | ||||||||
| 28969 EDUC 213A | 001 | 3 | Ojeda-Beck, A. | Tu | 1:00 PM | 4:00 PM | 4401 BWW | |
| 29043 EDUC 213A | 101 | Ojeda-Beck, A. | 12:00 AM | 12:00 AM | Field Work | |||
| 213C. School-Based Consultation. (3) Three hours of lecture per week. Theories of consultation, consultation methods, and research on consultation applicable to primary and secondary prevention of school failure and school psychology practice.Lambert | ||||||||
| 28971 EDUC 213C | 001 | 3 | Worrell, F. | Tu | 2:00 PM | 5:00 PM | 1208 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 | ||||||||
| 28973 EDUC 213L | 001 | 1 | Payson-Hays, S. | Tu | 2:00 PM | 3:00 PM | 1207 BWW | |
| 29044 EDUC 213L | 101 | Payson-Hays, S. | 12:00 AM | 12:00 AM | Field Work | |||
| 28974 EDUC 213L | 002 | 1 | Payson-Hays, S. | Tu | 1:00 PM | 2:00 PM | 1207 BWW | |
| 29089 EDUC 213L | 201 | 1 | Payson-Hays, S. | 12:00 AM | 12:00 AM | Field Work | ||
| 29117 EDUC 213L | 003 | 1 | Ojeda-Beck, A. | Tu | 4:00 PM | 5:00 PM | 1207 BWW | |
| 29118 EDUC 213L | 301 | 1 | Ojeda-Beck, A. | 12:00 AM | 12:00 AM | Field Work | ||
| 33567 EDUC 213L | 004 | 1 | Perry, K. | Tu | 9:00 AM | 10:00 AM | 1207 BWW | |
| 33568 EDUC 213L | 401 | 1 | Perry, K. | TBA | 12:00 AM | 12:00 AM | TBA Field Work | |
| 215. Socialization Processes Within the Family. (3) Three hours of lecture per week. This course provides an overview of theoretical perspectives on family socialization. We review the literature on parental beliefs and child-rearing practices and study how families affect children's social development. We also examine familes in the context of culture and social class. The course concludes by focusing on the relationship between families and schools. Course requirements: class participation, three short papers, reaction notebook. Holloway | ||||||||
| 33516 EDUC 215 | 001 | 3 | Yang, C. | W | 1:00 PM | 4:00 PM | 4215 BWW | |
| 222C. Design-Based Research Forum. (3) Three hours of lecture per week. A design-build-implement-analyze-theorize-publicize practicum forum for participants to first learn about design-based educational research work receive supportin their original and on-going projects. Following several orientation weeks, in which we discuss fundamental resources and participate in hands-on activities, subsequent readings are customized to individual students. The course culminates with presentations, and students submit an empirical research paper.(S,F) Abrahamson | ||||||||
| 29035 EDUC 222C | 001 | 3 | Abrahamson, D. | M | 1:00 PM | 4:00 PM | 4401 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 | ||||||||
| 18561 EDUC 223B | 002 | 2-6 | Linn, M. | Tu | 3:00 PM | 5:00 PM | 1203 BWW | |
| 33286 EDUC 223B | 003 | 2-6 | Wilkerson, M. | F | 11:00 AM | 1:00 PM | 1204 BWW | |
| 18562 EDUC 223B | 004 | 2-6 | Schoenfeld, A. | Tu | 1:00 PM | 3:00 PM | 1204 BWW | |
| 18563 EDUC 223B | 005 | 2-6 | Schoenfeld, A. | Tu | 3:00 PM | 5:00 PM | 1204 BWW | |
| 18564 EDUC 223B | 006 | 2-6 | Ranney, M. | F | 12:00 PM | 4:00 PM | 4101 BWW | |
| 18565 EDUC 223B | 011 | 2-6 | Abrahamson, D. | Tu | 12:00 PM | 2:00 PM | 1216 BWW | |
| 18566 EDUC 223B | 012 | 2-6 | Abrahamson, D. | Tu | 3:00 PM | 5:00 PM | 1216 BWW | |
| 224A. Mathematical Thinking and Problem Solving. (3) Three hours of lecture per week. This course explores contemporary research on mathematical cognition, with a particular emphasis on "higher order thinking skills" and mathematical problem solving. We discuss various frameworks for characterizing mathematical behavior and various methodologies for examining it. As an "action oriented" course in the EMST curricular sequence, this course includes a major course project. In their project, students engage in research incorporating the main ideas studied in the course.Schoenfeld | ||||||||
| 31351 EDUC 224A | 001 | 3 | Schoenfeld, A. | W | 2:00 PM | 5:00 PM | 1215 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 | ||||||||
| 28972 EDUC 231 | 001 | 4 | Boda, P. | Th | 4:00 PM | 7:00 PM | 1215 BWW | |
| 29059 EDUC 231 | 101 | Boda, P. | 12:00 AM | 12:00 AM | Field Work | |||
| 231B. Teaching, Learning, and Equity II. (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 focuses on conceptual frameworks and pedagogical/curricular strategies that enable students' social-emotional and moral growth as well as positive identity development. We also explore how historical, structural, cultural, economic, and political considerations facilitate or create challenges to students' productive growth and development.Mahiri, Nucci | ||||||||
| 31352 EDUC 231B | 001 | 3 | Mozenter, S. | Tu | 1:00 PM | 4:00 PM | 4101 BWW | |
| 34015 EDUC 231B | 002 | 3 | Baquedano-Lopez, P. | Tu | 1:00 PM | 4:00 PM | 4500 BWW | |
| 232A. Critical Studied in K-12 STEM. (3) Three hours of seminar per week. The course examines how ideologies of race, smartness, and gender frame policy and practice in STEM education, and with what impact on minoritized students. The course then presents case studies of STEM curricula and programs designed to disrupt normative frameworks rationalizing STEM for minoritized youth that imagien different social and political imperatives for STEM learning. The course concludes by identifying enduring tensions and new possibilities for STEM education in (and out) schools.Sengupta-Irving | ||||||||
| 33421 EDUC 232A | 001 | 3 | Sengupta-Irving, T. | W | 2:00 PM | 5:00 PM | 1203 BWW | |
| 234. Reading and Writing at the Secondary Level. (3) Three hours of lecture per week. In keeping with the BE3 program’s mission of equity and excellence, this course will use a critical literacy framework to evaluate reading and writing instructional approaches in math, science, and English language arts. Course discussions and assignments will be centered in Janks’ (2010) book Literacy and Power. Students will also read, discuss, and produce discipline-specific texts related to each dimension of Janks’ framework: domination, diversity, access, and design.Catterson | ||||||||
| 31353 EDUC 234 | 001 | 3 | Staff | CANC | 2:00 PM | 4:00 PM | 1217 BWW | |
| 235A. Scientific Thinking and Learning (3) Three hours of seminar per week. Prerequisites: Consent of instructor. Introduction to contemporary research, pedagogy, and policy in science education. Reviews contemporary empirical research standards and reform documents, and curricular materials. Students conduct interviews with young learners and engage in their own analyses of classroom video and written work to learn to notice and respond to student thinking. Strategies for equitable instruction, including addressing the needs of dual language learners and minoritized populations, are explored.Saxe | ||||||||
| 33426 EDUC 235A | 001 | 3 | Wilkerson, M. | CANC | 2:00 PM | 5:00 PM | 1216 BWW | |
| 236B. Elementary Teaching in Mathematics. (3) One hour of lecture and two hrs of discussion per week. This course is designed to strengthen methods for students' mathematical development. Students will gain facility with methods that support the learning of children with diverse instructional needs. The course emphasizes an inquiry-based approach that includes the use of rich problems, appropriate tools and representations, various discourse formats, and ongoing assessment.Gearhart | ||||||||
| 29084 EDUC 236B | 001 | 3 | Soni, S. | Tu | 9:00 AM | 12:00 PM | 4101 BWW | |
| 29085 EDUC 236B | 101 | Soni, S. | 12:00 AM | 12:00 AM | Discussion | |||
| 238. Foundations for Teaching Reading in Grades K-8. (2-3) Two hours of lecture per week. Prerequisites: Admission to a teaching credential program (summer session excluded).Formerly 258A-258B. Introduction to reading and writing instruction in elementary school settings, basic literacy skills, instructional methods and approaches, assessment procedures, and reading and writing theories. Formerly known as EDUC 158. Cunningham | ||||||||
| 32500 EDUC 238 | 001 | 2-3 | Cunningham, A. | M | 5:00 PM | 7:00 PM | 1215 BWW | |
| & Firestone, A. | ||||||||
| 32501 EDUC 238 | 101 | Cunningham, A. | 12:00 AM | 12:00 AM | BWW | |||
| & Firestone, A. | ||||||||
| 240A. Language Study for Educators. (3) Three hours of lecture/discussion per week. This course will introduce students to the broad areas of language study and explore the implications of such study for teaching and learning. Among course topics are: the nature of language, the meanings of "grammar," the varieties of English, the development of language in the preschool and school years. This course will be required for all Ed.D. students and recommended as an introductory course to all students who have had no formal coursework in linguistics.Fillmore, Baquedano-Lopez | ||||||||
| 29109 EDUC 240A | 001 | 3 | Gutierrez, K. | W | 2:00 PM | 5:00 PM | 4500 BWW | |
| 243. Advanced QUalitative Methods. (3) Three hours of lecture per week.The goal of this class is to provide students with ongoing opportunities to expend their qualitative methodological toolkit, with particular emphasis on the following topics: developing a conceptual framework, study design, data collection, data analysis and representation, and writing social sciences research. These topics will be examined in the context of the design, development, and write-up of students' own research. (SP) Gutierrez | ||||||||
| 29054 EDUC 243 | 001 | 3 | Gutierrez, K. | M | 1:00 PM | 4:00 PM | 4500 BWW | |
| 244B. Methods for Teaching English in the Secondary Schools. (4) Four hours of lecture per week. Prerequisites: Enrollment in CLAD/Secondary Schools credential program. This methods course introduces the teaching of secondary English. It focuses on theories for grounding classroom decisions and connects theory and practice. The course models effective approaches to teaching English and introduces issues in constructing a secondary English curriculum. Students gain a foundation for developing plans for lessons and units of instruction as well as a sense of how to build academic communities of diverse learners, including non-native speakers of English. (F) Freedman, Cziko | ||||||||
| 28970 EDUC 244B | 001 | 4 | Lai, P. | Th | 4:00 PM | 7:00 PM | 1212 BWW | |
| 252B. The Ethnography of Literacy. (3) Three hours of seminar per week. This course approaches reading as a socio-cultural activity and considers recent ethnographic work on reading practices in different educational settings, communities, and historical epochs. By considering how reading is differently conceived and realized in a wide range of contexts, this course will shed light on reading as a historically contingent, ideologically shaped, and socio-culturally organized practice. More specifically, this course has a twofold aim: 1) to introduce students to recent ethnographic research on reading practices; 2) to familiarize them with ethnographic methodology. To this scope, in addition to reading exemplary studies of reading practices, students will also conduct a small-scale ethnographic research project in settings of their choice. (F) Sterponi | ||||||||
| 33708 EDUC 252B | 001 | 3 | Sterponi, L. | W | 2:00 PM | 5:00 PM | 1204 BWW | |
| 257. Theoretical Foundations for the Cultural Study of Sport in Education. (3) Three hours of seminar per week. The cultural study of sport examines the ways in which institutionalized physical activity embodies and reflects social meanings and identities. The social practice of sport provides a space in which dominant discourses of race, gender, and social class are reproduced and resisted. As these physical activities become institutionalized, commercialized, and embedded within educational institutions themselves, individuals must navigate a nuanced and often conflicted terrain in their respective participation and performance. This course, then, examines the role of sport in society broadly and the relationship of sport and education more specifically. The curriculum reviews the writing and research on sport and education from a sociological, psychological, and philosophical perspective, with a particular focus on the constructed divide of mind and body, as manifested in the institutional conflicts between school and sport. Van Rheenen | ||||||||
| 29027 EDUC 257 | 001 | 3 | Van Rheenen, D. | M | 9:30 AM | 12:00 PM | 4401 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 | ||||||||
| 33193 EDUC C260F | 001 | 3 | Pardos, Z. | CANC | 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. | ||||||||
| 31324 EDUC 261A | 001 | 3 | Fuller, B. | CANC | 1:00 PM | 4:00 PM | 4215 BWW | |
| 262B. School Supervision: Theory and Practice. (3) Three hours of lecture per week. Concepts and practices associated with the analysis of teaching and clinical supervision of teachers in urban systems. The role of the urban school leader in supervising teachers.Staff | ||||||||
| 29017 EDUC 262B | 001 | 3 | Guilkey-Amado, J. | M | 6:00 PM | 9:00 PM | 1102 BWW | |
| & Sablo-Sutton, S. | ||||||||
| 262F. Organizational Policy and Teachers' Work. (3) Three hours of seminar per week. Students will examine the ways in which state, district, and workplace policy bears upon various aspects of teachers' work. Special emphasis is given to the way in which policy choices--at whatever level--shape the experience of teaching and the organization of schooling. Among the policy areas considered are those governing membership in the teaching occupation, teaching assignments, classroom autonomy regarding curriculum and instruction, performance evaluation, and opportunities for professional development. This course is a requirement for students in educational administration and those students completing the Professional Administration Services Credential. It is open to all other interested students. | ||||||||
| 29018 EDUC 262F | 001 | 3 | Green, T. | W | 6:00 PM | 9:00 PM | 1104 BWW | |
| C265C. Research Advances in Race, Diversity, and Educational Policy. (3) Three hours of seminar per week. This introductory graduate seminar will engage the research literature on race, diversity, and educational policy to provide a foundation for examining contemporary issues in American public schooling. We will examine research on race, culture, and learning alongside more policy driven research on school structures, governance, finance, politics, and policy. In doing so, we will blend micro level examinations of teaching and learning with macro level considerations of politics and policy. Also listed as African American Studies C265. (Sp)Suad-Bakari, Scott | ||||||||
| 29065 EDUC C265C | 001 | 3 | Scott, J. | Tu | 12:00 PM | 2:00 PM | 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 | ||||||||
| 29005 EDUC 269B | 001 | 3 | Perlstein, D. | Th | 10:00 AM | 12:00 PM | 1207 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 | ||||||||
| 29019 EDUC 270B | 001 | 2-3 | Wilson, M. | Tu | 2:00 PM | 4:00 PM | 1212 BWW | |
| 29040 EDUC 270B | 101 | Wilson, M. | 12:00 AM | 12:00 AM | Disc | |||
| 272B. School Data Analysis for Principals. (1-2) 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 | ||||||||
| 29006 EDUC 272B | 001 | 1-2 | Cheung, R. | S | 9:00 AM | 1:00 PM | 1102 BWW | |
| & Rosenthal, L. | ||||||||
| 274A. Measurement in Education and the Social Sciences I. (4) Four hours of lecture per week. Formerly Educational Psychology 208A. Students will learn good measurement practice by constructing an instrument and investigating its measurement properties (specifically, validity, and reliability). The act of measuring will be positioned as a link between qualitative observations and quantitative measures, and this will be discussed in a variety of contexts, such as interviewing, standardized testing, and performance assessment. We will discuss both classical and modern testing approaches from conceptual and practical points of view.Wilson | ||||||||
| 29004 EDUC 274A | 001 | 4 | Wilson, M. | M | 10:00 AM | 12:00 PM | 1215 BWW | |
| 276A. Introduction to Program Evaluation. (3) Three hours of lecture per week. Formerly 293C. This course provides an introduction to the field of program evaluation ("programs" might be curriculum innovations, school reorganizations, teacher training reforms, instructional methods innovations, funding programs, or programs in the health or welfare areas). It will give an overview of issues of concern to practicing evaluators, researchers, program managers, and academics interested in field-based research. Those taking the course will be introduced to the history of the field, the basic concepts and intellectual disputes, the major methodological issues, and to some common "models" of how an evaluation ought to be conducted. Based on the understandings of the topics and issues discussed in this course, participants will be asked to conceptualize and design an evaluation in their area of personal and/or professional interests. The purpose of this exercise is for participants to develop skills for framing evaluation questions, designing, and describing an evaluation plan. (F) Newton | ||||||||
| 29026 EDUC 276A | 001 | 3 | Morell, L. | W | 2:00 PM | 5:00 PM | 1212 BWW | |
| 280A. 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?Gifford | ||||||||
| 28979 EDUC 280A | 001 | 3 | Leonardo, Z. | Tu | 1:00 PM | 4:00 PM | 4244 BWW | |
| 283F. Urban Education. (3) Three hours of seminar per week. This course will explore the relationship between macroeconomic and political trends and public education in inner city schools. The impact of these larger societal phenomena upon drop-out rates, school climate, teacher morale, and academic achievement will be investigated through a combination of reading and field research in Oakland and Berkeley schools. An examination and evaluation of current proposals for reform of urban schools will also be included. (F,SP) Seyer-Oci, staff | ||||||||
| 33922 EDUC 283F | 001 | 3 | Dumas, M. | Tu | 4:00 PM | 7:00 PM | 4310 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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| 33304 EDUC 290A | 001 | 1-4 | Britton, T. | TuTh | 10:00 AM | 11:30 AM | 4244 BWW | |
| 15108 EDUC 290A | 002 | 1-4 | Wilson, M. | Tu | 4:00 PM | 6:00 PM | 1212 BWW | |
| 33893 EDUC 290A | 003 | 1-4 | Pardos, Z. | F | 2:00 PM | 3:30 PM | 4215 BWW | |
| 33802 EDUC 290A | 005 | 1-4 | Goldwasser, L. | M | 4:00 PM | 5:30 PM | 1102 BWW | |
| 15106 EDUC 290A | 006 | 1-4 | Baquedano-Lopez, P. | M | 1:00 PM | 4:00 PM | 4101 BWW | |
| & Fuller, B. | ||||||||
| 290B. 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.
290B. Education in Language, Literacy, and Culture. (1-4) Staff |
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| 14908 EDUC 290B | 001 | 1-4 | Van Rheenen, D. | Tu | 1:00 PM | 4:00 PM | 4422 BWW | |
| 14909 EDUC 290B | 002 | 1-4 | Sterponi, L. | F | 12:00 PM | 3:00 PM | 4310 BWW | |
| 33921 EDUC 290B | 003 | 1-4 | Dumas, M. | W | 4:00 PM | 7:00 PM | 4244 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 |
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| 15110 EDUC 290C | 001 | 1-4 | Ranney, M. | Th | 1:00 PM | 4:00 PM | 4215 BWW | |
| 15109 EDUC 290C | 002 | 1-4 | Wilkerson, M. | CANC | 2:00 PM | 5:00 PM | 4422 BWW | |
| 33419 EDUC 290C | 003 | 1-4 | Wilkerson, M. | M | 11:00 AM | 1:00 PM | 4422 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) | ||||||||
| 19615 SESAME 292 | 001 | 1 | Goldwasser, L. | M | 10:30 AM | 12:00 PM | 1212 BWW | |
| & Goldwasser, L. | ||||||||
| 293A. Data Analysis in Education Research. (4) Four hours of lecture per week. Prerequisites: Consent of instructor. Introduces students to quantitative statistical methods for educational research. Emphasizes parameter estimation and hypothesis testing, in particular of group differences based on means, medians, proportions and correlation coefficients. Section 1 takes a conceptual and heuristic approach and includes a module on distribution free statistics. Section 2 takes an algebraic approach and includes a module on multiple regression. High school algebra is strongly recommended for section 2. (F,SP) Staff | ||||||||
| 29024 EDUC 293A | 001 | 4 | Draney, K. | TuTh | 10:00 AM | 12:00 PM | 1102 BWW | |
| 293L. Educational Data Analysis Laboratory. (1) Two hours of laboratory per week. Prerequisites: Must be taken concurrently with 293A. Exercises and computer programs are presented and discussed.Staff | ||||||||
| 29007 EDUC 293L | 001 | 1 | Draney, K. | W | 4:00 PM | 6:00 PM | 1214 BWW | |
| 29008 EDUC 293L | 002 | 1 | Draney, K. | W | 2:00 PM | 4:00 PM | 1102 BWW | |
| 29009 EDUC 293L | 003 | 1 | Draney, K. | Th | 12:00 PM | 2:00 PM | 1207 BWW | |
| 295. Science and Mathematics Education - Research. (1-12) Course may be repeated for credit. Zero hour of independent study per week. Prerequisites: Consent of instructor. Independent research activities under supervision of a faculty member.(F, SP). | ||||||||
| 17609 SESAME 295 | 001 | 1-12 | Schoenfeld, A. | 12:00 AM | 12:00 AM | BWW | ||
| 17610 SESAME 295 | 002 | 1-12 | DiSessa, A. | 12:00 AM | 12:00 AM | BWW | ||
| 17611 SESAME 295 | 003 | 1-12 | Linn, M. | 12:00 AM | 12:00 AM | BWW | ||
| 17612 SESAME 295 | 004 | 1-12 | Agogino, A. | 12:00 AM | 12:00 AM | BWW | ||
| 17613 SESAME 295 | 005 | 1-12 | Stacy, A. | 12:00 AM | 12:00 AM | BWW | ||
| 17617 SESAME 295 | 009 | 1-12 | Ranney, M. | 12:00 AM | 12:00 AM | 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 | ||||||||
| 31496 EDUC 298A | 001 | 1-5 | Wilson, M. | F | 2:00 PM | 4:00 PM | 1204 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 | ||||||||
| 15111 EDUC 298B | 001 | 1-3 | Dumas, M. | CANC | 4:00 PM | 7:00 PM | 4244 BWW | |
| 15113 EDUC 298B | 003 | 1-3 | Gutierrez, K. | M | 10:00 AM | 12:00 PM | 4500 BWW | |
| 15114 EDUC 298B | 004 | 1-3 | Baquedano-Lopez, P. | W | 2:00 PM | 5:00 PM | 1207 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 | ||||||||
| 33515 EDUC 298C | 001 | 1-4 | Crovetti, A. | Tu | 9:00 AM | 10:00 AM | 4401 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 | ||||||||
| 13602 EDUC 299 | 001 | 1-12 | Crovetti, A. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13603 EDUC 299 | 002 | 1-12 | Rabe-Hesketh, S. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13604 EDUC 299 | 003 | 1-12 | Baquedano-Lopez, P. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13605 EDUC 299 | 004 | 1-12 | Murphy-Graham, E. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13606 EDUC 299 | 005 | 1-12 | Pearson, P. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 33638 EDUC 299 | 006 | 1-12 | Yang, C. | TBA | 12:00 AM | 12:00 AM | TBA BWW | |
| 13579 EDUC 299 | 007 | 1-12 | DiSessa, A. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13580 EDUC 299 | 008 | 1-12 | Abrahamson, D. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13581 EDUC 299 | 009 | 1-12 | Van Rheenen, D. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13582 EDUC 299 | 010 | 1-12 | Leonardo, Z. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13583 EDUC 299 | 011 | 1-12 | Freedman, S. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13584 EDUC 299 | 012 | 1-12 | Fuller, B. | W | 3:30 PM | 5:30 PM | 4401 BWW | |
| 13585 EDUC 299 | 013 | 1-12 | Sterponi, L. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13586 EDUC 299 | 014 | 1-12 | Gifford, B. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13607 EDUC 299 | 015 | 1-12 | Dumas, M. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13587 EDUC 299 | 016 | 1-12 | Mintrop, H. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 33569 EDUC 299 | 017 | 1-12 | Ojeda-Beck, A. | TBA | 12:00 AM | 12:00 AM | TBA BWW | |
| 13589 EDUC 299 | 018 | 1-12 | Carter, P. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13590 EDUC 299 | 019 | 1-12 | Gutierrez, K. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13591 EDUC 299 | 020 | 1-12 | Hull, G. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13609 EDUC 299 | 021 | 1-12 | Simmons, C. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13592 EDUC 299 | 022 | 1-12 | Garcia-Bedolla, L. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13593 EDUC 299 | 023 | 1-12 | Kramsch, C. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13610 EDUC 299 | 024 | 1-12 | Bristol, T. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13611 EDUC 299 | 025 | 1-12 | Britton, T. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13594 EDUC 299 | 026 | 1-12 | Linn, M. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13596 EDUC 299 | 027 | 1-12 | Little, J. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13597 EDUC 299 | 028 | 1-12 | Mahiri, J. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13598 EDUC 299 | 029 | 1-12 | Philip, T. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13612 EDUC 299 | 030 | 1-12 | Cheung, R. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13613 EDUC 299 | 031 | 1-12 | Perry, K. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13599 EDUC 299 | 032 | 1-12 | Ranney, M. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13600 EDUC 299 | 033 | 1-12 | Metz, K. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13601 EDUC 299 | 034 | 1-12 | Schoenfeld, A. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13562 EDUC 299 | 035 | 1-12 | Shaiken, H. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13563 EDUC 299 | 036 | 1-12 | Nucci, L. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13564 EDUC 299 | 037 | 1-12 | Salasin, E. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 33639 EDUC 299 | 038 | 1-12 | Payson-Hays, S. | TBA | 12:00 AM | 12:00 AM | TBA BWW | |
| 13565 EDUC 299 | 039 | 1-12 | Stern, D. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13566 EDUC 299 | 040 | 1-12 | Turiel, E. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13595 EDUC 299 | 041 | 1-12 | Pardos, Z. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13567 EDUC 299 | 042 | 1-12 | Wilkerson, M. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13568 EDUC 299 | 043 | 1-12 | Wilson, M. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13569 EDUC 299 | 045 | 1-12 | Yabrove, G. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13570 EDUC 299 | 046 | 1-12 | Sengupta-Irving, T. | TBA | 12:00 AM | 12:00 AM | TBA BWW | |
| 13571 EDUC 299 | 047 | 1-12 | Saxe, G. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13572 EDUC 299 | 049 | 1-12 | Cunningham, A. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13574 EDUC 299 | 051 | 1-12 | Holloway, S. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13575 EDUC 299 | 052 | 1-12 | Perlstein, D. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13576 EDUC 299 | 053 | 1-12 | Worrell, F. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13577 EDUC 299 | 054 | 1-12 | Scott, J. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13578 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). | ||||||||
| 17602 SESAME 299 | 002 | 1-5 | Clancy, M. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 17603 SESAME 299 | 003 | 1-5 | Abrahamson, D. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 17604 SESAME 299 | 004 | 1-5 | DiSessa, A. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 17606 SESAME 299 | 006 | 1-5 | Agogino, A. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 17607 SESAME 299 | 007 | 1-5 | Ranney, M. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 17600 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 | ||||||||
| 33795 EDUC 375 | 001 | 1-6 | Hull, G. | Tu | 4:00 PM | 7:00 PM | 1211 BWW | |
| & Van Rheenen, D. | ||||||||
| 390A. 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.Staff | ||||||||
| 29028 EDUC 390A | 001 | 7 | Bloodgood, A. | CANC | 2:00 PM | 3:30 PM | 1212 BWW | |
| 29041 EDUC 390A | 101 | Bloodgood, A. | CANC | 12:00 AM | 12:00 AM | Field Work | ||
| 390C. Supervised Teaching Seminar. (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.Wetzel de Cediel, Patel | ||||||||
| 29031 EDUC 390C | 001 | 1-8 | Patel, S. | Th | 2:00 PM | 3:30 PM | 1216 BWW | |
| & Wetzel de Cediel, N. | ||||||||
| 29036 EDUC 390C | 101 | Patel, S. | 12:00 AM | 12:00 AM | Field Work | |||
| & Wetzel de Cediel, N. | ||||||||
| 33739 EDUC 390C | 002 | 1-8 | Disston, J. | Th | 2:00 PM | 3:30 PM | 1215 BWW | |
| 33740 EDUC 390C | 201 | 1-8 | Disston, J. | 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 | ||||||||
| 29030 EDUC 390D | 001 | 2-6 | Disston, J. | CANC | 2:00 PM | 3:30 PM | 1207 BWW | |
| 29037 EDUC 390D | 101 | Disston, J. | CANC | 12:00 AM | 12:00 AM | Field Work | ||
| 413C. School-Based Internship in School Psychology. (2-8) Course may be repeated for credit. Two to eight hours of lecture/discussion and at least two and one half days of fieldwork per week. Supervised assignment to a school district in capacity of school psychologist.(F)Yabrove | ||||||||
| 29015 EDUC 413C | 001 | 2-8 | Payson-Hays, S. | Tu | 9:00 AM | 12:00 PM | 4422 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. | ||||||||
| 29010 EDUC 413L | 001 | 1 | Crovetti, A. | Tu | 8:00 AM | 9:00 AM | 4401 BWW | |
| 29045 EDUC 413L | 101 | Crovetti, A. | 12:00 AM | 12:00 AM | BWW | |||
| 29011 EDUC 413L | 002 | 1 | Crovetti, A. | Tu | 1:00 PM | 2:00 PM | 4215 BWW | |
| 29087 EDUC 413L | 201 | 1 | Crovetti, A. | 12:00 AM | 12:00 AM | BWW | ||
| 33524 EDUC 413L | 003 | 1 | Perry, K. | Tu | 1:00 PM | 2:00 PM | 1212 BWW | |
| 33526 EDUC 413L | 301 | 1 | Perry, K. | TBA | 12:00 AM | 12:00 AM | TBA BWW | |
| 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 | ||||||||
| 29120 EDUC 460A | 001 | 3 | Green, T. | S | 1:30 PM | 4:30 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). | ||||||||
| 18017 SESAME 602 | 001 | 1-8 | Schoenfeld, A. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 18019 SESAME 602 | 004 | 1-8 | Ranney, M. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 18020 SESAME 602 | 006 | 1-8 | DiSessa, A. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 18021 SESAME 602 | 007 | 1-8 | Stacy, A. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 8/28/19 | ||||||||