Fall 2018 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 | ||||||||
| 32207 EDUC 24 | 001 | 1 | Switkes, E. | Tu | 3:00 PM | 5:00 PM | 768 Evans | |
| 52AC. Understanding Language in Society. (3) Three hours of lecture/discussion per week. This course will explore how speaking, reading and writing are influenced by social and cultural factors. The topics include dialects, Standard English, and slang; the influence of identity on language use; and the dynamic and diverse ways in which people use language to communicate with one another and in their communities. The course will begin by exploring how people communicate within the university, or academic discourse, and how this impacts academic achievement. Thus, a secondary objective is to examine literate strategies and practices of being a student that lead to higher academic achievement. (F) Mirabelli | ||||||||
| 28401 EDUC 52AC | 001 | 3 | Mirabelli, T. | CANC | 9:30 AM | 11:00 AM | 103 GPB | |
| 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 | ||||||||
| 28418 EDUC 130 | 001 | 3 | Ham, E. | W | 2:00 PM | 5:00 PM | 103 GPB | |
| 28489 EDUC 130 | 101 | Ham, E. | 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 | ||||||||
| 28420 EDUC 131AC | 001 | 3 | Golub, D. | TuTh | 5:00 PM | 6:30 PM | 240 Mulford | |
| 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 | ||||||||
| 28512 EDUC 140AC | 003 | 4 | Hull, G. | TuTh | 9:30 AM | 11:00 AM | 110 Barrows | |
| 28520 EDUC 140AC | 301 | 4 | Hull, G. | 12:00 AM | 12:00 AM | DISCUSSION | ||
| 28521 EDUC 140AC | 302 | 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 | ||||||||
| 28513 EDUC W140A | 001 | 4 | Hull, G. | 12:00 AM | 12:00 AM | ONLINE | ||
| 28514 EDUC W140A | 101 | Hull, G. | 12:00 AM | 12:00 AM | Field Work | |||
| W141. Exploring Digital Pedagogy. (3) Three hours of lecture and three hour of discussion per week. 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 | ||||||||
| 32247 EDUC W141 | 001 | 3 | Murphy-Graham, E. | 12:00 AM | 12:00 AM | ONLINE LECTURE | ||
| 32248 EDUC W141 | 101 | Murphy-Graham, E. | 12:00 AM | 12:00 AM | ONLINE DISC | |||
| 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 | ||||||||
| 28522 EDUC W142 | 001 | 3 | Murphy-Graham, E. | 12:00 AM | 12:00 AM | ONLINE | ||
| 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 | ||||||||
| 32258 EDUC W144 | 001 | 1-3 | Murphy-Graham, E. | TBA | 12:00 AM | 12:00 AM | TBA ONLINE LEC | |
| 32978 EDUC W144 | 002 | 1-3 | Murphy-Graham, E. | 12:00 AM | 12:00 AM | ONLINE | ||
| 32259 EDUC W144 | 101 | Murphy-Graham, E. | TBA | 12:00 AM | 12:00 AM | TBA ONLINE DISC | ||
| 32260 EDUC W144 | 102 | Murphy-Graham, E. | TBA | 12:00 AM | 12:00 AM | TBA Field Work | ||
| 32979 EDUC W144 | 201 | 1-3 | Murphy-Graham, E. | 12:00 AM | 12:00 AM | ONLINE | ||
| 32980 EDUC W144 | 202 | 1-3 | Murphy-Graham, E. | 12:00 AM | 12:00 AM | ONLINE | ||
| 158. 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.Cunningham | ||||||||
| 32123 EDUC 158 | 001 | 2-3 | Cunningham, A. | Th | 1:00 PM | 4:00 PM | 1217 BWW | |
| 32124 EDUC 158 | 101 | Cunningham, A. | 12:00 AM | 12:00 AM | Field Work | |||
| 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) Pardos | ||||||||
| 28524 EDUC W161 | 001 | 3 | Pardos, Z. | MW | 3:30 PM | 5:00 PM | ONLINE | |
| 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 | ||||||||
| 34366 EDUC C181 | 001 | 3 | Bristol, T. | M | 2:00 PM | 5:00 PM | 102 Wheeler | |
| 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 | ||||||||
| 28371 EDUC 186AC | 001 | 4 | Negrin, D. | TuTh | 3:30 PM | 5:00 PM | 2050 VLSB | |
| 28372 EDUC 186AC | 101 | Negrin, D. | M | 2:00 PM | 3:00 PM | 109 Dwinelle | ||
| 28373 EDUC 186AC | 102 | Negrin, D. | F | 12:00 PM | 1:00 PM | 246 North Gate | ||
| 28374 EDUC 186AC | 103 | Negrin, D. | M | 9:00 AM | 10:00 AM | 79 Dwinelle | ||
| 28375 EDUC 186AC | 104 | Negrin, D. | F | 1:00 PM | 2:00 PM | 130 Wheeler | ||
| 28376 EDUC 186AC | 105 | Negrin, D. | W | 4:00 PM | 5:00 PM | 130 Wheeler | ||
| 28377 EDUC 186AC | 106 | Negrin, D. | F | 11:00 AM | 12:00 PM | 135 McCone | ||
| 28378 EDUC 186AC | 107 | Negrin, D. | W | 8:00 AM | 9:00 AM | 242 Dwinelle | ||
| 28379 EDUC 186AC | 108 | Negrin, D. | M | 11:00 AM | 12:00 PM | 135 McCone | ||
| 28380 EDUC 186AC | 109 | Negrin, D. | W | 4:00 PM | 5:00 PM | 20 Wheeler | ||
| 28381 EDUC 186AC | 110 | Negrin, D. | M | 4:00 PM | 5:00 PM | 20 Wheeler | ||
| 188. Latinas/os and Education: Critical Issues and Perspectives. (3) Three hours of lecture per week. The course engages a selection of themes examining the academic achievement of Latinas/os in K-12 and in higher education. The course aims to foster an awareness of the complex issues influencing the education of Latinas/os and of ways to work towards supporting and advancing the educational experiences of Latinas/os in schools and society. (F) Baquedano | ||||||||
| 28419 EDUC 188 | 001 | 3 | Baquedano-Lopez, P. | CANC | 12:30 PM | 2:00 PM | 103 GPB | |
| 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 | ||||||||
| 15288 EDUC 190AC | 001 | 4 | Hull, G. | MW | 10:00 AM | 12:00 PM | 229 Dwinelle | |
| 15289 EDUC 190AC | 002 | 4 | Hull, G. | MW | 12:00 PM | 2:00 PM | 107 GPB | |
| 15290 EDUC 190AC | 003 | 4 | Hull, G. | TuTh | 2:00 PM | 4:00 PM | 105 Dwinelle | |
| W190. 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) Hull | ||||||||
| 32261 EDUC W190 | 001 | 3 | Serrano, C. | 12:00 AM | 12:00 AM | ONLINE LEC | ||
| 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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| 28472 EDUC 202D | 002 | 2 | Holloway, S. | Tu | 4:00 PM | 7:00 PM | 1211 BWW | |
| 207B. Individual Appraisal of Intelligence. (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 | ||||||||
| 28474 EDUC 207B | 001 | 4 | Yabrove, G. | Tu | 9:00 AM | 12:00 PM | 1207 BWW | |
| 28490 EDUC 207B | 101 | Yabrove, G. | 12:00 AM | 12:00 AM | BWW | |||
| 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 | ||||||||
| 28412 EDUC 207D | 001 | 2 | Futterman, D. | Th | 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) | ||||||||
| 28483 SESAME 210 | 001 | 1-4 | Goldwasser, L. | Tu | 8:00 AM | 10:00 AM | 4422 BWW | |
| 28484 SESAME 210 | 002 | 1-4 | Goldwasser, L. | Th | 8:00 AM | 10:00 AM | 4422 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 | ||||||||
| 28404 EDUC 213A | 001 | 3 | Ojeda-Beck, A. | Tu | 1:00 PM | 3:00 PM | 4422 BWW | |
| 28495 EDUC 213A | 101 | Ojeda-Beck, A. | 12:00 AM | 12:00 AM | BWW | |||
| 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 | ||||||||
| 28406 EDUC 213C | 001 | 3 | Simmons, C. | Tu | 2:00 PM | 4:00 PM | 1216 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 | ||||||||
| 28408 EDUC 213L | 001 | 1 | Perry, K. | Tu | 1:00 PM | 2:00 PM | 1207 BWW | |
| 28496 EDUC 213L | 101 | Perry, K. | TBA | 12:00 AM | 12:00 AM | FLD | ||
| 28409 EDUC 213L | 002 | 1 | Perry, K. | Tu | 3:00 PM | 4:00 PM | 4422 BWW | |
| 31528 EDUC 213L | 201 | 1 | Perry, K. | TBA | 12:00 AM | 12:00 AM | FLD | |
| 34288 EDUC 213L | 003 | 1 | Worrell, F. | 12:00 AM | 12:00 AM | BWW | ||
| 34289 EDUC 213L | 301 | 1 | Worrell, F. | 12:00 AM | 12:00 AM | FLD | ||
| 28411 EDUC 213L | 004 | 1 | Yabrove, G. | Tu | 4:00 PM | 5:00 PM | 4215 BWW | |
| 31529 EDUC 213L | 401 | 1 | Yabrove, G. | TBA | 12:00 AM | 12:00 AM | FLD | |
| 28469 EDUC 213L | 005 | 1 | Worrell, F. | Tu | 1:00 PM | 2:00 PM | 1212 BWW | |
| 31530 EDUC 213L | 501 | 1 | Worrell, F. | TBA | 12:00 AM | 12:00 AM | FLD | |
| 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 | ||||||||
| 28468 EDUC 215 | 001 | 3 | Holloway, S. | W | 1:00 PM | 4:00 PM | 1214 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 | ||||||||
| 28486 EDUC 222C | 001 | 3 | Abrahamson, D. | M | 1:00 PM | 4:00 PM | 1216 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 | ||||||||
| 34072 EDUC 223B | 001 | 2-6 | Holloway, S. | CANC | 2:00 PM | 4:00 PM | 1212 BWW | |
| 18711 EDUC 223B | 002 | 2-6 | Linn, M. | Tu | 3:00 PM | 5:00 PM | 1215 BWW | |
| 34070 EDUC 223B | 003 | 2-6 | Linn, M. | CANC | 12:00 PM | 2:00 PM | 1212 BWW | |
| 18713 EDUC 223B | 004 | 2-6 | Schoenfeld, A. | Tu | 1:00 PM | 3:00 PM | 4500 BWW | |
| 18714 EDUC 223B | 005 | 2-6 | Schoenfeld, A. | Tu | 3:00 PM | 5:00 PM | 4500 BWW | |
| 18715 EDUC 223B | 006 | 2-6 | Ranney, M. | F | 12:00 PM | 4:00 PM | 1212 BWW | |
| 18716 EDUC 223B | 007 | 2-6 | Saxe, G. | CANC | 11:00 AM | 1:00 PM | 1207 BWW | |
| 18721 EDUC 223B | 008 | 2-6 | Abrahamson, D. | Th | 3:00 PM | 5:00 PM | 1216 BWW | |
| 18722 EDUC 223B | 009 | 2-6 | Abrahamson, D. | F | 11:00 AM | 1:00 PM | 1207 BWW | |
| 18718 EDUC 223B | 011 | 2-6 | Abrahamson, D. | Tu | 3:00 PM | 5:00 PM | 1212 BWW | |
| 18719 EDUC 223B | 012 | 2-6 | Abrahamson, D. | Tu | 12:00 PM | 2:00 PM | 4215 BWW | |
| 224B. Paradigmatic Didactical Mathematical Problematic Situations. (3) Three hours of seminar per week. Paradigmatic Didactical Mathematical Problematic Situations are contexts for collaborative inquiry into the practice, epistemology, and pedagogy of mathematics. Building on the Learning Sciences literature, the course creates opportunities for students to engage in interesting mathematical problems from secondary-school content. Final projects include design, implementation, and analysis of a lesson. Meets the "Discipline" programmatic requirement of graduate students in EMST and MACSME. (F) Abrahamson | ||||||||
| 30827 EDUC 224B | 001 | 3 | Abrahamson, D. | W | 2:00 PM | 5:00 PM | 1216 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 | ||||||||
| 28407 EDUC 231 | 001 | 4 | Disston, J. | M | 1:00 PM | 4:00 PM | 1215 BWW | |
| 28515 EDUC 231 | 101 | Disston, J. | 12:00 AM | 12:00 AM | BWW | |||
| 231B. Teaching, Learning, and Equity. (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 | ||||||||
| 32995 EDUC 231B | 001 | 3 | Mahiri, J. | Tu | 2:00 PM | 5:00 PM | 1104 BWW | |
| & Nucci, L. | ||||||||
| 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 | ||||||||
| 32996 EDUC 234 | 001 | 3 | Catterson, A. | Th | 2:00 PM | 5:00 PM | 1203 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 | ||||||||
| 30805 EDUC 236B | 001 | 3 | Soni, S. | M | 1:00 PM | 4:00 PM | 1207 BWW | |
| 30807 EDUC 236B | 101 | Staff | 12:00 AM | 12:00 AM | BWW | |||
| 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 | ||||||||
| 32962 EDUC 240A | 001 | 3 | Suyeyasu, K. | W | 3:00 PM | 6:00 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 | ||||||||
| 28507 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 | ||||||||
| 28405 EDUC 244B | 001 | 4 | Jimerson, L. | M | 1:00 PM | 4:00 PM | 1204 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 | ||||||||
| 28470 EDUC 252B | 001 | 3 | Sterponi, L. | W | 2:00 PM | 5:00 PM | 1207 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 | ||||||||
| 28476 EDUC 257 | 001 | 3 | Van Rheenen, D. | M | 9:30 AM | 12:00 PM | 1212 BWW | |
| 260A. Issues in Educational Administration and Policy. (3) Three hours of lecture per week. (Required of all students in the Division of Educational Administration and Evaluation.) Concepts, theories, and issues related to administration and evaluation. Application is made to governmental policy for school systems.Fuller | ||||||||
| 28485 EDUC 260A | 001 | 3 | Fuller, B. | Tu | 1:00 PM | 4:00 PM | 1204 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 | ||||||||
| 28518 EDUC C260F | 001 | 3 | Pardos, Z. | TuTh | 12:30 PM | 2:00 PM | 1215 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 | ||||||||
| 28464 EDUC 262B | 001 | 3 | Castro, A. | M | 6:00 PM | 9:00 PM | 1102 BWW | |
| 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. | ||||||||
| 28466 EDUC 262F | 001 | 3 | Green, T. | W | 6:00 PM | 9:00 PM | 1102 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 | ||||||||
| 28528 EDUC C265C | 001 | 3 | Perry, J. | Tu | 10:00 AM | 1:00 PM | 1217 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 | ||||||||
| 28448 EDUC 269B | 001 | 3 | Perlstein, D. | F | 9:00 AM | 11:00 AM | 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 | ||||||||
| 28467 EDUC 270B | 001 | 2-3 | Wilson, M. | Tu | 2:00 PM | 4:00 PM | 1217 BWW | |
| 28491 EDUC 270B | 101 | Wilson, M. | 12:00 AM | 12:00 AM | BWW | |||
| 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 | ||||||||
| 28449 EDUC 272B | 001 | 1-2 | Kleinhenz, D. | S | 9:00 AM | 1:00 PM | 1203 BWW | |
| & Sablo-Sutton, S. | ||||||||
| 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 | ||||||||
| 28447 EDUC 274A | 001 | 4 | Draney, K. | MW | 10:00 AM | 12:00 PM | 1203 BWW | |
| 275G. Hierarchical and Longitudinal Modeling. (3) Two hours of lecture and two hours of laboratory per week. Prerequisites: Linear and logistic regression, 275B or equivalent. The course introduces hierarchical linear and generalized linear models for longitudinal or clustered data. Such models are important in education research where longitudinal development such as learning is of interest and where students are clustered in classes or schools. Other examples of clustering are people nested in neighborhoods, hospitals, or firms. Students will practice formulating and estimating hierarchical models using either educational data sets provided or their own data sets. (F,SP) Rabe-Hesketh | ||||||||
| 28414 EDUC 275G | 001 | 3 | Rabe-Hesketh, S. | M | 10:00 AM | 12:00 PM | 1102 BWW | |
| 28494 EDUC 275G | 101 | Rabe-Hesketh, S. | 12:00 AM | 12:00 AM | 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 | ||||||||
| 28413 EDUC 275H | 001 | 1-2 | Rabe-Hesketh, S. | W | 2:00 PM | 4:00 PM | 1102 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 | ||||||||
| 28475 EDUC 276A | 001 | 3 | Morell, L. | W | 2:00 PM | 5:00 PM | 1217 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 | ||||||||
| 28415 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 | ||||||||
| 28463 EDUC 283F | 001 | 3 | Mahiri, J. | CANC | 1:00 PM | 4:00 PM | 1213 BWW | |
| 28462 EDUC 283F | 002 | 3 | Philip, T. | W | 3:00 PM | 6:00 PM | 1215 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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| 34104 EDUC 290A | 001 | 1-4 | Perry, J. | M | 10:00 AM | 1:00 PM | 1216 BWW | |
| 15298 EDUC 290A | 002 | 1-4 | Wilson, M. | Tu | 4:00 PM | 6:00 PM | 1204 BWW | |
| 15296 EDUC 290A | 005 | 1-4 | Pardos, Z. | W | 12:00 PM | 1:30 PM | 1212 BWW | |
| 15299 EDUC 290A | 006 | 1-4 | Baquedano-Lopez, P. | M | 1:00 PM | 4:00 PM | 4101 BWW | |
| & Perlstein, D. | ||||||||
| 34500 EDUC 290A | 007 | 1-4 | Britton, T. | MW | 11:00 AM | 12:30 PM | 1204 BWW | |
| 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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| 15105 EDUC 290B | 010 | 1-4 | Baquedano-Lopez, P. | CANC | 2:00 PM | 5:00 PM | 4244 BWW | |
| 15106 EDUC 290B | 011 | 1-4 | Mahiri, J. | CANC | 5:00 PM | 8:00 PM | 1207 BWW | |
| 15101 EDUC 290B | 002 | 1-4 | Mahiri, J. | Th | 5:00 PM | 8:00 PM | 1204 BWW | |
| 15102 EDUC 290B | 003 | 1-4 | Van Rheenen, D. | Tu | 1:00 PM | 4:00 PM | 1213 BWW | |
| 15103 EDUC 290B | 004 | 1-4 | Mirabelli, T. | CANC | 2:00 PM | 5:00 PM | BWW | |
| 15107 EDUC 290B | 007 | 1-4 | Sterponi, L. | F | 12:00 PM | 3:00 PM | 1216 BWW | |
| 15104 EDUC 290B | 009 | 1-4 | Leonardo, Z. | CANC | 1:00 PM | 4:00 PM | 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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| 15303 EDUC 290C | 001 | 1-4 | Ranney, M. | Th | 1:00 PM | 4:00 PM | 1212 BWW | |
| 15300 EDUC 290C | 002 | 1-4 | Goldwasser, L. | W | 2:00 PM | 5:00 PM | 1204 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) | ||||||||
| 28482 SESAME 292 | 001 | 1 | Goldwasser, L. | M | 4:00 PM | 6:00 PM | 1215 BWW | |
| 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 | ||||||||
| 28473 EDUC 293A | 001 | 4 | Sussman, J. | TuTh | 10:00 AM | 12:00 PM | 1104 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 | ||||||||
| 28451 EDUC 293L | 001 | 1 | Sussman, J. | M | 4:00 PM | 6:00 PM | 1212 BWW | |
| 28452 EDUC 293L | 002 | 1 | Sussman, J. | W | 2:00 PM | 4:00 PM | 1212 BWW | |
| 28453 EDUC 293L | 003 | 1 | Sussman, J. | Th | 12:00 PM | 2:00 PM | 1205 BWW | |
| 294. Science and Mathematics Education - Formulation of Educational Research. (1-3) Course may be repeated for credit. Zero hour of independent study per week. Letter grade. Prerequisites: Consent of instructor. Development of thesis proposal under supervision of faculty member. (F, SP). | ||||||||
| 17246 SESAME 294 | 003 | 1-3 | DiSessa, A. | 12:00 AM | 12:00 AM | BWW | ||
| 17247 SESAME 294 | 004 | 1-3 | Abrahamson, D. | 12:00 AM | 12:00 AM | BWW | ||
| 17250 SESAME 294 | 007 | 1-3 | Agogino, A. | 12:00 AM | 12:00 AM | BWW | ||
| 17252 SESAME 294 | 009 | 1-3 | Ranney, M. | 12:00 AM | 12:00 AM | BWW | ||
| 17253 SESAME 294 | 010 | 1-3 | Stacy, A. | 12:00 AM | 12:00 AM | BWW | ||
| 17245 SESAME 294 | 002 | Schoenfeld, A. | 12:00 AM | 12:00 AM | BWW | |||
| 294A. Thesis Seminar: Policy, Organization, Measurement, and Evaluation (POME). (1-4) Course may be repeated for credit. Three hours of seminar and four hours of independent study per week. Formerly 294. Recommended for M.A. students working on seminar papers or theses, and doctoral students preparing dissertation proposals. Topic varies with instructor.Staff | ||||||||
| 28480 EDUC 294A | 001 | 1-4 | Sablo-Sutton, S. | CANC | 1:30 PM | 4:30 PM | 1203 BWW | |
| 28492 EDUC 294A | 101 | Sablo-Sutton, S. | CANC | 12:00 AM | 12:00 AM | Tolman | ||
| 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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| 28478 EDUC 294B | 001 | 1-6 | Mahiri, J. | Tu | 5:00 PM | 8:00 PM | 1215 BWW | |
| 28511 EDUC 294B | 002 | 1-6 | Van Rheenen, D. | TBA | 12:00 AM | 12:00 AM | 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). | ||||||||
| 17766 SESAME 295 | 001 | 1-12 | Schoenfeld, A. | 12:00 AM | 12:00 AM | BWW | ||
| 17767 SESAME 295 | 002 | 1-12 | DiSessa, A. | 12:00 AM | 12:00 AM | BWW | ||
| 17768 SESAME 295 | 003 | 1-12 | Linn, M. | 12:00 AM | 12:00 AM | BWW | ||
| 17769 SESAME 295 | 004 | 1-12 | Agogino, A. | 12:00 AM | 12:00 AM | BWW | ||
| 17770 SESAME 295 | 005 | 1-12 | Stacy, A. | 12:00 AM | 12:00 AM | BWW | ||
| 17774 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 | ||||||||
| 28460 EDUC 298A | 001 | 1-5 | Wilson, M. | F | 2:30 PM | 4:30 PM | 1207 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 | ||||||||
| 15304 EDUC 298B | 001 | 1-3 | Dumas, M. | W | 4:00 PM | 7:00 PM | 1212 BWW | |
| 15305 EDUC 298B | 002 | 1-3 | Pearson, P. | F | 12:00 PM | 2:00 PM | 1204 BWW | |
| 15306 EDUC 298B | 003 | 1-3 | Gutierrez, K. | M | 10:00 AM | 12:00 PM | 4500 BWW | |
| 30673 EDUC 298B | 004 | 1-3 | Baquedano-Lopez, P. | W | 9:00 AM | 12:00 PM | 4244 BWW | |
| 34599 EDUC 298B | 005 | 1-3 | Hull, G. | Tu | 4:00 PM | 6:00 PM | 4244 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 | ||||||||
| 34644 EDUC 298C | 001 | 1-4 | Saxe, G. | Tu | 9:00 AM | 11:00 AM | 1216 BWW | |
| 15307 EDUC 298C | 002 | 1-4 | Cunningham, A. | Tu | 12:00 PM | 4:00 PM | 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 | ||||||||
| 13849 EDUC 299 | 001 | 1-12 | Crovetti, A. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13850 EDUC 299 | 002 | 1-12 | Rabe-Hesketh, S. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13851 EDUC 299 | 003 | 1-12 | Baquedano-Lopez, P. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13852 EDUC 299 | 004 | 1-12 | Murphy-Graham, E. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13853 EDUC 299 | 005 | 1-12 | Pearson, P. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13855 EDUC 299 | 006 | 1-12 | Mirabelli, T. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13826 EDUC 299 | 007 | 1-12 | DiSessa, A. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13827 EDUC 299 | 008 | 1-12 | Abrahamson, D. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13828 EDUC 299 | 009 | 1-12 | Van Rheenen, D. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13829 EDUC 299 | 010 | 1-12 | Leonardo, Z. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13830 EDUC 299 | 011 | 1-12 | Freedman, S. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13831 EDUC 299 | 012 | 1-12 | Fuller, B. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13832 EDUC 299 | 013 | 1-12 | Sterponi, L. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13833 EDUC 299 | 014 | 1-12 | Gifford, B. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13854 EDUC 299 | 015 | 1-12 | Dumas, M. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13834 EDUC 299 | 016 | 1-12 | Mintrop, H. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13835 EDUC 299 | 017 | 1-12 | Hartsough, C. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13836 EDUC 299 | 018 | 1-12 | Carter, P. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13837 EDUC 299 | 019 | 1-12 | Gutierrez, K. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13838 EDUC 299 | 020 | 1-12 | Hull, G. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 30814 EDUC 299 | 021 | 1-12 | Simmons, C. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13839 EDUC 299 | 022 | 1-12 | Garcia-Bedolla, L. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13840 EDUC 299 | 023 | 1-12 | Kramsch, C. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 34170 EDUC 299 | 024 | 1-12 | Bristol, T. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 34171 EDUC 299 | 025 | 1-12 | Britton, T. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13841 EDUC 299 | 026 | 1-12 | Linn, M. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13843 EDUC 299 | 027 | 1-12 | Little, J. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13844 EDUC 299 | 028 | 1-12 | Mahiri, J. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13845 EDUC 299 | 029 | 1-12 | Philip, T. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 34425 EDUC 299 | 030 | 1-12 | Cheung, R. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 34703 EDUC 299 | 031 | 1-12 | Perry, K. | 12:00 AM | 12:00 AM | Tolman | ||
| 13846 EDUC 299 | 032 | 1-12 | Ranney, M. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13847 EDUC 299 | 033 | 1-12 | Metz, K. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13848 EDUC 299 | 034 | 1-12 | Schoenfeld, A. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13809 EDUC 299 | 035 | 1-12 | Shaiken, H. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13810 EDUC 299 | 036 | 1-12 | Nucci, L. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13811 EDUC 299 | 037 | 1-12 | Salasin, E. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13812 EDUC 299 | 039 | 1-12 | Stern, D. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13813 EDUC 299 | 040 | 1-12 | Turiel, E. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13842 EDUC 299 | 041 | 1-12 | Pardos, Z. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13814 EDUC 299 | 042 | 1-12 | Wilkerson, M. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13815 EDUC 299 | 043 | 1-12 | Wilson, M. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13816 EDUC 299 | 045 | 1-12 | Yabrove, G. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13818 EDUC 299 | 047 | 1-12 | Saxe, G. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13819 EDUC 299 | 049 | 1-12 | Cunningham, A. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13821 EDUC 299 | 051 | 1-12 | Holloway, S. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13822 EDUC 299 | 052 | 1-12 | Perlstein, D. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13823 EDUC 299 | 053 | 1-12 | Worrell, F. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13824 EDUC 299 | 054 | 1-12 | Perry, J. | INDIV | 12:00 AM | 12:00 AM | BWW | |
| 13825 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). | ||||||||
| 17759 SESAME 299 | 002 | 1-5 | Clancy, M. | 12:00 AM | 12:00 AM | BWW | ||
| 17760 SESAME 299 | 003 | 1-5 | Abrahamson, D. | 12:00 AM | 12:00 AM | BWW | ||
| 17761 SESAME 299 | 004 | 1-5 | DiSessa, A. | 12:00 AM | 12:00 AM | BWW | ||
| 17762 SESAME 299 | 005 | 1-5 | Schoenfeld, A. | 12:00 AM | 12:00 AM | BWW | ||
| 17763 SESAME 299 | 006 | 1-5 | Agogino, A. | 12:00 AM | 12:00 AM | BWW | ||
| 17764 SESAME 299 | 007 | 1-5 | Ranney, M. | 12:00 AM | 12:00 AM | BWW | ||
| 17757 SESAME 299 | 010 | 1-5 | Stacy, A. | 12:00 AM | 12:00 AM | BWW | ||
| 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 | ||||||||
| 28477 EDUC 390A | 001 | 7 | Bloodgood, A. | M | 4:00 PM | 5:00 PM | 1217 BWW | |
| 28493 EDUC 390A | 101 | Bloodgood, A. | 12:00 AM | 12:00 AM | BWW | |||
| 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 | ||||||||
| 28481 EDUC 390C | 001 | 1-8 | Patel, S. | W | 4:30 PM | 7:00 PM | 1203 BWW | |
| & Salasin, E. | ||||||||
| 28487 EDUC 390C | 101 | Patel, S. | 12:00 AM | 12:00 AM | Field Work | |||
| & Salasin, E. | ||||||||
| 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 | ||||||||
| 28479 EDUC 390D | 001 | 2-6 | Disston, J. | W | 1:00 PM | 2:00 PM | 1102 BWW | |
| 28488 EDUC 390D | 101 | Disston, J. | 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 | ||||||||
| 32955 EDUC 393 | 001 | 1 | Disston, J. | Th | 2:00 PM | 3:00 PM | 1207 Berkeley Way Wes | |
| 32956 EDUC 393 | 101 | Disston, J. | 12:00 AM | 12:00 AM | BWW | |||
| 413A. Community-Based Internship in School Psychology. (2-7) Course may not be repeated for credit. Two to seven hours of lecture/discussion and at least two days of fieldwork per week. Supervised assignment to a community mental health agency in the capacity of school psychologist. (F) Crovetti | ||||||||
| 28459 EDUC 413A | 001 | 2-7 | Crovetti, A. | Tu | 9:00 AM | 11:00 AM | 4244 BWW | |
| 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 | ||||||||
| 28461 EDUC 413C | 001 | 2-8 | Yabrove, G. | Tu | 2:00 PM | 4:00 PM | 4215 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. | ||||||||
| 28456 EDUC 413L | 001 | 1 | Crovetti, A. | Tu | 8:00 AM | 9:00 AM | 4244 BWW | |
| 28497 EDUC 413L | 101 | Crovetti, A. | 12:00 AM | 12:00 AM | Field Work | |||
| 28457 EDUC 413L | 002 | 1 | Simmons, C. | Tu | 11:00 AM | 12:00 PM | 1212 BWW | |
| 31526 EDUC 413L | 201 | 1 | Simmons, C. | 12:00 AM | 12:00 AM | Field Work | ||
| 28458 EDUC 413L | 003 | 1 | Simmons, C. | Tu | 1:00 PM | 2:00 PM | 1216 BWW | |
| 31527 EDUC 413L | 301 | 1 | Simmons, C. | 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 | ||||||||
| 34381 EDUC 460A | 001 | 3 | Green, T. | S | 1:30 PM | 4:30 PM | 1203 BWW | |
| & Sablo-Sutton, S. | ||||||||
| 460B. Practicum in School Site Management. (1,2) Course may be repeated for credit. Three to six hours of fieldwork per week. Prerequisites: 460B. Supervised field experience, conferences, and colloquium. (SP) Staff | ||||||||
| 28517 EDUC 460B | 001 | 1-2 | Sablo-Sutton, S. | CANC | 7:00 PM | 9:00 PM | 1203 BWW | |
| 9/6/18 | ||||||||