Fall 2020

Fall 2020 Courses

CCN      ClassSecUnitsInstructorDaysFromToRoom 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
33771  EDUC 24 001 1 Switkes, E. Tu 3:00 PM 5:00 PM    748 Evans
40AC.  From Macro to Micro: Experiencing Education (In)equality in and beyond Schools (4)   Three hours of lecture and one hours of discussion per week. The goal of equality has long dominated social and political discourse in the United States. This goal has struggled alongside our nation’s professed commitment to diversity – diversity of race, ethnicity, class, language, culture, ability, and religion (among many others). Public schools are arguably the primary arena within which efforts to nurture equality and diversity have been focused and challenged. The schools, and the myriad educational contexts beyond them, play a central role in the organization of inequality. At the same time, they also offer the potential for increased opportunity and equity. In this course we will explore the complex “ecology” of educational opportunity and systems from the macro- to micro-dimensions, exploring economics, housing, intergroup dynamics, race and racism, gender and sexism, class and classism, and other phenomena. The course will attempt to provide students with a basis for understanding the educational experiences of individuals with multiple group memberships. Rather than focusing solely on the experiences of people of indigenous descent and/or “Asian Americans,” “African Americans,” “Latinos/as/x,” “Whites,” and others, we will explore the intersectional ways in which race, ethnicity, class, and gender impact people lives. (F,Sp) Carter
33489  EDUC 40AC 001 4 Carter, P. TuTh 9:30 AM 11:00 AM    102 Wurster
33624  EDUC 40AC 101 Carter, P. M 1:00 PM 2:00 PM    2070 VLSB
33666  EDUC 40AC 102 Carter, P. Tu 2:00 PM 3:00 PM    2070 VLSB
33667  EDUC 40AC 103 Carter, P. Th 1:00 PM 2:00 PM    3109 Etcheverry
33668  EDUC 40AC 104 Carter, P. F 12:00 PM 1:00 PM    155 Barrows
C122.   Research Methods for Science and Mathematics K-12 Teachers. (3)  Two hours of Seminar and two hours of Lab per week.Prerequisites: UGIS 82 Students undertake several in-depth research projects to develop methods for engaging in authentic research in the science or mathematics content area related to their major. Interactive lectures and labs are designed to meet the needs of future teachers by practicing specific techniques--including statistics, mathematical modeling, and scientific writing-needed to address scientific questions so that they guide their future K-12 students to develop skills in problem solving and research. Also listed as UGIS C122 Wilkerson

31769  EDUC C122 001 3 Staff Tu 12:00 PM 2:00 PM     Tolman
31770  EDUC C122 101 Staff Th 12:00 PM 2:00 PM     Field Work
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

29019  EDUC 130 001 3 Schoenfeld, A. W 5:00 PM 8:00 PM     BWW
29063  EDUC 130 101 Schoenfeld, A. 12:00 AM 12:00 AM     BWW
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

29020  EDUC 131AC 001 3 Golub, D. Tu 5:00 PM 8:00 PM     BWW
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
29078  EDUC 140AC 001 4 Hull, G. TuTh 12:30 PM 2:00 PM    122 Barrows
29082  EDUC 140AC 101 Hull, G. 12:00 AM 12:00 AM     Disc.
29083  EDUC 140AC 102 Hull, G. 12:00 AM 12:00 AM     Field Work
31717  EDUC 140AC 002 4 Hull, G. TuTh 9:30 AM 11:00 AM     BWW
31718  EDUC 140AC 201 4 Hull, G. 12:00 AM 12:00 AM     Disc.
31719  EDUC 140AC 202 4 Hull, G. 12:00 AM 12:00 AM     Field Work
W140A.  The Art of Making Meaning. (4)   Three hours of lecture+ one hr fieldwork per week. This course combines theory and practice in the study of literacy and development. It will introduce sociocultural educational theory and research focused especially on literacy teaching and learning, and this literature will be examined in practice through participation in after-school programs. In addition, the course will contribute to an understanding of how literacy is reflected in race, culture, and ethnicity im the United States and how these symbolic systems shift in a digital world.(F, SP, SU) Hull
29079  EDUC W140A 001 4 Hull, G. 12:00 AM 12:00 AM     Lec.
29080  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
29084  EDUC W142 001 3 Murphy-Graham, E. CANC 8:00 AM 9:00 AM     BWW
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
29107  EDUC W144 001 1-3 Murphy-Graham, E. M 8:00 PM 9:00 PM     BWW
29116  EDUC W144 002 1-3 Murphy-Graham, E. M 8:00 PM 9:00 PM     BWW
29108  EDUC W144 101 Murphy-Graham, E. 12:00 AM 12:00 AM     BWW
29109  EDUC W144 102 Murphy-Graham, E. 12:00 AM 12:00 AM     BWW
29117  EDUC W144 201 1-3 Murphy-Graham, E. 12:00 AM 12:00 AM     BWW
29118  EDUC W144 202 1-3 Murphy-Graham, E. 12:00 AM 12:00 AM     BWW
W165.  Early Learning Environments for Diverse Learners (3)   Explores diverse ways in which young children are raised across cultural and social-class groups, and implications for early interventions, preschooling, and public schools.Staff
31720  EDUC W165 001 Fuller, B. 5:00 PM 6:30 PM     Online
31721  EDUC W165 101 Fuller, B. 12:00 AM 12:00 AM     Field Work
183.  High School, The Movie (3)   Three hours of lecture and one and one-half hours of discussion per week. High school plays a pivotal role in American life. It both serves as a gatekeeper of educational and economic success and embodies hopes of transcending social divisions. Like high school itself, movies about it have fostered youth culture and helped Americans make sense of the intersection of democratic aspirations and social divisions. This course examines how the reality and representation of high schools combine to reflect and define American society and the lives of American youth. (F) Perlstein
32928  EDUC 183 001 3 Perlstein, D. M 5:00 PM 8:00 PM    105 North Gate
33001  EDUC 183 101 Perlstein, D. W 5:00 PM 6:30 PM    242 Hearst Gym
33002  EDUC 183 102 Perlstein, D. W 5:00 PM 6:30 PM    220 Wheeler
33005  EDUC 183 103 Perlstein, D. W 6:30 PM 8:00 PM    220 Wheeler
33006  EDUC 183 105 Perlstein, D. Th 5:00 PM 6:30 PM    3113 Etcheverry
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
33761  EDUC 188 001 3 Baquedano-Lopez, P. TuTh 9:30 AM 11:00 AM    2062 VLSB
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
15191  EDUC 190AC 001 4 Hull, G. MW 10:00 AM 12:00 PM    107 GPB
31722  EDUC 190AC 002 4 Hull, G. TuTh 10:00 AM 12:00 PM    107 BWW
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>
29134  EDUC W190A 001 3 Serrano, C. M 6:00 PM 8:00 PM     BWW
29145  EDUC W190A 002 3 Serrano, C. Tu 6:00 PM 8:00 PM     BWW
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
E1972  EDUC 197 002 1-4 TBA 12:00 AM 12:00 AM    TBA BWW
E1973  EDUC 197 003 1-4 TBA 12:00 AM 12:00 AM    TBA BWW
E1974  EDUC 197 004 1-4 TBA 12:00 AM 12:00 AM    TBA BWW
E1975  EDUC 197 005 1-4 TBA 12:00 AM 12:00 AM    TBA BWW
E1976  EDUC 197 006 1-4 TBA 12:00 AM 12:00 AM    TBA BWW
E1977  EDUC 197 007 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
29123  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
29124  EDUC 204C 001 3 Worrell, F. M 5:30 PM 7:30 PM    4101 BWW
29146  EDUC 204C 002 3 Yang, C. Th 1:00 PM 3:00 PM    4215 BWW
207B.  Assessment of Cognitive Functioning. (4)   Three hours of lecture and six hours of fieldwork per week. Prerequisites: Consent of instructor. This course is a doctoral seminar that covers theories of intelligence, the individual assessment of intellectual functioning and cognitive abilities, and relevant measurement concepts. Students will become familiar with a range of standardized assessment tools and techniques and learn how to administer and interpret some of the most commonly used measures. Students also learn about appropriate test use, cultural influences, interpretation, related ethical and legal considerations, and report writing.Staff
29056  EDUC 207B 001 4 Ojeda-Beck, A. Tu 9:00 AM 12:00 PM    4424 BWW
29064  EDUC 207B 101 Ojeda-Beck, A. 12:00 AM 12:00 AM     BWW
207L.  Supervision of Assessment Practicum. (1)   One hour of discussion per week. This course provides supervision and evaluation of student performance in the school-based assessment practicum assignment, which is a requirement of both EDUC 207B and EDUC 207C.Ojeda-Beck
32755  EDUC 207L 001 1 Ojeda-Beck, A. Tu 5:00 PM 6:00 PM    4401 BWW
& Ojeda-Beck, A.
210.  Developmental Psychopathology. (2)   Two hours of lecture per week. Developmental Psychopathology, which is the study of psychological problems in the context of human development. Students will examine theories and research that seek to explain the developmental origins and pathways by which psychopathology develops during childhood and adolescence. A wide range of influences relevant to the etiology and presentation of psychological and behavioral disorders-biological, cognitive, social, and environmental/societal-will be explored. In addition to childhood precursors of mental health disorders, students will also learn about the developmental consequences of such conditions. Students will also become familiar with the diagnostic criterion for the most common disorder in childhood and adolescence. Crovetti
32756  EDUC 210 001 2 Crovetti, A. Tu 9:00 AM 11:00 AM    4310 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)

29060  SESAME 210 001 1-4 Goldwasser, L. TuTh 11:00 AM 1:00 PM    1212 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
29011  EDUC 213A 001 3 Ojeda-Beck, A. Tu 1:00 PM 4:00 PM    4401 BWW
29066  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
29013  EDUC 213C 001 3 Worrell, F. Tu 1:00 PM 4:00 PM    4215 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
29015  EDUC 213L 001 1 Payson-Hays, S. Tu 4:00 PM 5:00 PM    4310 BWW
29067  EDUC 213L 101 Payson-Hays, S. 12:00 AM 12:00 AM     Field Work
29016  EDUC 213L 002 1 Payson-Hays, S. Tu 1:00 PM 2:00 PM    4310 BWW
29106  EDUC 213L 201 1 Payson-Hays, S. 12:00 AM 12:00 AM     Field Work
29119  EDUC 213L 003 1 Ojeda-Beck, A. Tu 4:00 PM 5:00 PM    4401 BWW
29120  EDUC 213L 301 1 Ojeda-Beck, A. 12:00 AM 12:00 AM     Field Work
29139  EDUC 213L 004 1 Perry, K. Tu 9:00 AM 10:00 AM    1212 BWW
29140  EDUC 213L 401 1 Perry, K. 12:00 AM 12:00 AM     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
29135  EDUC 215 001 3 Yang, C. W 1:00 PM 4:00 PM    4401 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
32825  EDUC 222C 001 3 Abrahamson, D. M 1:00 PM 4:00 PM    4215 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
18549  EDUC 223B 002 2-6 Linn, M. Tu 3:00 PM 5:00 PM    1207 BWW
18555  EDUC 223B 003 2-6 Abrahamson, D. Tu 12:00 PM 2:00 PM    1216 BWW
18550  EDUC 223B 004 2-6 Abrahamson, D. Tu 3:00 PM 5:00 PM    1216 BWW
E2035  EDUC 223B 005 2-6 TBA 12:00 AM 12:00 AM     BWW
18552  EDUC 223B 006 2-6 Ranney, M. F 12:00 PM 4:00 PM    4401 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

32826  EDUC 224B 001 3 Abrahamson, D. W 1:00 PM 4:00 PM    4422 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 the BE3 program with a focus in math or science. STEM Methods in Curriculum and Instruction is a core course ifor math and science credential students in the BE3 program. Students take this class in both the fall and spring semester, creating opportunities to consider issuesrelated to curriculum and instruction that are central to the development of students' own teaching practice in a structured and supported envirorment over time. Disston
29014  EDUC 231 001 4 Staff M 4:00 PM 7:00 PM    1217 BWW
29081  EDUC 231 101 Staff 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

29126  EDUC 231B 001 3 Staff Tu 2:00 PM 5:00 PM    1203 BWW
29148  EDUC 231B 002 3 Baquedano-Lopez, P. Tu 2:00 PM 5:00 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
29133  EDUC 232A 001 3 Sengupta-Irving, T. W 2:00 PM 5:00 PM    1104 BWW
236A.  Science Education for Elementary School Children. (2)   Four hours of lecture per week. EDUC 236A examines how to effectively teach science to elementary school through analyses of what it means to think scientifically, the goals of science instruction, the nature of children's scientific reasoning and its relation to instructional opportunities, critical study and revision of different curricula, ad examination of excellent instruction.Gearhart
32575  EDUC 236A 001 2 Staff M 4:00 PM 7:00 PM    1215 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
29103  EDUC 236B 001 3 Soni, S. Tu 9:00 AM 12:00 PM    4500 BWW
29104  EDUC 236B 101 Soni, S. 12:00 AM 12:00 AM     Disc.
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
29128  EDUC 238 001 2-3 Cunningham, A. W 2:00 PM 5:00 PM    1215 BWW
29129  EDUC 238 101 Cunningham, A. 12:00 AM 12:00 AM     Field Work
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
29115  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
29077  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
29012  EDUC 244B 001 4 Staff M 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
29141  EDUC 252B 001 3 Sterponi, L. W 2:00 PM 5:00 PM    4244 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
29058  EDUC 257 001 3 Van Rheenen, D. M 9:30 AM 12:00 PM    4401 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
33651  EDUC 260A 001 3 Fuller, B. W 3:00 PM 6:00 PM    1207 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
29052  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.
29053  EDUC 262F 001 3 Green, T. W 6:00 PM 9:00 PM    1104 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
29044  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
29054  EDUC 270B 001 2-3 Wilson, M. Tu 2:00 PM 4:00 PM    1217 BWW
29065  EDUC 270B 101 Wilson, M. 12:00 AM 12:00 AM     Disc.
272B.  School Data Analysis for Principals. (2-3)   Average of five hours of lecture per week for six weeks. The course focuses on preparing future school leaders for leading school improvement by using statistical analysis, understanding the use of formative assessments, evaluating and using educational research particularly related to instructional materials and best practices, creating an effective PowerPoint presentation, and understanding different types of classroom grading and grade reporting practices. Term assessments include keys to quality assessment audit, best practice case study, research-based instructional materials analysis, educational research presentation, grading policy, and several reflection pieces.(F,SP) Cheung
29045  EDUC 272B 001 2-3 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
29043  EDUC 274A 001 4 Wilson, M. M 10:00 AM 12:00 PM    1104 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
33430  EDUC 275G 001 3 Rabe-Hesketh, S. M 10:00 AM 12:00 PM    219 Dwinelle
33459  EDUC 275G 101 Rabe-Hesketh, S. 12:00 AM 12:00 AM     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
29018  EDUC 280A 001 3 Leonardo, Z. Tu 1:00 PM 4:00 PM    4244 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

15199  EDUC 290A 001 1-4 Britton, T. TuTh 10:30 AM 12:00 PM    1216 BWW
15198  EDUC 290A 002 1-4 Wilson, M. Tu 4:00 PM 6:00 PM    1217 BWW
15201  EDUC 290A 003 1-4 Pardos, Z. F 2:00 PM 3:30 PM    4215 BWW
15197  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

15006  EDUC 290B 001 1-4 Van Rheenen, D. Tu 1:00 PM 4:00 PM    4422 BWW
15007  EDUC 290B 002 1-4 Sterponi, L. F 12:00 PM 3:00 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

15202  EDUC 290C 001 1-4 Ranney, M. Th 1:00 PM 4:00 PM    4401 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)

19677  SESAME 292 001 1 Goldwasser, L. M 10:30 AM 12:00 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
33652  EDUC 293A 001 4 Draney, K. TuTh 11:00 AM 1:00 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
33653  EDUC 293L 001 1 Draney, K. W 2:00 PM 4:00 PM    1216 BWW
33654  EDUC 293L 002 1 Draney, K. W 4:00 PM 6:00 PM    1216 BWW
33655  EDUC 293L 003 1 Draney, K. Th 1:00 PM 3:00 PM    1212 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
15205  EDUC 298B 003 1-3 Gutierrez, K. M 10:00 AM 12:00 PM    4500 BWW
15206  EDUC 298B 004 1-3 Baquedano-Lopez, P. W 1:00 PM 4:00 PM    4215 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
15207  EDUC 298C 001 1-4 Payson-Hays, S. W 4:00 PM 5:00 PM    4215 BWW
32754  EDUC 298C 002 1-4 Cunningham, A. Tu 1:00 PM 3:00 PM    1207 BWW
299.  Special Study and Research. (1-12)   Course may be repeated for credit. Individual conference and independent study. Must be taken on a satisfactory/unsatisfactory basis. Prerequisites: Consent of instructor. Special study or research under direction of a faculty member. One unit of credit for every four hours of conference and independent research time per week.Staff
13639  EDUC 299 001 1-12 Crovetti, A. INDIV 12:00 AM 12:00 AM     BWW
13640  EDUC 299 002 1-12 Rabe-Hesketh, S. INDIV 12:00 AM 12:00 AM     BWW
13641  EDUC 299 003 1-12 Baquedano-Lopez, P. INDIV 12:00 AM 12:00 AM     BWW
13642  EDUC 299 004 1-12 Murphy-Graham, E. INDIV 12:00 AM 12:00 AM     BWW
13643  EDUC 299 005 1-12 Pearson, P. INDIV 12:00 AM 12:00 AM     BWW
13651  EDUC 299 006 1-12 Yang, C. INDIV 12:00 AM 12:00 AM     BWW
13617  EDUC 299 007 1-12 DiSessa, A. INDIV 12:00 AM 12:00 AM     BWW
13618  EDUC 299 008 1-12 Abrahamson, D. INDIV 12:00 AM 12:00 AM     BWW
13619  EDUC 299 009 1-12 Van Rheenen, D. INDIV 12:00 AM 12:00 AM     BWW
13620  EDUC 299 010 1-12 Leonardo, Z. INDIV 12:00 AM 12:00 AM     BWW
13621  EDUC 299 011 1-12 Freedman, S. INDIV 12:00 AM 12:00 AM     BWW
13622  EDUC 299 012 1-12 Fuller, B. INDIV 12:00 AM 12:00 AM     BWW
13623  EDUC 299 013 1-12 Sterponi, L. INDIV 12:00 AM 12:00 AM     BWW
13624  EDUC 299 014 1-12 Gifford, B. INDIV 12:00 AM 12:00 AM     BWW
13625  EDUC 299 016 1-12 Mintrop, H. INDIV 12:00 AM 12:00 AM     BWW
13650  EDUC 299 017 1-12 Ojeda-Beck, A. INDIV 12:00 AM 12:00 AM     BWW
13626  EDUC 299 018 1-12 Carter, P. INDIV 12:00 AM 12:00 AM     BWW
13627  EDUC 299 019 1-12 Gutierrez, K. INDIV 12:00 AM 12:00 AM     BWW
13628  EDUC 299 020 1-12 Hull, G. INDIV 12:00 AM 12:00 AM     BWW
13629  EDUC 299 022 1-12 Garcia-Bedolla, L. INDIV 12:00 AM 12:00 AM     BWW
13630  EDUC 299 023 1-12 Kramsch, C. INDIV 12:00 AM 12:00 AM     BWW
13646  EDUC 299 024 1-12 Bristol, T. INDIV 12:00 AM 12:00 AM     BWW
13647  EDUC 299 025 1-12 Britton, T. INDIV 12:00 AM 12:00 AM     BWW
13631  EDUC 299 026 1-12 Linn, M. INDIV 12:00 AM 12:00 AM     BWW
13633  EDUC 299 027 1-12 Little, J. INDIV 12:00 AM 12:00 AM     BWW
13634  EDUC 299 028 1-12 Mahiri, J. INDIV 12:00 AM 12:00 AM     BWW
13635  EDUC 299 029 1-12 Philip, T. INDIV 12:00 AM 12:00 AM     BWW
13648  EDUC 299 030 1-12 Cheung, R. INDIV 12:00 AM 12:00 AM     BWW
13649  EDUC 299 031 1-12 Perry, K. INDIV 12:00 AM 12:00 AM     BWW
13636  EDUC 299 032 1-12 Ranney, M. INDIV 12:00 AM 12:00 AM     BWW
13637  EDUC 299 033 1-12 Metz, K. INDIV 12:00 AM 12:00 AM     BWW
13638  EDUC 299 034 1-12 Schoenfeld, A. INDIV 12:00 AM 12:00 AM     BWW
13600  EDUC 299 035 1-12 Shaiken, H. INDIV 12:00 AM 12:00 AM     BWW
13601  EDUC 299 036 1-12 Nucci, L. INDIV 12:00 AM 12:00 AM     BWW
13602  EDUC 299 037 1-12 Salasin, E. INDIV 12:00 AM 12:00 AM     BWW
13652  EDUC 299 038 1-12 Payson-Hays, S. INDIV 12:00 AM 12:00 AM     BWW
13603  EDUC 299 039 1-12 Stern, D. INDIV 12:00 AM 12:00 AM     BWW
13604  EDUC 299 040 1-12 Turiel, E. INDIV 12:00 AM 12:00 AM     BWW
13632  EDUC 299 041 1-12 Pardos, Z. INDIV 12:00 AM 12:00 AM     BWW
13605  EDUC 299 042 1-12 Wilkerson, M. INDIV 12:00 AM 12:00 AM     BWW
13606  EDUC 299 043 1-12 Wilson, M. INDIV 12:00 AM 12:00 AM     BWW
13608  EDUC 299 046 1-12 Sengupta-Irving, T. INDIV 12:00 AM 12:00 AM     BWW
13609  EDUC 299 047 1-12 Saxe, G. INDIV 12:00 AM 12:00 AM     BWW
13610  EDUC 299 049 1-12 Cunningham, A. INDIV 12:00 AM 12:00 AM     BWW
13612  EDUC 299 051 1-12 Holloway, S. INDIV 12:00 AM 12:00 AM     BWW
13613  EDUC 299 052 1-12 Perlstein, D. INDIV 12:00 AM 12:00 AM     BWW
13614  EDUC 299 053 1-12 Worrell, F. INDIV 12:00 AM 12:00 AM     BWW
13615  EDUC 299 054 1-12 Perry, K. INDIV 12:00 AM 12:00 AM     BWW
13616  EDUC 299 055 1-12 Trujillo, T. INDIV 12:00 AM 12:00 AM     BWW
299.  Science and Mathematics Education - Individual Reading and Study. (1-5)  Course may be repeated for credit. Zero hour of independent study per week. Prerequisites: Consent of instructor. Individual reading and study under the supervision of a faculty member. (F, SP).
29642  SESAME 299 002 1-5 Clancy, M. 12:00 AM 12:00 AM     BWW
29643  SESAME 299 003 1-5 Abrahamson, D. 12:00 AM 12:00 AM     BWW
29644  SESAME 299 004 1-5 DiSessa, A. 12:00 AM 12:00 AM     BWW
29646  SESAME 299 006 1-5 Agogino, A. 12:00 AM 12:00 AM     Tolman
29647  SESAME 299 007 1-5 Ranney, M. 12:00 AM 12:00 AM     Tolman
29650  SESAME 299 010 1-5 Stacy, A. 12:00 AM 12:00 AM     Tolman
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
29144  EDUC 375 001 1-6 Van Rheenen, D. Tu 4:00 PM 7:00 PM    1204 BWW
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
29059  EDUC 390C 001 1-8 Patel, S. Th 4:00 PM 7:00 PM    1217 BWW
& Wetzel de Cediel, N.
29062  EDUC 390C 101 Patel, S. 12:00 AM 12:00 AM     Field Work
& Wetzel de Cediel, N.
29142  EDUC 390C 002 1-8 Disston, J. Th 4:00 PM 7:00 PM    1216 BWW
29143  EDUC 390C 201 1-8 Disston, J. 12:00 AM 12:00 AM     Field Work
33657  EDUC 390C 003 1-8 Staff 12:00 AM 12:00 AM     BWW
33658  EDUC 390C 301 1-8 Staff 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
31723  EDUC 413A 001 2-7 Payson-Hays, S. Tu 9:00 AM 11:00 AM    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.
29049  EDUC 413L 001 1 Crovetti, A. Tu 8:00 AM 9:00 AM    4401 BWW
29068  EDUC 413L 101 Crovetti, A. TBA 12:00 AM 12:00 AM     Field Work
29050  EDUC 413L 002 1 Crovetti, A. Tu 11:00 AM 12:00 PM    4215 BWW
29105  EDUC 413L 201 1 Crovetti, A. 12:00 AM 12:00 AM     Field Work
29137  EDUC 413L 003 1 Perry, K. CANC 1:00 PM 2:00 PM    1212 BWW
29138  EDUC 413L 301 1 Perry, K. CANC 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
29121  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).
29663  SESAME 602 001 1-8 Schoenfeld, A. 12:00 AM 12:00 AM     Tolman
29666  SESAME 602 004 1-8 Ranney, M. 12:00 AM 12:00 AM     Tolman
29668  SESAME 602 006 1-8 DiSessa, A. 12:00 AM 12:00 AM     Tolman
29669  SESAME 602 007 1-8 Stacy, A. 12:00 AM 12:00 AM     Tolman
5/1/20