Spring 2020

Spring 2020

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

32935  EDUC 24 001 1 Koshland, C. M 3:00 PM 5:00 PM    31 Evans
& Van Rheenen, D.
130.  Knowing and Learning in Mathematics and Science. (3)  Three hours of lecture and one hour of fieldwork per week. Prerequisites: Any of UGIS 81A, UGIS 81B or UGIS 82. This course offers a sequence of collaborative problem-solving and reflection activities through which students will be able to appreciate and develop a coherent, effective approach to the teaching and learning of any mathematical or scientific conceptual domain. Issues of cognition, culture, and pedagogy will emerge from participants' struggles to explain their own reasoning. In-class problem solving experiences will provide grist for reflection. Students do course projects in local classrooms. (F, SP) Abrahamson

29702  EDUC 130 001 3 Abrahamson, D. W 2:00 PM 5:00 PM    107 GPB
29774  EDUC 130 101 Abrahamson, D. 12:00 AM 12:00 AM     Field Work
131AC.  Classroom Interactions in Science and Mathematics: A focus on Equity and Urban Schools. (3)   Three hours of seminar per week.This course continues the process of preparing students to teach science and mathematics in secondary schools by providing opportunities to evaluate challenges they face in instructional settings. We will explore frameworks for thinking about equity issues in the classroom and beyond school settings, learn strategies for teaching students of diverse backgrounds, and consider how classroom interactions enable students to develop a deep understanding of the subject matter. This course satisfies the American cultures requirement. (F,SP) Poon

29703  EDUC 131AC 001 3 Staff Tu 5:00 PM 8:00 PM    103 GPB
140AC.  The Art of Making Meaning. (4)   Three hours of lecture, one hour of discussion and two hours of fieldwork per week for Fall/Spring. Six hour of lecture, two hours of discussion and seven hours of fieldwork per week for Summer. Drawing from both hostorical and contemporary sociocultural theories on literacy and language as well as recent research from education and ew media scholars, we will explore an array of digital and non-digital forms of meaning-making and symbolic creativity, such as meme-generating, video making, micro-blogging, multi-player gaming, and app designing, as well as more traditional and non-digital or pre-digital forms of cultural participation and civic engagement. This course satisfies the American cultures requirement.Hull

29704  EDUC 140AC 001 4 Hull, G. TuTh 12:30 PM 2:00 PM    110 Barrows
31386  EDUC 140AC 101 Hull, G. 12:00 AM 12:00 AM     Disc.
31387  EDUC 140AC 102 Hull, G. 12:00 AM 12:00 AM     Field Work
29705  EDUC 140AC 002 4 Hull, G. TuTh 9:30 AM 11:00 AM    110 Barrows
29803  EDUC 140AC 201 4 Hull, G. 12:00 AM 12:00 AM     Disc
29804  EDUC 140AC 202 4 Hull, G. 12:00 AM 12:00 AM     Field Work
W140A.  The Art of Making Meaning. (4)   Three hours of lecture+ one hr fieldwork per week. This course combines theory and practice in the study of literacy and development. It will introduce sociocultural educational theory and research focused especially on literacy teaching and learning, and this literature will be examined in practice through participation in after-school programs. In addition, the course will contribute to an understanding of how literacy is reflected in race, culture, and ethnicity im the United States and how these symbolic systems shift in a digital world.(F, SP, SU) Hull

29707  EDUC W140A 001 4 Hull, G. 12:00 AM 12:00 AM     Web Based Lectur
29773  EDUC W140A 101 Hull, G. 12:00 AM 12:00 AM     Field Work
W144.  Practicum in Education. (1-3)  Thirty minutes of video lecture and one hour of discussion per week. Research Practicum in Education is designed to provide an opportunity for undergraduates to gain knowledge of qualitative research methods through critically reflecting on practicum work conducted in an educational setting. Students have the option of conducting practicum work in one of four course strands: (1) working with K-12 youth or peers; (2) conducting guided research; (3) working in an education-providing institution; and (4) course assistance in a university class. (Su) Hull, Underwood

29843  EDUC W144 001 1-3 Murphy-Graham, E. 12:00 AM 12:00 AM     Web Based Lec.
29844  EDUC W144 101 Murphy-Graham, E. 12:00 AM 12:00 AM     Field Work
29845  EDUC W144 102 Murphy-Graham, E. 12:00 AM 12:00 AM     BWW
150.  Advanced Studies in Education. (3)   Three hours of lecture per week.This course is an advanced undergraduate seminar in current issues and topics in education. Course will focus on specific issues or research methods in the multidisciplinary field of education. A major research project is required as well as class presentations. Topics change each semester.(F,SP) Staff

32061  EDUC 150 001 3 Sterponi, L. W 2:00 PM 5:00 PM    50 Barrows
W153.  Research in Education: Studying Eduational Inequality and Possiblity (Online).(4)  Thirty minutes of video lecture and one hour of discussion per week. The goal of the Research in Education is to introduce students to educational research and the methods and frameworks used to examine key educational topics related to educational inequity and educational possibility. Students also will develop robust understandings of relevant theories and methods by engaging with research focused around the set of core topics. In this way, students will become ‘re-searchers’ of enduring educational issues.(Su) Gutierrez

32933  EDUC W153 001 4 Gutierrez, K. 12:00 AM 12:00 AM     Web Based Lec.
32934  EDUC W153 101 Gutierrez, K. 12:00 AM 12:00 AM     Web Based Disc.
W161.  Digital Learning Environment. (3)  Three hours of lecture per week. Digital learning environment are taking residence in the educational experience of many, from replacing components of traditional classroom instruction to providing open platforms for lifelong learning. In this class we will study the various forms and functions of a sampling of digital learning environments ranging from subject specific Intelligent Tutoring Systems in K-12 to domain neutral systems for post-secondary online learning.(F, Su) Pardos

31165  EDUC W161 001 3 Pardos, Z. W 2:00 PM 5:00 PM     Web Based Lec
W164.  Early Childhood Policy (3)   Three hours of online lecture/discussion per week. Early Childhood Policy – Children, Contexts, and Politics in Diverse Societies focuses on how the diverse policy contexts in which children are born and raised have dramatic implications for their life trajectories. This course examines how, when and why government intervenes in children's lives through family, pre-/school, community, and digital media contexts. Students will gain familiarity with local, national, and international early childhood policies, and learn how to develop one. Buller/Bridges

29872  EDUC W164 001 3 Fuller, B. Th 3:00 PM 4:00 PM     Web Based Lec.
188F  Language, Race, and Power in Education. (3)  Three hours of lecture per week. This course is designed to critically examine the intersection of language, race, and power in education. Through dialogue, readings, research, and critical analysis the course aims to foster awareness of the ways in which seemingly neutral education processes are inherently embedded in power dynamics around language use. Participants will discuss the purposes of education, the ways schoolingand education are related to other societal structures, and the potential of education to productively address inequalities, especially as they impact students of historically recialized groups (e.g, Latino/a, African-American, and Asian).(SP) Baquedano-Lopez

29801  EDUC 188F 001 3 Baquedano-Lopez, P. TuTh 11:00 AM 12:30 PM    107 GPB
190AC.  Critical Studies in Education. (4)   Four hours of lecture and discussion per week. This course examines how learning environments can empower and disempower individuals and explores the role of education in the social construction of hierarchy, inequality, difference, identity, and power. It embodies a democratic philosophy and practice, creating a learning community that encourages students to take responsibility for their own education and learn through theory, experience, and dialogue. All students must engage in a community project. Course satisfies the American Cultures Requirement.(F,SP) Hull

29598  EDUC 190AC 002 4 Hull, G. TuTh 10:00 AM 12:00 PM    103 Moffitt
W190A.  Critical Studies in Education. (3)   Six hours of lecture per week. This course examines how learning environments can empower and disempower individuals and explores the role of education in the social construction of hierarchy, inequality, difference, identity, and power. It embodies a democratic philosophy and practice, creating a learning community that encourages students to take responsibility for their own education and learn through theory, experience, and dialogue. (F,SP) Serrano>

29880  EDUC W190A 001 3 Serrano, C. Tu 6:00 PM 8:00 PM     BWW
29881  EDUC W190A 002 3 Serrano, C. Th 7:00 PM 9:00 PM     Web Based Lec.
197.  Field Studies. (1-4)   Course may be repeated for credit. One to four hours of fieldwork per week. Must be taken on a passed/not passed basis. Prerequisites: Consent of instructor. University organized and supervised field programs involving experiences in schools and school-related activities. (F,SP) Staff

E1392  EDUC 197 002 1-4 TBA 12:00 AM 12:00 AM    TBA BWW
E1393  EDUC 197 003 1-4 TBA 12:00 AM 12:00 AM    TBA BWW
E1394  EDUC 197 004 1-4 TBA 12:00 AM 12:00 AM    TBA BWW
E1395  EDUC 197 005 1-4 TBA 12:00 AM 12:00 AM    TBA BWW
E1396  EDUC 197 006 1-4 TBA 12:00 AM 12:00 AM    TBA BWW
E1397  EDUC 197 007 1-4 TBA 12:00 AM 12:00 AM    TBA BWW
E1398  EDUC 197 008 1-4 TBA 12:00 AM 12:00 AM    TBA BWW
E1399  EDUC 197 009 1-4 TBA 12:00 AM 12:00 AM    TBA BWW
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

29862  EDUC 202D 001 2 Turiel, E. 12:00 AM 12:00 AM     BWW
204C.  Research Seminars: Inquiry in Educational Psychology. (3)   Course may be repeated for credit. Three hours of seminar per week. Prerequisites: Consent of instructor. The doctoral program in Educational Psychology requires that students complete extensive projects of documentary and empirical research. As they engage in these projects, students will enroll (ordinarily during alternate years) in appropriate sections of this seminar. At each meeting, participants will present their own projects, and analyze those presented by others. Worrell

29878  EDUC 204C 001 3 Worrell, F. M 5:30 PM 7:30 PM    4244 BWW
30649  EDUC 204C 002 3 Yang, C. 12:00 AM 12:00 AM     BWW
207C.  Diagnosis of Human Handicaps. (4)   Three hours of lecture and six hours of fieldwork per week. Prerequisites: Consent of instructor. Reviews current criteria for eligibility for programs for the handicapped and evaluates available procedures for making diagnostic decisions. Special topics may include diagnosis of learning disabilities, mental retardation, neurological handicaps, emotional and behavioral disorders.Staff

29740  EDUC 207C 001 4 Ojeda-Beck, A. Tu 9:00 AM 12:00 PM    4215 BWW
29775  EDUC 207C 101 Ojeda-Beck, A. 12:00 AM 12:00 AM     BWW
210.  Practicum in Science and Math Education Research and Development. (1-4)   Course may be repeated for credit. One unit of credit for each four hours of student effort per week. Two hours of meeting per week. Prerequisites: Consent of instructor. Practical experience on an educational research or development project on campus or elsewhere for 8-12 hours per week. Class meetings augment research experience with discussions of readings and interaction with guest speakers.(F,SP)

29771  SESAME 210 001 1-4 Goldwasser, L. Tu 11:00 AM 1:00 PM    1203 BWW
213B.  Theoretical and Scientific Bases for School Psychology, Part II: Adolescence. (3)   Two hours of lecture and three hrs of fieldwork per week. Historial and contemporary overview of the professional specialty of school psychology. Examines the empirial evidence for developmental and learning models in relation to the school curriculum and school organization for adolescence. Donohue

29741  EDUC 213B 001 3 Worrell, F. Tu 2:00 PM 5:00 PM    1216 BWW
29776  EDUC 213B 101 Worrell, F. 12:00 AM 12:00 AM     BWW
213D.  Educational Interventions for the School Psychologist. (3)   Three hours of lecture per week. Theories and procedures for individual and group assessment of children's learning and behavior problems as applied to the design of individual and group programs in the classroom.Staff

29742  EDUC 213D 001 3 Payson-Hays, S. Tu 2:00 PM 5:00 PM    4401 BWW
213L.  Laboratory for School Psychology. (1)   Must be taken on a satisfactory/unsatisfactory basis. Laboratory section to evaluate field work records and for supervision of school assignment. Must be taken concurrently with 213A-213B-213C-213D.Staff

29744  EDUC 213L 002 1 Perry, K. Tu 5:00 PM 6:00 PM    4310 BWW
29823  EDUC 213L 201 1 Perry, K. 12:00 AM 12:00 AM     Field Work
29745  EDUC 213L 003 1 Payson-Hays, S. Tu 5:00 PM 6:00 PM    4401 BWW
29836  EDUC 213L 301 1 Payson-Hays, S. 12:00 AM 12:00 AM     Field Work
29746  EDUC 213L 004 1 Payson-Hays, S. Tu 1:00 PM 2:00 PM    4401 BWW
29837  EDUC 213L 401 1 Payson-Hays, S. 12:00 AM 12:00 AM     Field Work
223B.  Special Problems in Mathematics, Science and Technology Education. (2-6)   Course may be repeated for credit. Consent of instructor required. Two to six hours of lecture/discussion per week. Study of special problems and issues in education related to mathematics, science and technology. Sections may vary from semester to semester.Staff

29670  EDUC 223B 002 2-6 Linn, M. Tu 3:00 PM 5:00 PM    1207 BWW
29671  EDUC 223B 004 2-6 Schoenfeld, A. Tu 1:00 PM 3:00 PM    1204 BWW
29672  EDUC 223B 005 2-6 Schoenfeld, A. Tu 3:00 PM 5:00 PM    1204 BWW
29673  EDUC 223B 006 2-6 Ranney, M. F 12:00 PM 4:00 PM    4215 BWW
29676  EDUC 223B 009 2-6 Wilkerson, M. W 3:00 PM 5:00 PM    1207 BWW
29677  EDUC 223B 011 2-6 Abrahamson, D. Tu 3:00 PM 5:00 PM    1217 BWW
29678  EDUC 223B 012 2-6 Abrahamson, D. Tu 12:00 PM 2:00 PM    1217 BWW
C229A.  Proseminar: Problem Solving and Understanding. (3)   Three hours of lecture per week. Prerequisites: Consent of instructor. Students will examine problem solving in children and adults, from a predominantly cognitive science perspective, beginning with an examination of thinking involved in diverse problem types. Students will then analyze the literature concerning cognitive issues that transcend problem types, including representation, "understanding," access and availability of knowledge, access to one's own cognitive processing, categorization, the architecture of knowledge, and the control of cognition. Also listed as Psychology C223.

29802  EDUC C229A 001 3 Ranney, M. Th 1:00 PM 4:00 PM    4244 BWW
231.  MACSME Methods in Curriculum and Instruction. (4)   Course may be repeated for credit. Three hours of lecture per week plus three full day workshops. Prerequisites: Admission to a credential program. MACSME Methods in Curriculum and Instruction is a core course in the two-year MACSME program. MACSME students take the class in both their first and second years, creating opportunities to consider issues related to curriculum and instruction that are central to the development their own teaching practice in a structured and supported environment over time. The teaching methods course will use the Teaching for Robust Understanding framework (TRU) to explore issues of teaching and learning through five dimensions: core math and science content; cognitive demand; access and equity; student identity and agency; and formative assessment. We will focus on a set of core teaching practices that accomplished STEM teachers regularly implement, which can be broken down into “decompositions of core practices” for pre-service teachers to examine, rehearse, and practice through “approximations of practice” in authentic, but low-stakes settings. Our goal is to directly connect our work in the MACSME methods class with actual teaching and learning in K-12 classrooms - MACSME students will have regular opportunities to engage with classroom teachers and students at school sites, with both observational and teaching responsibilities, with the support of MACSME teacher educators.Disston

29747  EDUC 231 001 4 Staff Th 4:00 PM 7:00 PM    4101 BWW
29786  EDUC 231 101 Staff 12:00 AM 12:00 AM     BWW
231C.  Teaching, Learning, and Equity III. (3)   Three hours of lecture per week. This course promotes understanding of equitable approaches to teaching and learning in the context of public education in California as well as our nation. It explores policy and practice that promote or restrict students’ access to an equitable education. It also focuses on conceptual frameworks and pedagogical/curricular strategies that support the creation of inclusive educational spaces. A main goal of this course is to support educators develop a knowledge base about key policies that have shaped (and continue to shape) the outcomes of students in K-12. The course also provides opportunities for the examination and recognition of our own values and dispositions and how they might influence teaching and learning. Philip

29875  EDUC 231C 001 3 Staff W 2:00 PM 5:00 PM    4500 BWW
236.  Teacher Inquiry Portifolio Development. (3)   One hour of seminar per week. The Teacher Inquiry Portfolio seminar will support teacher inquiry in BE3 coursework. Each semester will target specific inquiry strategies. Candidates will mine the range of their teacher education experiences to construct electronic portfolios, exploring a common theme or issue, as rooted in problems of practice. The seminar is repeated fall and spring.Salasin, Disston, Lai, Philip

29874  EDUC 236 001 1 Salasin, E. M 3:00 PM 4:00 PM    1104 BWW
239. Foundations for Teaching Social Studies (2) Three hours of lecture for five weeks. Prerequisites: Admission to a teaching credential program. Lectures and workshops on curriculum, instructional theory, and methods for teaching social studies methods in elementary schools. Formly known as 160. Perlstein

29873  EDUC 239 001 2 Reinhard, R. Tu 4:00 PM 7:00 PM    1215 BWW
244C.  Methods for Teaching English in the Secondary Schools. (3)   Three hours of lecture per week. Prerequisites: Enrollment in CLAD/Single Subject English Credential Program and 244B. The second semester of the methods course is designed to continue introducing the teaching of English, with a focus on strategies grounded in an understanding of theories of teaching and learning. Besides considering the English curriculum in general, the course focuses special attention on several topics, such as second language learners and the uses of technology in the English classroom. It also explores the uses of portfolios for tracking student learning and for assessing teachers' growth. By the end of the term, students will have a repertoire of theoretically grounded strategies to use to meet the learning needs of diverse student populations.Freedman, Cziko

29748  EDUC 244C 001 3 Staff Th 4:00 PM 7:00 PM    4244 BWW
250C.  Discourse Analysis. (3)   Three hours of seminar per week. Examination of the major linguistic, psycho- and sociolinguistic concepts and theories of discourse and their application to the analysis of spoken and written texts in education. Topics include: coherence and cohesion, deixis, speech acts, genres, systematics of conversation and ritual constraints, scripts and frames, information structure, narrative structure.Kramsch

31440  EDUC 250C 001 3 Sterponi, L. F 12:00 PM 3:00 PM    4101 BWW
254.   Introduction to Cultural Historical Activity Theory. (3)   Three hours of lecture per week. This course introduces students to the key principles of a cultural historical approach to learning and development. It will engage student in a range of interactive activities and collaborative work to introduce student to the core topics of CHAT: culture, mediation, artifacts/tools, development, historicity, zoped, joint mediated activity, re-mediation education/enculturation/teaching/learning, germ cell, method of dual stimulation, 1st, 2nd, 3rd and 4th Generation Activity Theory. Guierrez

30985  EDUC 254 001 Gutierrez, K. M 10:00 AM 1:00 PM    4422 BWW
259.  (co)Participant Observation Research in the Field. (3)   Three hours of lecture and three hours of fieldwork per week. The goal of this class is to provide students with ongoing opportunities to expand their qualitative methodological toolkit, with particular emphasis on the conduct of field research across the semester, with attention to the following topics: critical perspectives of participatory research, rethinking what it means to do participatory field research in/with communities, study design, developmental dialogues, data collection, data reduction, data analysis and representation, and writing of social sciences research.Guierrez

32062  EDUC 259 001 4 Gutierrez, K. Tu 1:00 PM 4:00 PM    4215 BWW
C260F.  Machine Learning in Education. (3)   Three hours of lecture per week. This course covers computational approaches to the task of modeling learning and improving outcomes in Intelligent Tutoring Systems (ITS) and Massive Open Online Courses (MOOCs). We will cover theories and methodologies underpinning current approaches to knowledge discovery and data mining in education and survey the latest developments in the broad field of human learning research. The course is project based; teams will be introduced to online learning platforms and their datasets with the objective of pairing data analysis with theory or implementation. Literature review will add context and grounding to projects.Pardos

31166  EDUC C260F 001 3 Pardos, Z. TuTh 12:30 PM 2:00 PM    1215 BWW
261A.  Organization Theory in Education and Other Social Services. (3)   Three hours of lecture per week. Concepts of power, authority, legitimacy, professions, controls, incentives, etc., as they apply to education or other social services.

33010  EDUC 261A 001 3 Mintrop, H. Tu 9:00 AM 12:00 PM    4101 BWW
262C.  Personnel Administration in School Systems and Social Organizations. (3)   Three hours of lecture per week. Concepts and practices related to the administration of personnel services in urban school systems and social organizations. Tredway

29750  EDUC 262C 001 3 Green, T. S 9:00 AM 10:00 AM    1102 BWW
& Mahiri, J.
263B.  Legal and Policy Issues in Urban Educational Leadership. (3)   Three hours of lecture per week. Prerequisites: Admission to the Principal Leadership Institute Program. This course will explore the statutory and judicial constraints upon local descision making as well as the areas in which site decision making is permitted and required. (SP) Staff

29751  EDUC 263B 001 3 Dome, D. M 6:00 PM 9:00 PM    1102 BWW
266B.  School Site Finance and Resources 1. (1)   Prerequisites: Admission to the Principal Leadership Institute. The purpose of this course is to ground aspiring urban school leaders in the essential concepts, skills and demands related to managing school finance and resources at the site level. Specifically, it will focus on resource allocations and concepts of equity with resource allocations. Sp) Cheung

29752  EDUC 266B 001 1 Cazares, L. S 10:00 AM 11:00 AM    1102 BWW
269B.  Citizenship, Democracy, and Education Research Group. (3)   Course may be repeated for credit. Three hours of lecture per week. Prerequisites: Consent of instructor. Research group for graduate students whose work focuses on the role of schools in impeding or promoting social, economic, cultural, and political democracy. Provides extensive feedback on all phases of research and its application to the democratization of education. Topics range depend on students' interests and range from curriculum and pedagogy to the evolution of social movements for racial justice in education. (F,SP) Perlstein

29882  EDUC 269B 001 3 Perlstein, D. W 1:00 PM 3:00 PM    4231 BWW
270B.  BEAR Center Seminar. (2,3)   Course may be repeated for credit. Two hours of seminar and one hour of discussion per week. This seminar constitutes one of the ways in which the Berkeley Evaluation and Assessment Research (BEAR) Center fulfills its role of supporting student research. The topic of the seminar will change from semester to semester, following themes chosen by the instructor and the participants. The seminar is an opportunity for students and faculty to present their recent and ongoing work for in-depth review and commentary. In addition, visitors to the campus with expertise relevant to the topic(s) under examination will be invited to present at the seminar and join in the discussion. Students taking this course for two units will make a presentation of a current research interest to the seminar. Students taking this course for three units will also be required to attend a one-hour discussion following each presentation and will write a critique of one other student's presentation.Wilson

29753  EDUC 270B 001 2-3 Wilson, M. Tu 2:00 PM 4:00 PM    1215 BWW
29778  EDUC 270B 101 Wilson, M. 12:00 AM 12:00 AM     Disc.
271B.  Introduction to Qualitative Research Methods. (3)   Three hours of lecture/discussion per week. Formerly 288B. Introduces principles and methods commonly associated with qualitative field research in the social sciences. Includes assigned readings on basic methodological topics; structured activities related to research design, research ethics and human subjects protection, data collection, data organization and reduction, data analysis; and field research experience through individual or team projects. Course satisfies the qualitative methods requirement for students in the Policy, Organization, Measurement, and Evaluation (POME) program.Little

29860  EDUC 271B 001 3 Murphy-Graham, E. Th 12:00 PM 3:00 PM    4101 BWW
272B.  School Data Analysis for Principals. (2-3)   Average of five hours of lecture per week for six weeks. The course focuses on preparing future school leaders for leading school improvement by using statistical analysis, understanding the use of formative assessments, evaluating and using educational research particularly related to instructional materials and best practices, creating an effective PowerPoint presentation, and understanding different types of classroom grading and grade reporting practices. Term assessments include keys to quality assessment audit, best practice case study, research-based instructional materials analysis, educational research presentation, grading policy, and several reflection pieces.(F,SP) Cheung

29754  EDUC 272B 001 2-3 Cheung, R. W 6:00 PM 9:00 PM    1102 BWW
& Kleinhenz, D.
274B.  Measurement in Education and the Social Sciences II. (4)   Four hours of lecture per week. Prerequisites: 274A or sufficient background to follow the mathematical development. Formerly Educational Psychology 208B. An introduction to classical test theory and item response theory from a theoretical viewpoint. Application of these techniques to a practical measurement situation will be studied. Topics such as test bias, computerized and polytomous response modes will be discussed.Wilson

29855  EDUC 274B 001 4 Wilson, M. M 9:00 AM 12:00 PM    4310 BWW
274C.  Research Seminar in Measurement. (4)   Course may be repeated for credit. Four hours of seminar per week. Prerequisites: 274A or equivalent. Formerly Educational Psychology 208C. The seminar will address a current research issue in the area of educational and psychological measurement. Topics will vary from year to year. Some examples are polytomous item response theory, measurement of cognitive processes and learning, and assessment issues in evaluation.Wilson

29856  EDUC 274C 001 4 Wilson, M. Tu 9:00 AM 12:00 PM    4422 BWW
275B.  Data Analysis in Educational Research II. (4)   Four hours of lecture per week. Prerequisites: 293A and 293L or equivalent recommended or consent of instructor. Formerly Educational Psychology 209B. A second course in educational statistics and data analysis. Emphasis is on using and interpreting multiple regression, loglinear models, and the analysis of variance for a variety of data sets and with a variety of analytic objectives. Must be taken concurrently with the computer laboratory Education 275L.Staff

29854  EDUC 275B 001 4 Rabe-Hesketh, S. TuTh 10:00 AM 12:00 PM    1104 BWW
275H.  Research Group in Multilevel Modeling. (1,2)   Course may be repeated for credit. Two hours of lecture per week every other week. Prerequisites: Linear and logistic regression, equivalent to 275B. Multilevel models are useful when the units of observation are grouped in clusters such as students in schools, patients in hospitals, or prisoners in prisons. The research group is for students who wish to analyze such data or who have an interest in the methodology. In each meeting, we will either discuss students' ongoing research projects, or a methodological topic of interest. Readings (papers, chapters, drafts of student projects) will be distributed a week in advance. (F,SP) Rabe-Hesketh

29755  EDUC 275H 001 1-2 Rabe-Hesketh, S. W 2:00 PM 4:00 PM    1104 BWW
275L.  Educational Data Analysis Laboratory II. (1)   Two hours of laboratory per week. Prerequisites: 293A and 293L recommended or equivalent. Formerly 209L. Students use the program SYSTAT to do intermediate and advanced data analysis projects using a variety of educational data sets in conjunction with 275B. Assumes basic familiarity with the statistical program SYSTAT. Must be taken concurrently with 275B.Staff

29884  EDUC 275L 001 1 Rabe-Hesketh, S. TBA 12:00 AM 12:00 AM     BWW
29885  EDUC 275L 002 1 Rabe-Hesketh, S. TBA 12:00 AM 12:00 AM     BWW
29886  EDUC 275L 003 1 Rabe-Hesketh, S. TBA 12:00 AM 12:00 AM     BWW
280B.  Proseminar: Sociocultural Critique of Education. (3;3)   Three hours of seminar per week. Prerequisites: Consent of instructor. These interdisciplinary seminars address a series of questions. In what ways can philosophical, sociological, anthropological, historical, and psychological forms of inquiry be brought together to bear on the analysis of learning, on schooling, and on education more generally? What do we mean by critical and interpretive theories, and what are their relations with social practice? How can education come to constitute itself otherwise than in its current form?Staff

32375  EDUC 280B 001 3 Staff Tu 1:00 PM 4:00 PM    4310 BWW
281A.  Race, Whiteness Studies, and Education. (3)  Three hours of lecture per week. Course is designed to introduce graduate students to the area of whiteness studies and how it has been taken up by scholars in education, the social sciences and humanities. It asks the student to assess what this innovation within race theory (as well as secondarily within other theories, such as class and gender analysis) produces in terms of knowledge and understanding of a general racial predicament.(F,SP) Leonardo

29864  EDUC 281A 001 3 Leonardo, Z. Tu 1:00 PM 4:00 PM    4101 BWW
283B.  Historical Perspectives on American Education. (3)   Three hours of lecture per week. Public schooling today reflects a long evolution, producing an institution that embodies social inequalities as well as democratic aspirations. Politicians, teachers, school reformers, and others interested in education invoke elements of this history to justify their efforts. This course examines the relationship of the changing goals, organization, and practices of American schools to broader social, economic, political, and intellectual developments. Perlstein

30650  EDUC 283B 001 3 Perlstein, D. W 1:00 PM 4:00 PM    4215 BWW
289.  Comprehensive Health Education for Teachers. (1)   Seve and a half hours of lecture for two weeks. Prerequisites: For students admitted to teacher education programs only. This course addresses comprehensive school health education, including content areas of health instruction in the California Health Framework for teachers K-12, e.g., nutrition, communicable diseases, drug use and abuse, physical fitness, and community health services. For elementary teachers, the focus is on their responsibilities as primary health instructors. For secondary teachers, the focus is on their role as a member of a comprehensive health team with responsibility for providing adolescents with guidance on decision making regarding consumerism, environmental issues, drugs, and sex. Staff

29785  EDUC 289 001 1 Wetzel de Cediel, N. F 8:00 AM 4:30 PM    1102 BWW
290A.  Special Topics Seminars.   Course may be repeated for credit. One hour of seminar per week per unit. Prerequisites: Consent of instructor. Topics to vary from semester to semester and section to section.

290A.  Policy, Organization, Measurement, and Evaluation. (1-4)  (F,SP) Staff

29605  EDUC 290A 001 1-4 Scott, J. M 10:00 AM 1:00 PM    4215 BWW
29606  EDUC 290A 002 1-4 Wilson, M. Tu 4:00 PM 6:00 PM    4215 BWW
29609  EDUC 290A 006 1-4 Baquedano-Lopez, P. M 1:00 PM 4:00 PM    4500 BWW
290C.  Special Topics Seminars.   Course may be repeated for credit. One hour of seminar per week per unit. Prerequisites: Consent of instructor. Topics to vary from semester to semester and section to section.

290C.  Cognition and Development. (1-4)  Staff

29863  EDUC 290C 001 1-4 Saxe, G. Th 2:00 PM 5:00 PM    4500 BWW
& Turiel, E.
29869  EDUC 290C 002 1-4 Nucci, L. F 10:00 AM 12:00 PM    4244 BWW
292.  Research Seminar and Colloquium. (1)   Course may be repeated for credit. Two hours of lecture/discussion per week. Must be taken on a satisfactory/unsatisfactory basis. Prerequisites: Consent of instructor.Discussion of current education research carried on by students, faculty, and guest speakers. A written analysis of several presentations required.(F,SP)

29679  SESAME 292 001 1 Goldwasser, L. M 10:30 AM 12:00 PM    1102 BWW
294B.  Thesis Seminar-ELLC. (1-6)   Course may be repeated for credit. One to three hours of seminar per week. Additional units earned by completing four hours of independent research per week per unit. Prerequisites: Consent of instructor. Formerly Education in Language and Literacy 294. Recommended for students working on seminar papers, qualifying papers, theses, and dissertation proposals in language and literacy studies.
Section 1: Recommended for Ed.D. students and M.A. students working on curriculum projects.
Section 2: Recommended for Ph.D. students and M.A. students working on research studies.Staff

29871  EDUC 294B 001 1-6 Van Rheenen, D. Tu 1:00 PM 4:00 PM    4244 BWW
295B.  Technology, Curriculum, and Instruction. (3)   Three hours of seminar per week. Formerly Education in Mathematics, Science, and Technology 291B. To explore the cognitive consequences of technology in instruction and learning, the promise of technology in education will be examined, and exemplary instructional software will be explored. A model of knowledge acquisition and knowledge change incorporating technological delivery of instruction will be developed.Linn  

29826  EDUC 295B 001 3 Wilkerson, M. M 4:00 PM 7:00 PM    1104 BWW
29861  EDUC 295B 002 3 Dolid, A. CANC 4:00 PM 7:00 PM     BWW
298A.  Group Study for Graduate Students--POME. (1-5)   Course may be repeated for credit. One to five hours of lecture/seminar per week. One hour of lecture per week per unit. Must be taken on a satisfactory/unsatisfactory basis. Research on special problems and topics not covered by regular courses or seminars. Topics will vary in different semesters.Staff

29809  EDUC 298A 002 1-5 Wilson, M. F 2:30 PM 4:30 PM    4422 BWW
298B.  Group Study for Graduate Students--LLSC. (1-3)   One hour of lecture/seminar per week per unit. Section 1 to be graded on a letter-grade basis. All other sections to be graded on a satisfactory/unsatisfactory basis. Prerequisites: Consent of instructor. Formerly Education in Language and Literacy 298. Research on special problems and topics not covered by courses or seminars. (F,SP) Staff

29611  EDUC 298B 001 1-3 Baquedano-Lopez, P. Tu 9:00 AM 12:00 PM    4244 BWW
29612  EDUC 298B 002 1-3 Gutierrez, K. 12:00 AM 12:00 AM     BWW
29613  EDUC 298B 003 1-3 Bristol, T. 12:00 AM 12:00 AM     BWW
299.  Special Study and Research. (1-12)   Course may be repeated for credit. Individual conference and independent study. Must be taken on a satisfactory/unsatisfactory basis. Prerequisites: Consent of instructor. Special study or research under direction of a faculty member. One unit of credit for every four hours of conference and independent research time per week.Staff

29541  EDUC 299 001 1-12 Crovetti, A. INDIV 12:00 AM 12:00 AM     BWW
29542  EDUC 299 002 1-12 Rabe-Hesketh, S. INDIV 12:00 AM 12:00 AM     BWW
29543  EDUC 299 003 1-12 Baquedano-Lopez, P. INDIV 12:00 AM 12:00 AM     BWW
29544  EDUC 299 004 1-12 Murphy-Graham, E. INDIV 12:00 AM 12:00 AM     BWW
29545  EDUC 299 005 1-12 Pearson, P. INDIV 12:00 AM 12:00 AM     BWW
29594  EDUC 299 006 1-12 Yang, C. INDIV 12:00 AM 12:00 AM     BWW
29546  EDUC 299 007 1-12 DiSessa, A. INDIV 12:00 AM 12:00 AM     BWW
29547  EDUC 299 008 1-12 Abrahamson, D. M 3:00 PM 5:00 PM    4424 BWW
29548  EDUC 299 009 1-12 Van Rheenen, D. INDIV 12:00 AM 12:00 AM     BWW
29549  EDUC 299 010 1-12 Leonardo, Z. INDIV 12:00 AM 12:00 AM     BWW
29550  EDUC 299 011 1-12 Freedman, S. INDIV 12:00 AM 12:00 AM     BWW
29551  EDUC 299 012 1-12 Fuller, B. INDIV 12:00 AM 12:00 AM     BWW
29552  EDUC 299 013 1-12 Sterponi, L. INDIV 12:00 AM 12:00 AM     BWW
29553  EDUC 299 014 1-12 Gifford, B. INDIV 12:00 AM 12:00 AM     BWW
29554  EDUC 299 015 1-12 Dumas, M. INDIV 12:00 AM 12:00 AM     BWW
29555  EDUC 299 016 1-12 Mintrop, H. INDIV 12:00 AM 12:00 AM     BWW
29556  EDUC 299 017 1-12 Ojeda-Beck, A. INDIV 12:00 AM 12:00 AM     BWW
29557  EDUC 299 018 1-12 Carter, P. INDIV 12:00 AM 12:00 AM     BWW
29558  EDUC 299 019 1-12 Gutierrez, K. INDIV 12:00 AM 12:00 AM     BWW
29559  EDUC 299 020 1-12 Hull, G. INDIV 12:00 AM 12:00 AM     BWW
29560  EDUC 299 021 1-12 Simmons, C. INDIV 12:00 AM 12:00 AM     BWW
29561  EDUC 299 022 1-12 Garcia-Bedolla, L. INDIV 12:00 AM 12:00 AM     BWW
29562  EDUC 299 023 1-12 Kramsch, C. INDIV 12:00 AM 12:00 AM     BWW
29824  EDUC 299 024 1-12 Bristol, T. INDIV 12:00 AM 12:00 AM     BWW
29563  EDUC 299 025 1-12 Britton, T. INDIV 12:00 AM 12:00 AM     BWW
29564  EDUC 299 026 1-12 Linn, M. INDIV 12:00 AM 12:00 AM     BWW
29565  EDUC 299 027 1-12 Little, J. INDIV 12:00 AM 12:00 AM     BWW
29566  EDUC 299 028 1-12 Mahiri, J. INDIV 12:00 AM 12:00 AM     BWW
29567  EDUC 299 029 1-12 Philip, T. INDIV 12:00 AM 12:00 AM     BWW
29568  EDUC 299 030 1-12 Cheung, R. INDIV 12:00 AM 12:00 AM     BWW
29569  EDUC 299 031 1-12 Perry, K. INDIV 12:00 AM 12:00 AM     BWW
29570  EDUC 299 032 1-12 Ranney, M. INDIV 12:00 AM 12:00 AM     BWW
29571  EDUC 299 033 1-12 Metz, K. INDIV 12:00 AM 12:00 AM     BWW
29572  EDUC 299 034 1-12 Schoenfeld, A. INDIV 12:00 AM 12:00 AM     BWW
29573  EDUC 299 035 1-12 Shaiken, H. INDIV 12:00 AM 12:00 AM     BWW
29574  EDUC 299 036 1-12 Nucci, L. INDIV 12:00 AM 12:00 AM     BWW
29575  EDUC 299 037 1-12 Salasin, E. INDIV 12:00 AM 12:00 AM     BWW
30651  EDUC 299 038 1-12 Payson-Hays, S. INDIV 12:00 AM 12:00 AM     BWW
29576  EDUC 299 039 1-12 Stern, D. INDIV 12:00 AM 12:00 AM     BWW
29577  EDUC 299 040 1-12 Turiel, E. INDIV 12:00 AM 12:00 AM     BWW
29578  EDUC 299 041 1-12 Pardos, Z. INDIV 12:00 AM 12:00 AM     BWW
29579  EDUC 299 042 1-12 Wilkerson, M. INDIV 12:00 AM 12:00 AM     BWW
29580  EDUC 299 043 1-12 Wilson, M. INDIV 12:00 AM 12:00 AM     BWW
29581  EDUC 299 045 1-12 Yabrove, G. INDIV 12:00 AM 12:00 AM     BWW
29582  EDUC 299 046 1-12 Sengupta-Irving, T. INDIV 12:00 AM 12:00 AM     BWW
29583  EDUC 299 047 1-12 Saxe, G. INDIV 12:00 AM 12:00 AM     BWW
29587  EDUC 299 051 1-12 Holloway, S. INDIV 12:00 AM 12:00 AM     BWW
29588  EDUC 299 052 1-12 Perlstein, D. INDIV 12:00 AM 12:00 AM     BWW
29589  EDUC 299 053 1-12 Worrell, F. INDIV 12:00 AM 12:00 AM     BWW
29590  EDUC 299 054 1-12 Scott, J. INDIV 12:00 AM 12:00 AM     BWW
29591  EDUC 299 055 1-12 Trujillo, T. INDIV 12:00 AM 12:00 AM     BWW
299.  Science and Mathematics Education - Individual Reading and Study. (1-5)  Course may be repeated for credit. Zero hour of independent study per week. Prerequisites: Consent of instructor. Individual reading and study under the supervision of a faculty member. (F, SP).

29642  SESAME 299 002 1-5 Clancy, M. INDIV 12:00 AM 12:00 AM     BWW
29643  SESAME 299 003 1-5 Abrahamson, D. INDIV 12:00 AM 12:00 AM     BWW
& Abrahamson, D.
29644  SESAME 299 004 1-5 DiSessa, A. INDIV 12:00 AM 12:00 AM     BWW
29646  SESAME 299 006 1-5 Agogino, A. INDIV 12:00 AM 12:00 AM     BWW
29647  SESAME 299 007 1-5 Ranney, M. INDIV 12:00 AM 12:00 AM     BWW
& Stacy, A.
29650  SESAME 299 010 1-5 Stacy, A. INDIV 12:00 AM 12:00 AM     BWW
375.  Art of Teaching. (1-6)   Course may be repeated for credit. One half-hour lecture, one 3/4-hour discussion and one hour field work per unit per week. Must be taken on a satisfactory/unsatisfactory basis. Consultation and analysis for teaching assistants.Hull

29850  EDUC 375 001 1-6 Hull, G. Tu 4:00 PM 7:00 PM    1212 BWW
390B.  Supervised Teaching for Secondary English. (7;8)   Prerequisites: Admission to a teaching credential program. Twenty-four to twenty-eight hours of supervised teaching in public school classrooms and one hour of lecture per week. Sequence begins with the fall semester.Cziko

29757  EDUC 390B 001 8 Staff CANC 2:00 PM 3:00 PM    1212 BWW
29779  EDUC 390B 101 Staff CANC 12:00 AM 12:00 AM     Field Work
390C.  Supervised Teaching in Elementary Education. (1-8)   Course may be repeated for credit. One to three hours of lecture and two to twenty hours of fieldwork per week. Prerequisites: Admission to a teaching credential program. Formerly Educational Psychology 390. Fieldwork for teaching credential. Supervised teaching may begin with the opening of the public schools in the fall and extend through the spring semester.Peretti

29758  EDUC 390C 001 1-8 Patel, S. Th 2:00 PM 3:00 PM    1217 BWW
29780  EDUC 390C 101 Patel, S. 12:00 AM 12:00 AM     Field Work
33073  EDUC 390C 002 1-8 Altschul, S. Th 2:00 PM 3:00 PM    1207 BWW
33074  EDUC 390C 201 1-8 Altschul, S. 12:00 AM 12:00 AM     Field Work
33075  EDUC 390C 003 1-8 Disston, J. Th 2:00 PM 3:00 PM    1216 BWW
33076  EDUC 390C 301 1-8 Disston, J. 12:00 AM 12:00 AM     Field Work
390D.  Supervised Teaching in Mathematics and Science for Secondary Schools. (2-6)   Course may be repeated for credit. Two hours of lecture and two to ten hours of fieldwork per week. Prerequisites: Admission to credential program. Formerly Education in Mathematics, Science, and Technology 390. Fieldwork for teaching credential. Supervised teaching may begin with the opening of the public schools in the fall and extend through the spring semester.Zimmerlin

29759  EDUC 390D 001 2-6 Staff CANC 2:00 PM 3:00 PM    1104 BWW
29781  EDUC 390D 101 Staff CANC 12:00 AM 12:00 AM     Field Work
393.  Preparation for Completion of the Elementary Mathematics Performance Assessment. (1)   One and one-half hours of lecture and two hours of discussion per week. Prerequisites: Completion of required first year course work and field placements in the Developmental Teacher Education Program. Must be taken on a satisfactory/unsatisfactory basis. This course is designed to support candidates as they prepare for and complete the Elementary Mathematics Performance Assessment for CA teachers (PACT). The PACT is required for all credential candidates prior to recommendation for credentialing as designated by the state of California. Candidates will become familiar with the requirements for the PACT, begin planning their teaching event, view, share, and critique "work in progress," read and respond to relevant articles, review guidelines for preparing video records of teaching practice, and design scoring criteria for assessing student work. (F,SP) Mcnamara

29760  EDUC 393 001 1 Salasin, E. M 2:00 PM 3:00 PM    1102 BWW
29782  EDUC 393 101 Salasin, E. 12:00 AM 12:00 AM     DIsc
413D.  School-Based Internship in School Psychology. (6;6)   Course may be repeated for credit. Two hours of lecture and two and one half days of fieldwork per week. Supervised assignment to a school district in capacity of school psychologist.Yabrove

29762  EDUC 413D 001 2-8 Payson-Hays, S. Tu 9:00 AM 12:00 PM    4401 BWW
413L.  Consultation for School Psychology Students. (1)   Course may be repeated for credit. One hour consultation on campus and six hours of field work per week. Must be taken on a satisfactory/unsatisfactory basis. Prerequisites: Must be taken concurrently with 213C-213D and 413C-413D.

29763  EDUC 413L 001 1 Crovetti, A. Tu 8:00 AM 9:00 AM    4422 BWW
29783  EDUC 413L 101 Crovetti, A. 12:00 AM 12:00 AM     Field Work
29764  EDUC 413L 002 1 Crovetti, A. Tu 2:00 PM 3:00 PM    4422 BWW
29841  EDUC 413L 201 1 Crovetti, A. 12:00 AM 12:00 AM     Field Work
460A.  Practicum in School Site Management I. (3)   Three hours of lecture and field work per week. Prerequisites: Admission to Administrative Services Credential program. Supervised field experience, conferences, and colloquium.Staff

29825  EDUC 460A 001 3 Sablo-Sutton, S. S 11:00 AM 12:00 PM    1102 BWW
602.  Science and Mathematics Education - Individual Study for Qualifying Examination (1-8) Zero hour of independent study per week. Individual study, under the supervision of a faculty member, designed to prepare the student for Ph.D qualifying.(F, SP).
29663  SESAME 602 001 1-8 Schoenfeld, A. INDIV 12:00 AM 12:00 AM     BWW
29666  SESAME 602 004 1-8 Ranney, M. INDIV 12:00 AM 12:00 AM     BWW
29668  SESAME 602 006 1-8 DiSessa, A. INDIV 12:00 AM 12:00 AM     BWW
11/7/19