2021-2022 Graduate Catalog

EDTP 502. Theories of Teaching and Learning. (3).

Theories of teaching, learning and assessment of learning. The influence of those theories on content, methods, and classroom environment, including the use of technology, and their application in improving academic achievement for all students. Fieldwork required.

EDTP 509. Introduction to Educational Research. (3).

A core course designed to introduce educational practitioners to educational research. Through an examination of the nature of research, ethical and philosophical principals, types of research, and characteristics of data students will explore quantitative and qualitative methods of designing and conducting research in the context of classroom settings.

EDTP 510C. Action Research Practitioners Tch Educ. (3).

Designed for candidates in the Department of currently teaching in a K-12 school setting. This course provides systematic study and analysis of current research and research methods for conducting action research projects. The objectives in this course focus on the (A) knowledge base, (B) techniques, and (C) applications of action research. Prerequisites: EDTP 554 and must be currently teaching with preliminary or clear credential or prior approval by advisor.

EDTP 511. Assessment in a Diverse Classroomý(Elementary). (2).

EDTP 511/513 is an introductory assessment course designed to assist teacher candidates in creating assessments and analyzing student data. Topics include principles of assessment as well as classroom assessment instruments and methods. Prerequisites: EDLT-500, EDLT-501, EDTP-508.

EDTP 512. Multiple Subject Pedagogy Capstone. (1).

This course provides an in depth look at the Teaching Performance Expectations (TPEs) and the pedagogy of effective teaching. The Teaching Performance Assessment (TPA) is designed to give candidates the opportunity to develop a portfolio that demonstrates their teaching knowledge, skills and abilities. Preparation, submission and assessment of the Teaching PerformanceAssessment will take place. Prerequisites: EDTP-511, EDTP-520, EDTP-521, EDTP-522, EDTP-523.

EDTP 513. Assessment in a Diverse Classroomý(Secondary). (2).

EDTP 511/513 is an introductory assessment course designed to assist teacher candidates in creating assessments and analyzing student data. Topics include principles of assessment as well as classroom assessment instruments and methods. Prerequisites: EDLT-500, EDLT-501, EDTP-508.

EDTP 514. Single Subject Pedagogy Capstone. (1).

This course provides an in-depth look at the Teaching Performance Expectations (TPEs) and the pedagogy of effective teaching. The Teaching Performance Assessment (TPA) is designed to give candidates the opportunity to develop a portfolio that demonstrates their teaching knowledge, skills and abilities. Preparation, submission and assessment of the Teaching Performance Assessment will take place. Prerequisites: EDTP-513, EDTP-530, EDTP-531, EDTP-532, EDTP-533.

EDTP 520. Leadership/Law Diverse Class-Elementary. (3).

Designed to integrate theory into practice in the diverse classroom. Teacher candidates study the theories of leadership, classroom management, discipline and lesson planning required for an initial experience in the California classroom. Teacher candidates are placed in a classroom with a diverse student population to observe and implement teaching strategies necessary to address this student group. Concurrent with enrollment in (Elementary) Methods course work.

EDTP 521. Literacy/Language Diverse Class-Elemntry. (3).

Theory-based methods of instruction in reading and language arts in today's culturally diverse elementary classrooms.

EDTP 522. Teaching I: Planning Methods Content-Ele. (3).

This course is a study of the content standards, learning goals and lesson planning strategies for mathematics and science education at the elementary school level. This course will provide an introduction to concept development, assessment and the meaningful application of mathematics and science learning in elementary classrooms. Additional focus will be on the integration of technology in the elementary curriculum. Consideration will be given to the cross-cultural and heterogeneous nature of California's student population.

EDTP 523. Introduction to Clinical Fieldwork -Elem. (3).

Placement is made in an elementary school classroom with a diverse student population. Observation, development and implementation of classroom management and teaching strategies that foster academic achievement in all elementary subject areas. Development and implementation of strategies and adaptations to meet the needs of all sub=populations. Supervision will be provided a cooperating teacher and a university field supervisor while working with individuals, small groups, and the entire class. (Graded P/NC Only).

EDTP 524. Methodology of Instruction in aýBiliteracy Setting - Multiple Subject. (3).

(Multiple Subject - Elementary) This course outlines the interrelatedness among the four domains of language (listening, speaking, reading, and writing) as well as an understanding of language forms and functions. The course covers the methodology of planning, developing, implementing, and assessing standards-aligned content instruction in the primary and target language. The course will further highlight the various instructional models of biliteracy as well as how to evaluate, select, use, and adapt state-board adopted and approved materials, as well as other supplemental instructional materials within the local context. Sections of the course, including assignments and readings, will be in Spanish. Prerequisites: EDLT-501, EDLT-502, EDLT-503, EDLT-504.

EDTP 525. Teaching Ii: Adv Planning/Methods-Elem. (3).

An advanced course focusing on curriculum, long-term planning, unit development, instructional strategies, grouping strategies, adaptations and assessments for diverse students in the California elementary classroom. Attention will be given to the integration of content areas and technology through thematic teaching and incorporation of adaptations for English learners and students with special needs.

EDTP 530. Leadership/Law Diverse Class-Secondary. (3).

Teacher candidates study the theories of leadership, educational law, classroom management, and discipline strategies required for an initial experience in the California classroom. Teacher candidates are concurrently placed in a classroom with a diverse student population to observe, develop and implement teaching and classroom management strategies necessary to address this student group.

EDTP 531. Teaching I: Planning/Methods Content-Sec. (3).

This course is a study of the content standards and lesson planning strategies for all single subject content areas. This course will provide an introduction to concept development, assessment, and the meaningful application of content area learning in single subject classrooms. Good pedagogical practices regardless of subject area is the primary focus. Additional focus will be theintegration of technology in the elementary curriculum. Consideration will be given to the cross-cultural and heterogeneous nature of California's student population.

EDTP 532. Literacy and Language in DiverseýClassrooms - Secondary. (3).

This course will address methods of teaching reading in the content areas and development of English language literacy, assessment, technology, content standards, and common core standards as they impact student achievement.

EDTP 533. Introduction to Clinical Fieldwork -ýSecondary. (3).

Placement is made in a middle school classroom with a diverse student population. Observation, development and implementation of classroom management and teaching strategies that foster academic achievement in an appropriate single subject content area, RTI and English Language Development. Development and implementation of strategies and adaptations to meet the needs of all sub-populations. Supervision will be provided by a cooperating teacher and a university field supervisor while working with individuals, small groups, and the entire class. (Graded P/NC Only).

EDTP 534. Methodology of Instruction in aýBiliteracy Setting - Single Subject. (3).

(Single-Subject - Secondary) This course outlines the interrelatedness among the four domains of language (listening, speaking, reading and writing) as well as an understanding of language forms and functions. The course covers the methodology of planning, developing, implementing, and assessing standards-aligned content instruction in the primary and target language. The course will further highlight the various instructional models of biliteracy as well as how to evaluate, select, use, and adapt state-board adopted and approved materials, as well as other supplemental instructional materials within the local context. Sections of the course, including assignments and readings, will be in Spanish. Prerequisite: EDLT-501, EDLT-502, EDLT-503, EDLT-504.

EDTP 535. Teaching II Subject Specific Pedagogy. (3).

An advanced strategies method course designed to integrate the theories underlying the pedagogical practices in the California classroom. Teacher candidates focus on advanced planning, unit planning, and grouping strategies in a secondary classroom. Specific attention will be made to designing adaptations and appropriate assessment practices for their specific content areas. Candidates will be concurrently placed in a public school classroom where they will design and implement varied plans and assess student performance. Please contact academic advisor for the appropriate section for your content area.

EDTP 540. Clinical Field Work - Elementary. (9).

Semester-long full-time assignment in an elementar schl classroom with a diverse student population. Development and implementation of classroom management and teaching strategies that foster academic achievement in all content areas for all students. Development and implementation of lesson adaptations and assessment of student learning. Supervision by a cooperating teacher and a university supervisor while working with individuals, small groups, and the entire class. This course follows a shadow model (apprentice) and the candidate is expected to follow the hours of the school site and the cooperating teacher. (Graded P/NC Only).

EDTP 552. Field Study Elementary. (1-5).

In-service guidance and support for employed teachers in either public or private settings. Designed specifically for teachers who are working either without a credential (private school setting) or with an intern credential in the public school setting. The emphasis of the experience is on organization and implementation of effective teaching procedures and techniques. Field Study may be taken concurrently with (Elementary) Methods course work. Entrance to the Field Study program is based on written documentation from the employing agency and meeting with the University Credential Analyst and the Director of Placement and Assessment (Graded P/NC only).

EDTP 558. Health Environment & Integration Technol. (3).

An advanced course of study regarding the methodology and pedagogy needed to create a healthy learning environment as well as integrating technology as a teaching and learning tool. Teacher candidates build on the knowledge, skills, and strategies acquired during preliminary preparation teaching coursework and clinical practicum. A special emphasis is placed on the needs of K-12 Latino populations. This course is part of a 9-unit program for the California Clear Credential for Multiple and Single Subjects. Offered Online.

EDTP 560. Clinical Field Work-Sngl Subj-Secondary. (9).

Semester-long full-time assignment in a single subject secondary classroom with a diverse student population. Development and implementation of classroom management and teaching strategies that foster academic achievement for all students incorporating both content standards and common core standards. Development and implementation of lesson adaptations and assessment of student learning. Supervision by a cooperating teacher and a university supervisor while working with individuals, small groups, and the entire class. This course follows a shadow model (apprentice) and candidate is expected to follow the hours of the school site and the cooperating teacher. (Graded P/NC Only).

EDTP 572. Field Study - Secondary. (1-5).

In-service guidance and support for employed teachers in either public or private settings. Designed specifically for teachers who are working either without a credential (private school setting) or with an intern credential in the public school setting. The emphasis of the experience is on organization and implementation of effective teaching procedures and techniques. Field Study may be taken concurrently with (Secondary) Methods course work. Entrance to the Field Study program is based on written documentation from the employing agency and meeting with the University Credential Analyst and the Director of Placement and Assessment. (Graded P/NC only).

EDTP 582. Selected Topics. (2).

EDTP 590. Independent Study. (1-4).

EDTP 599. Educational Research Project and Thesis. (3).

Drawing from the work completed in EDTP-510, candidates will continue to draw from qualitative, quantitative and combined applications of research to complete a systematic study in an educational setting. Research data is gathered and analyzed leading to the completion of a written master's thesis. Public presentation of the candidate's work culminates this course.

EDTP 599C. Classroom Based Research Project. (3).

Class study for the development of an action research project and presentation. Admission to master's program required. Prerequisites: EDTP 510C and must be currently teaching with preliminary or clear credential or prior approval by advisor.

EDLT 500. Foundations of Education. (3).

This course will examine the historical, social, and cultural foundations of American education as seen through a historical narrative with an emphasis on the diversity of contemporary schooling. Students will be provided with an introduction to issues, trends, education theory and practice. Additionally, major philosophies of education which have informed American education and how they affect schooling in a societyof multiple cultures will be explored. 10 hours of fieldwork is required.

EDLT 501. Theories of Teaching:Learning/Developmt. (3).

This course explores the factors influencing development, academic achievement, and behavior in P-20 Learners and the learning theories that support these goals. 15 hours of Fieldwork required.

EDLT 502. Teaching English Learners & Diverse Pop. (3).

This course in teaching English Language Learners and Diverse Populations examines first and second language acquisition with an overview of aspects of linguistic theories as well as social and cultural factors influencing language acquisition. The course further explores theories, legal implications, and accountability factors related to language learning among both native and non- native speakers of English. Delivery of instruction (including technologies), school/ district programs and services, assessment and accountability, and inclusionary practices for English language learners are emphases for this course. 10 hours of fieldwork is required.

EDLT 503. Teaching Exceptional Learners Inclusive. (3).

This course examines supports for exceptional learners in inclusive environments. This course will explore the learning and behavioral characteristics of individuals with exceptionalities; the theory and practices of special education service delivery models; current state and federal special education laws, with an emphasis on the Individualized Educational Program and partnerships with families; the definitions of each exceptionality; the history of special education services to individuals in the US; the theory and practices of Evidence Based Practice for individuals with exceptionalities and assessment practices guiding such practices; assistive technologies; and current philosophical positions and challenges in special education. 5 hours of fieldwork is required.

EDLT 504. Theories and Policies of BilingualýEducation and Bilingualism. (3).

The course provides knowledge of the history, policies, programs, and research of bilingual education and bilingualism in the United States. The content of the course includes a review of the philosophical, theoretical, legal, and legislative foundations of bilingual education and their effects on program design and educational achievement. The course will further expand on the role of transferability between languages as well as the importance of authentic parental participation and the role of family as a language and cultural resource. Sections of the course including student assignments will be in Spanish. Prerequisite: Passing score on CSET 3 or minor in Spanish from CLU.

EDLT 575. Spanish in the U.S.. (4).

In this course students will develop linguistic and critical awareness about the relationship between Spanish language and society, with special emphasis in California on topics such as language variety, language contact from social, political and educational perspectives, types of bilingualism, sociolinguistic issues, migration patterns and settlements, etc. The course integrates, synthesizes, and makes cross-curricular educational, historical, political and social connections reflecting on communicative and linguistic styles, dialectical differences and cross-cultural interactions between Latinx groups. The content of this course addresses the culture component for the California Bilingual Authorization for Spanish. Although a few readings might be in English this course (assignments, class discussions, presentations, essays, etc.) is conducted entirely in Spanish.