Fall 2020 Courses
| CCN Class | Sec | Units | Instructor | Days | From | To | Room Building | |
|---|---|---|---|---|---|---|---|---|
| 24. Berkeley Freshman Seminars. (1) Course may be repeated for credit as topic varies. One hour of seminar per week. Prerequisites: Priority given to freshmen. The Berkeley Seminar Program has been designed to provide new students with the opportunity to explore an intellectual topic with a faculty member in a small-seminar setting. Enrollment limited to 15 freshmen.Staff | ||||||||
| 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 | ||||||||