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Course Criteria
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3.00 Credits
3 Semester Hours Work in this area will be developed around supervised on-site practicum experiences and seminar sessions on campus. Supervised fi eld work experiences will focus upon the direct application of classroom knowledge and training. Enrollment limited to advanced candidates. An application for fi ngerprint clearance must be submitted at least two semesters prior to enrolling in this course; the CBEST must have been passed, and a minimum of nine courses in the counseling sequence completed. Credit/No Credit.
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3.00 Credits
3 Semester Hours A continuation of EDUC/EDSS 6970, Fieldwork in School Counseling I. Prior to enrollment, candidate must have completed Fieldwork I. Concurrent enrollment in EDUC/EDSS 6970 and 6980 is not permitted. Credit/No Credit. Special approval required.
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1.00 Credits
1 Semester Hour A continuation of EDUC/EDSS 6980, Fieldwork in School Counseling II.
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3.00 Credits
3 Semester Hours A continuation of EDUC/EDSS 6970, Fieldwork in School Counseling I. Prior to enrollment, candidate must have completed Fieldwork II. Concurrent enrollment in EDUC/EDSS 6970, 6980, and 6990 is not permitted. Credit/No Credit. Special approval required.
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3.00 Credits
3 Semester Hours A study of the sociological and anthropological analysis of contemporary education with emphases on historical and cultural contexts, culturally sensitive pedagogy, cultural and ethnic diversity, social/cultural issues, equity, access to the core curriculum, and demographic trends in schools and society. Emphasis is placed on the preparation of professionals for the teaching profession and their awareness of social, psychological, and cultural forces shaping society today so that they are prepared to work with all learners. This course is designed for undergraduates in the traditional and/or blended teacher preparation program. Sophomore or higher standing required.
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3.00 Credits
3 Semester Hours A study of the learning environment, the evaluation of learning, and the teaching/learning process. An analysis of the physical, intellectual, emotional, cultural, and ethnic factors affecting development, learning, and behavior. This course is a prerequisite for acceptance into the Multiple and Single Subject Credential Program. Emphasis is placed on implications for teaching and learning in the primary, elementary, middle, and senior high schools. Fieldwork is required. Sophomore or higher standing required.
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3.00 Credits
3 Semester Hours This course is designed to provide opportunities for prospective teachers to develop their understanding and ability to teach reading/language arts to all students in the elementary grades. Particular emphasis will be placed on strategies which will accommodate culturally and linguistically diverse learners. Consideration is given to the procedures, skills development, organizations, systems of instruction, and instructional materials utilized in the development of an effective balanced and integrated approach to the teaching of reading/ language arts instruction in the elementary school that supports literacy development. This course meets the requirements of section 44755 of the California Education Code. This course will be preparation for the RICA (Reading Instruction Competency Assessment) based on the following reading domains: Domain I Organizing Reading Instruction Based on Ongoing Assessment Domain II Phonological and other Linguistic Processes Related to Reading Domain III Developing Reading Comprehension and Promoting Independent Reading Domain IV Supporting Reading through Oral and Written Language Special approval required.
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9.00 - 12.00 Credits
9-12 Semester Hours Full-time supervised teaching in two culturally diverse public elementary schools; seminar sessions held throughout the semester, which include instruction in art, music, and physical education. Offered on a Credit/No Credit basis only. Admission by special approval.
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9.00 - 12.00 Credits
9-12 Semester Hours Full-time supervised teaching in one culturally diverse public middle and/or high school; seminar sessions held throughout the semester support the student in successfully completing his or her student teaching. Offered on a Credit/No Credit basis only. Special approval required.
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3.00 Credits
3 Semester Hours Course content includes theoretical perspectives in fi rst and second language learning, language teaching methodologies, assessment, identifi cation, and program placement for Limited English Profi cient students. The course provides an introduction to instructional strategies including English Language Development (ELD), Specially Designed Academic Instruction in English (SDAIE), and cooperative learning. Historical, political, legal, and social factors related to second language acquisition are addressed, including the history of bilingual education; federal, state, and local legislation; bilingual education models; and the role of parents and paraprofessionals in English language development. Fieldwork in a setting with English language learners is a required component of this class. Sophomore or higher standing required.
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