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Course Criteria
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2.00 Credits
(Prerequisites: LUS 300/300A) (Co-requisite: LUS 301A) Designed for students who have completed LUS 100 through 300(A). Students learn the vocabulary to communicate in an elementary school, relative clauses, the formation of transitive/intransitive verb pairs, the derivation of verbs, nouns and adjectives, the formulation of abstract and compound nouns, and reflexive verbs.
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1.50 Credits
(1.5 quarter units) (Prerequisites: LUS 300 /300A) (Co-requisite: LUS 301) Taken concurrently with LUS 301, LUS 301A provides oral practice in communicating in an elementary school, in the use relative clauses, the formation of transitive/intransitive verb pairs, the derivation of verbs, nouns and adjectives, the formulation of abstract and compound nouns, and reflexive verbs.
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4.50 Credits
The purpose of MAT640 is to provide classroom educators with practical knowledge and skills required to understand, design, and write about research that is relevant to their lives as professional educators. Must be taken as the last course in the MAT program.
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4.50 Credits
(Prerequisites: Successful completion of MAT 645, MAT 646, MAT 647A, and MAT 647B) Fifth course of the Reading Specialization course sequence. Serves as an introductory educational research course designed to provide knowledge, skills, and dispositions required for candidates to understand, interpret, and evaluate research completed in MAT 647B. Candidates prepare an Action Research Report and utilize library and computer skills to locate research.
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4.50 Credits
Exploration of the principles of multiculturalism. Examination of ways to evaluate curricular content, adapt instruction, interact with parents and guardians, and create a classroom environment that accommodates the needs of learners in a culturally pluralistic society.
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4.50 Credits
This course examines the underlying principles that have shaped outcome based learning; content based standards, accountability and need for education reform. The course will emphasize evaluation of school programs, student assessment and program design using the California Coordinated Compliance Review guidelines.
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4.50 Credits
This course explores how a variety of teaching models and learning theories are applied in instructional contexts. Specific application of some models and theories will be discussed in class and presented in student-designed curriculum projects.
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4.50 Credits
This course surveys the field of curriculum with specific emphasis on foundations, principles and issues for public educators in a linguistically and culturally diverse society. The course identifies various approaches to curriculum and the development, design, implementation and evaluation of curriculum. Application of curriculum approaches is provided through student-designed analyses of curriculum.
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4.50 Credits
Research-based analysis of English phonology, morphology and orthography, with attention to teaching students to become proficient readers through recognizing sound-print relationships. Incorporates current approaches to phonemic awareness, explicit phonics instruction, recognition of high-frequency words and spelling patterns for both English speakers and English language learners.
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4.50 Credits
An investigation of meaning-making at both the local (discourse) and global (general knowledge) levels. Covers research-based models of discourse processing and representation construction. Introduces strategies to promote guided reading, independent reading and study skills in all content areas, using the concepts of connecting background experience and applying self-monitoring strategies.
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