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Course Criteria
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3.00 Credits
Students, as teachers/learners, will explore the concept of using science, social studies, and the visual and performing arts as a frame for the rest of the curriculum. Topics in social studies and science will be approached through hands-on learning, critical thinking, and using the community as a real-world text. Students will be introduced to state frameworks and standards and will create a thematic unit that demonstrates their ability to think creatively, plan instruction, utilize school and community resources, and integrate all curricular areas. Additionally, participants will have opportunities to examine standard texts, curricula and materials used in public schools, and to analyze the impact of biases and misconceptions on children's learning. Emphasis will be placed on the inclusion of English language learners and children with special needs.
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2.00 - 3.00 Credits
This course is built around the belief that building a classroom community promotes social and academic growth, and personal and community health. Through study, collaborative learning, and reflection, students will explore how safe, caring and respectful environments, student rights and responsibilities, cooperation, collaboration, choice, self-assessment and home-school communication impact the classroom community. Students will also examine legal and practical issues pertaining to children and family health, including alcohol and substance abuse, communicable diseases, physical fitness and P.E., nutrition, and the connection between student health and learning.
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3.00 - 6.00 Credits
Student teachers work in a public elementary school classroom for a placement of approximately 15 weeks. Beginning by teaching in only two content areas per day, the student teacher gradually advances to a two-week complete take-over in which he/she is in charge of both curricular planning and implementation, as well as discipline and management. The practicum is accompanied by a seminar which all student teachers attend. Topics include discipline/classroom management, cooperative learning, the effective teacher, research, discussion skills, higher order thinking skills, holistic teaching strategies, lesson planning, dealing with stress, parent-teacher interaction, the first week of school, substitute teaching, testing and other issues. Students complete various assignments for the seminar, including audio and video tapes, journals, peer coaching, observations, lesson plans in all content areas and an instructional unit. Prerequisite: Successful completion of all course work, CBEST, CSET and Certificate of Clearance.
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1.00 - 3.00 Credits
Available for students in the Credential program(s) to meet some individual competency and/or program requirements. An independent study contract signed by the faculty supervisor is required at the time of registration. Classes offered at Pacific Oaks may not be taken for independent study. Please consult the Schedule of Classes for registration deadlines.
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2.00 - 3.00 Credits
This course is the first in a series of three courses and serves as an introduction to the Ethnography Thesis Project. The course introduces candidates to qualitative research and the use of ethnography to learn about students, families, schools, and community. This course uses the ethnographic method to help students identify a question, gather data in order to "tell the story," and analyze the data toinform their teaching practice. In this course students complete Section I of the ethnography by reflecting on their personal story and how it has led them to the teaching profession. Candidates complete Section II of the ethnography by identifying three students they will follow throughout the study, by interviewing the students and their parents and by gathering data so they can better tell the students' personal and academic stories. Early in the course, students must have their Human Subjects Review forms approved by the instructor. Advancement to Candidacy takes place upon successful completion of this course. Competencies: Research, Fieldwork.
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2.00 - 3.00 Credits
In this second course of the Ethnography Thesis Project, students learn about the schools and communities in which they work, and in which their three student subjects go to school. Through interviews and visits candidates place the lives of their three ethnography subjects within a larger social context. Candidates interview school personnel to learn about programs and other resources within the school that may assist in improving the quality of their students' education. Candidates also visit community institutions and establishments, interviewing members of diverse organizations in order to better understand the inherent social and cultural capital within the community. Candidates continue to collect data and work with their three identified students while completing Section III of the Ethnography Project. Competencies: Diversity, Communication, Implementation, Fieldwork.
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2.00 - 3.00 Credits
This third course is designed as both a scholarly and reflective opportunity where candidates ground their ethnography within a theoretical framework. The course helps students access the larger social and political context of schooling by analyzing issues such as society's perception of schools; the racial, economic and linguistic pressures placed on parents and their children; and the policies and trends that impact learning. The candidates synthesize their experiences with in schools and write about how they will work to create equitable learning environments in the future. Section IV of the Ethnography Project helps candidates synthesize previous readings by analyzing, supporting and discussing their data. Competencies: Research, Development. 51
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3.00 Credits
Each stage of life poses a task to be accomplished. These tasks appear as a challenge and bring the chance for growth, but also a fear of failure and discomforting disequilibrium. Themes which begin in early childhood- attachment, separation, autonomy, accomplishment and failure- recur later in the life cycle. Awareness of their beginnings and knowledge of psychosocial developmental theories enables adults to be aware of the resolution of these themes in their own lives, as well as in children's lives. This class requires extensive reading and a research project which meets the research competency. Note: Students who take HD 300/500 as a weeklong or online class must also take HD 302/502 Research Seminar to meet the research competency requirement.
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3.00 Credits
This class explores in depth how themes which begin in early childhood recur later in the life cycle. Building on knowledge of Erik Erikson's theory and other psychosocial and cognitive theories, the participants will add and integrate theoretical and personal knowledge of growth during the life cycle and the interaction between the contexts of development and psychological development. We will examine our own developmental paths and look at choices made and options taken or rejected. A research project focusing on a developmental issue is required. The class will emphasize development in adulthood. Prerequisites for HD 301/501: 1. All of the following: a. M.A. or post baccalaureate student b. Knowledge of Erik Erikson's theory and other psychosocial theories c. Knowledge of cognitive theories d. Ability to observe and interpret data e. Ability to reflect on one's own and others' life development and process or 2. M.A. or post-baccalaureate student, and previous completion of HD 300/500. Note: Students who take HD 301/501 as a weeklong or online class must also take HD 302/502 Research Seminar to meet the research competency requirement.
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1.00 - 3.00 Credits
Students will learn about the process of writing a research paper, develop a research question, examine the literature relevant to their question, and explore various ways of collecting and analyzing data. Offered as an option for meeting the research competency for a Pacific Oaks degree or for work on a self-selected project. Note: Required of students who take HD 300/500 Early Childhood Themes and Life Cycle Issues or HD 301/501 Advanced Studies in Human Development in a Weeklong or Online format.
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