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Course Criteria
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4.00 Credits
Applications of regression analysis to understanding the relationships between underdevelopment and development and the causal factors. Students learn about estimation techniques and how to apply their results to making inferences that may form the foundation for development planning and economic policy. Data problems such as multicollinearity, heteroskedasticity, autocorrelation, missing values, are discussed. Offered spring semester. Prerequisite: Mathematics 203.
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4.00 Credits
This course focuses on extensive study, evaluation, and analysis of the various approaches to development planning and policy from a historical perspective. As such, the course uses as case study materials the development plans of various developing countries. A selection of actual development plans and policies from different regions of the world are studied, analyzed, and critically evaluated on the basis of their performance effectiveness—the extent to which they were successful in dealing with social, economic, and political problems. This evaluation process also takes a detailed look at the extent to which these plans either focused on or ignored people development. Offered fall semester.
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4.00 Credits
Study in a special topic to be determined by the faculty of the Fermanian School of Business. May be repeated for a maximum of eight units. Prerequisite: Open to Juniors and Seniors only. Consent of instructor.
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1.00 - 2.00 Credits
Study in a special topic to be determined by the department. May be repeated for a maximum of four units. Does not fulfill upper-division Economics requirements for the major in Business Administration. Prerequisite: Open to Juniors and Seniors only. Consent of instructor.
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3.00 Credits
Major laws and principles regarding the historical and contemporary purposes, roles and functions of education in American society are examined. Research on the social and cultural conditions of K-12 schools is analyzed in relation to the purposes, functions and inequalities of schools. The role of Christian educators in public and private schools from the Wesleyan tradition and perspective is emphasized. Open to all majors. Fifteen fieldwork hours are required. Task stream registration required.
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3.00 Credits
This theory course focuses on the principles of language acquisition and effective instructional practices for English learners. It further examines the pedagogy of educational equity to provide English learners access to the core curriculum. Foundational knowledge and classroom instructional practices are linked through the systematic study of phonemic awareness, oral language, and literacy development. Special emphasis is placed on the Structured English Immersion model as practiced in California schools. Effective instructional strategies that ensure active and equitable participation of learners who are culturally, ethnically, and socio-economically diverse are introduced and applied through fieldwork experiences. This course requires 15 clock hours of observation and participation specific to culturally and linguistically diverse learners in a culturally diverse and inclusive school setting. Candidates are responsible for transportation to and from school site. Task stream registration required. Prerequisite: EDU 304 and EDU 402.
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3.00 Credits
This methodology course addresses the planning of content-specific instruction and delivery of content consistent with state adopted (K-8) mathematics standards and the language needs of all learners. The interrelated components of a balanced program of mathematics and the fostering of positive attitudes toward mathematics are stressed. This course includes instruction in how to model concepts and teach learners to solve problems using multiple strategies and to anticipate, recognize and clarify mathematical misunderstandings that are common among (K-8) learners. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched and applied through fieldwork experience. Technology for teaching and learning is integrated in the course. It is through this course that each candidate completes the CalTPA task "Designing Instruction" as a performance-based measure of the knowledge and skills taught in this course. This course requires 15 clock hours of observation and participation specific to math instruction in a culturally diverse and inclusive school setting. Candidates are responsible for transportation to and from school site. Task stream registration required. Prerequisite: Mathematics 223, EDU 304, EDU 402, and EDU 306.
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0.00 Credits
Throughout the preliminary teaching credential program students participate in the performance based assessment system "CalTPA." The four assessments are submitted in various courses throughout the program. This seminar introduces students to the concepts and procedures for submission. Students already holding a Multiple Subject or Single Subject preliminary teaching credential are exempt from this course. TPA assessment fee is attached to this course.
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3.00 Credits
An overview of the major concepts, principles, theories and research related to the cognitive, linguistic, social, emotional and physical development of children and adolescents. Effective instructional strategies that ensure active and equitable participation of all students are analyzed and applied. Fifteen fieldwork hours are required. Task stream registration required.
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3.00 Credits
This survey course provides an overview of the major educational practices, theories, and research regarding diverse learners with disabilities. Emergent issues and best practices including differentiated instruction, curricular adaptations and modifications, compliance with laws, ethical concerns, and characteristics and needs of learners with disabilities will be examined. Principles of effective collaborative and interdisciplinary teaming, positive behavior supports, and inclusive educational programming are addressed. This course meets the special education mainstreaming requirement for all basic teaching credentials. It is through this course that each candidate completes the CalTPA task "Subject Specific Pedagogy" as a performance-based measure of the knowledge and skills taught in this course. Offered as Education 602.
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