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Course Criteria
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3.00 Credits
(Same as EDUC 524.) Corequisite, EDUC 424P/524P. This course covers the historical background and present functions and organization of the American secondary school, characteristics of and appropriate methods of teaching and learning in the 12-18 age group, methods of assessing student progress, classroom management models, and the creation of instructional environments appropriate for the development of language and content literacy in the multicultural, multiethnic, multilingual, classroom. Guided by the California Standards for the Teaching Profession (CSTP), students will 1) consider implications for the creation of a positive, safe classroom environment, 2) develop a classroom organization and management plan, and 3) develop lesson plans in their subject area incorporating integrated and thematic teaching/learning and other SDAIE strategies founded upon the need for students to be social and communicative in their learning. (Offered every semester.) 3 credits.
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1.00 Credits
(Same as EDUC 524P.) This course is the fieldwork component that accompanies EDUC 424/524, Secondary Teaching Strategies in Cross-Cultural Language and Academic Development I in the Single Subject Credential Program. (Offered every semester.) 1 credit.
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3.00 Credits
(Same as EDUC 525.) Prerequisites, EDUC 424/524, 430/530, 432/532. Corequisite, EDUC 483/583. This builds upon the constructivist, student-centered foundations of learning development introduced in EDUC 424/524 and considers the following: 1) the practical application of English language development theory and models to content area teaching and critical thinking in multicultural, multiethnic, multilingual classroom, 2) the similarities and differences between English language development and SDAIE content development as they apply to single-subject curriculum planning, 3) group development theory and process, 4) assessment practices in a diverse classroom, and particularly how they relate to both the state and district standards and the needs of the diverse population, 5) complementing, enhancing, and promoting the development of student voice in secondary school teaching and learning. Students will develop a semester unit plan, cross-cultural curriculum strategies/resources, and assessment tools. This class will also provide students with an opportunity to examine their own practices in directed teaching. (Offered every semester.) 3 credits.
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3.00 Credits
(Same as EDUC 626.) The class will read novels, plays, and short stories and view films which have schools as their setting, teachers and/or students as their main characters, or education as their primary theme. Selections will include works from a variety of cultures so that cross-cultural comparisons can be made. Each selection will be analyzed in terms of style, imagery, effectiveness, and the insights it provides into the role of schooling in society, educational philosophies, and/or contemporary educational problems and issues. Course projects include a scholarly analysis paper and/or a short story or one-act play. (Offered as needed.) 3 credits.
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3.00 Credits
This course is designed to provide additional opportunities to explore experimental areas and subjects of special interest. Repeatable if course topic is different. (Offered as needed.) 3 credits
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3.00 Credits
(Same as EDUC 530.) Prerequisite, EDUC 424/524. Corequisite, EDUC 430P/530P. This course, taught separately for each content area by clinical faculty, is about understanding and experiencing content area instruction. Using the California Content Standards as the base, candidates learn to create constructivist content lesson plans, adapt different models of teaching to meet student needs, plan for interdisciplinary curriculum development, adapt lessons for specially designed academic instruction in English (SDAIE), use multiple measures, including formal and informal academic and language assessments to inform planning, modifications and use of support personnel, and classroom community building. A minimum of 15 hours of field experiences is required for this course. (Offered every semester.) 3 credits.
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3.00 Credits
(Same as EDUC 530P.) Prerequisite, EDUC 424/524. This course is the fieldwork component that accompanies EDUC 430/530, Secondary Subject Matter Methods in the Single Subject Credential Program. (Offered every semester.) 1 credit.
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3.00 Credits
(Same as EDUC 531.) This course provides teachers with a basic understanding of their role in the total school health program and how to create an emotionally healthy classroom environment. Topics that will be examined include: suicide, eating disorders, chronic and communicable disease, dating violence and health risk behaviors such as drug use. The course also examines the California Education Codes regarding parents' rights in the areas of sexuality education, laws regarding child abuse reporting and legal responsibilities regarding student safety. EDUC 431 does not include CPR training. (Offered every semester.) 3 credits.
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3.00 Credits
(Same as EDUC 532.) Corequisite, EDUC 432P/532P. An introductory course in the study of literacy processes and their relationship to the secondary school curricula and adolescent lives. Areas of focus will include the integration of reading and writing in the content areas, literacy assessment, vocabulary strategies, comprehension strategies, the use of fiction and non-fiction across the curriculum, literacy resources, including online resources, and variations in literacy instruction for students from diverse linguistic and socio-economic backgrounds. (Twenty hours of a content case study is required in addition to the class time.) (Offered every semester.) 3 credits.
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1.00 Credits
(Same as EDUC 532P.) This course is the fieldwork component that accompanies EDUC 432/532, Content Area Literacy in the Single Subject Credential Program. (Offered every semester.) 1 credit.
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