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Course Criteria
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2.00 Credits
EDEL 596B is the second and last in the series of content courses for the Professional Clear Administrative Credential. At the conclusion of this course, candidates demonstrate that they understand complex problems from a systems perspective. Cr/NC. Prerequisites: admission to the Professional Administrative Services Credential Program and EDEL 596A.
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2.00 Credits
Candidates enrolled in the Professional Clear Administrative Credential Program work with University faculty in the development, execution, analysis, and critique of a Collaborative Action Research Project. The proposal and methodology are developed as a focus of this course in the fall. Cr/NC. Prerequisites: admission to the Professional Administrative Services Credential Program.
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2.00 Credits
In EDEL 596D, candidates implement the Collaborative Action Research Project developed during EDEL 596C. Candidates submit a written project report and present the project to course participants as a culminating assessment and provide critiques of other candidates’ projects. Cr/NC. Prerequisites: admission to the Professional Administrative Services Credential Program and EDEL 596D.
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2.00 Credits
This seminar is designed as a reflection space for students who would like to consider the teaching profession. They will observe and interact with children and teachers in elementary schools, read about forces that shape teachers and issues they confront in our educational system. They will analyze what it means to be a teacher today in our elementary schools, facing the challenges of diversity, equity, and quality of education.
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2.00 Credits
This seminar continues the process of exploration, building on ED/LIBS 100, where students discussed what it means to be a teacher in our schools today. Here the focus is on the student in elementary education. ED/LIBS 200 also builds on LIBS 102, In Search of Self, where the focus is on the construction of identity. From an educational perspective, students will consider what it means to be a student; what forces and circumstances shape their identity and their journey as students in elementary education. Students will elaborate their teaching philosophy throughout the semester, interweaving information from their own lives as students, from the readings and from their field observations.
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3.00 Credits
With the increasing numbers of children from different linguistic and cultural backgrounds in schools, preparing to teach and foster development of language and literacy among all children in the classroom is a major responsibility. The course reviews first- and second-language acquisition and major second-language teaching methodologies in relation to language development in school settings. The purpose of this course is to help students discover a diversity of approaches, methods, materials, and media they can use to help all students in our culturally and linguistically diverse classrooms become active, engaged, and independent learners. Attention is given to the integrated development of all language skills within the context of the elementary school curriculum. Grade only.
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3.00 Credits
This course explores the physical, cognitive, social, emotional, moral, and language development of children from birth through adolescence. Major theories of child development are studied and applications and critiques of theories as they relate to children from a variety of cultural and family backgrounds are discussed. Children’s experiences in families, schools, and communities are studied as they relate to children’s views of the world, including health and discipline practices. The impact of family and child rearing beliefs, gender issues, and language development are discussed as they relate to developmentally based practices in educational settings. Students also discuss effective school-family communication practices for a diverse society, and community resources available to support families, including those that address issues of poverty and violence and the effects of these on children and their families. Class sessions will include wholegroup and small-group discussions, multiple opportunities to work collaboratively with classmates, field trips and student presentations. Grade only.
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3.00 Credits
Philosophy, goals, and pedagogy in reading and language arts in grades K-3. Candidates examine early literacy development and teaching/learning processes in order to extend their knowledge and competencies to teach reading, writing, and other sign systems to students of diverse backgrounds. Candidates learn to assess and build upon the oral and written language strengths children bring to school, with attention to print awareness, control of language (semantics, syntax, grapho-phonemics, pragmatics), functions of oral and written language, literature and text interpretation, language conventions, writing strategies, writing applications, and non-written communication. Literacy is viewed as a dynamic and multidimensional human process that enables individuals to express, communicate, and reflect on their experiences, hopes, and dreams. Reading and writing involve constructive strategies of composition and comprehension, situated in particular contexts and carried out for personal and social purposes. Language and literacy vary according to regional, historical, social, cultural, political, and economic influences; these and other factors must be interrogated and taken into account in instructional decisions. All children learn language, learn about language, and learn through language by using language in natural contexts. Grade only.
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2.00 Credits
Philosophy, goals, and pedagogy in reading and language arts in grades 3-8. Designed for student teachers to refine and extend their knowledge of language arts instruction, reading and writing, and other literacies, this course builds on and extends candidate experience and knowledge developed in EDMS 463 Teaching Reading and Language Arts in the Elementary School to Younger Students. Candidates examine literacy development and teaching/learning processes in order to design, teach, and assess literacy lessons in their classrooms and promote literacy with older readers, struggling readers, and second language learners using assessment data, state content standards, and a range of materials. In addition to an emphasis on reading and writing across the curriculum, particular focus is given to the arts as a way of knowing and expression, including dance, drama, visual and performing arts. Candidates develop understandings of transmediation, the process of recasting meaning through literature and the arts. In addition, candidates complete field assignments that provide opportunities for first-hand knowledge and application of classroom literacy practices and course concepts derived from foundational literacy sound research. In addition, the role of inquiry, reading frameworks, literacy-rich environments, graphic aids, vocabulary development, and assessment strategies will be examined. Grade only. Prerequisite: EDMS 463.
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3.00 Credits
Taught and conducted entirely in Spanish. Philosophy, goals, and pedagogy in reading and language arts in grades 3-8. Designed for student teachers to refine and extend their knowledge of literacy development and teaching/learning processes in language arts. Candidates design and teach literacy lessons in their classrooms and work with struggling readers using assessment data and state content standards. Emphasis is on reading and writing across the curriculum.
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