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Course Criteria
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1.00 - 4.00 Credits
CIP involves students in the community, performing such tasks as tutoring, coaching, and reading for the blind. Students receive 1 to 4 units, depending on the specific tasks performed. A total of 6 units of CIP credit may be applied toward a degree. Cr/NC only.
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2.00 Credits
Survey and practice of computer applications to enhance teaching and student learning. Review of current and projected uses of computers and affiliated technologies in education, through an introduction to current research, professional organizations, and a variety of instructional software and hardware. Grade only. Page 140 Education Sonoma State University 2006-2008 Catalog
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3.00 Credits
A critical examination of current issues in today’s schools and future directions in education through the perspectives of history, philosophy, sociology, anthropology, and the politics of education. Content includes: trends, movements, and issues of the development of our present-day school systems and current educational practice; development of an individual philosophy of education through examination and evaluation of educational philosophies from early Greek through modern/postmodern thought; analysis of American society and its effect on the functioning of schools; the role of explicit and implicit cultural assumptions in educational contexts; and the influence of federal, state, and local governing agencies, the knowledge industry, and special-interest groups on education. Grade only. Satisfies GE, category D1 (Individual and Society).
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3.00 Credits
Examination of theories of learning and teaching, social, physical, emotional and cognitive development, with emphasis on adolescents. Includes the psychological foundations and research-based knowledge about effective secondary/middle school teaching in the areas of planning, implementing, and evaluating instruction; motivation, self-esteem, classroom climate, and psychological perspectives on issues of diversity. Grade only. Single Subject Program Co-requisite
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3.00 Credits
Exploration of 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.
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3.00 Credits
This is an introductory course, which presents a survey of theory, program concepts, and teaching practices related to students with special needs. Emphasis is placed on understanding and addressing the educational and social needs to secondary aged students with disabilities as well as gifted and talented students. Legislation, policies, and practices pertaining to the education of students with special needs in a secondary setting are presented. Knowledge, skills, and strategies including disability and gifted and talented identification, major roles and responsibilities in the Individual Education Program (IEP) process and collaboration between general and special educators aimed at successful inclusive educational practices are also addressed. 30 hours of field experience are included. Elements of this course will include the use of the Internet and the World Wide Web.
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4.00 Credits
Exploration of theory and research on teaching, learning, and the curriculum and their relationship to teaching practice in middle, junior high, and senior high schools. Emphasis on teaching/learning situation applicable to all content areas and to issues of culture and diversity. All aspects of instructional planning, implementation, and evaluation are addressed, including classroom atmosphere, interpersonal skills, classroom leadership, management and discipline, interdisciplinary planning, and teaming and collaborative learning. Students develop a repertoire of teaching strategies that address the needs of diverse learners. Students develop materials that contribute to a program portfolio to be evaluated before continuation to student teaching. Grade only. Prerequisites: admission to the Single Subject Credential Program, EDUC 417 and EDSS 418.
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2.00 Credits
Focused and systematic observation and structured participation in a middle, junior high, or senior high school classroom setting leading to a supervised student teaching experience. Cr/NC only. Prerequisites: admission to the Single Subject Credential Program, EDUC 417, EDSS 418, and EDSP 433. Must be taken concurrently with EDSS 443B.
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2.00 Credits
Issues related to teaching in multicultural settings. Seminar focuses on aspects of classrooms observed in EDSS 443A, including competencies, classroom management, lesson and unit design. Students develop materials that contribute to a program portfolio to be evaluated before continuation to student teaching. Cr/NC only. Prerequisites: admission to the Single Subject Credential Program, EDUC 417, EDSS 418, and EDSP 433. Must be taken concurrently with EDSS 443A. Page 146 Education: CSSE Sonoma State University 2006-2008 Catalog
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3.00 Credits
Principles, methods, and materials for teaching particular academic content in middle, junior high, and senior high schools. Emphasis is on applications of constructivist theory to teaching and learning, and on organization and representation of content in forms accessible to learners. Topics include: goals and objectives; lesson and unit planning; teaching and questioning strategies; conventional and alternative modes of assessment; instructional materials; designing instruction for diverse learners; classroom management; and awareness of national, state, and local content standards. Students prepare for and process their concurrent field experiences in secondary classrooms. Students develop materials that contribute to a program portfolio to be evaluated before continuation to student teaching. Grade only. Prerequisites: admission to the Single Subject CLAD Credential Program, EDUC 417, EDSS 418, and EDSP 433.
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