• 10. Introduction to Humanities, Social Sciences, and Scientific Inquiry

    Units: 4

    Lecture, 30 hours; laboratory, eight hours. Introduction to range of critical concepts in humanities, social sciences, and hard sciences. Use of multicultural texts that represent variety of genres and disciplines to develop critical reading and writing skills. Development of scientific inquiry skills relevant to study of mathematics and science in medical professions. Weekly compositions, critical thinking journals, and participation in laboratory experiments. Application of these concepts to critical issues facing migrant farmworker communities and similar groups throughout state and country, with focus on issues such as identity, language, culture, and central social, health, and educational issues facing Latino community. Offered in summer only. P/NP or letter grading.

  • 19. Fiat Lux Freshman Seminars

    Units: 1

    Seminar, one hour. Discussion of and critical thinking about topics of current intellectual importance, taught by faculty members in their areas of expertise and illuminating many paths of discovery at UCLA. P/NP grading.

  • 80. Understanding Collegiate Experience

    Units: 4

    Lecture, three hours; discussion, 90 minutes. Designed to help students better understand their experience within college environment by learning about research that has been done on college students and impact of college. Examination of diverse issues ranging from reasons why students go to college to how students are ultimately influenced by college experience. Letter grading.

  • 85A. Evaluation for Practitioners

    Units: 1

    Tutorial, one hour. Provides participating Student Initiated Access Center (SIAC) program staff with basic understanding of evaluation skills. Students learn how to describe programs in terms of inputs, activities, outputs, and outcomes and are able to frame relevant and measurable evaluation questions based on program needs. P/NP grading.

  • 85B. Evaluation for Practitioners

    Units: 1

    Tutorial, one hour. Provides participating Student Initiated Access Center (SIAC) program staff with basic understanding of evaluation skills. Students learn how to describe programs in terms of inputs, activities, outputs, and outcomes and are able to frame relevant and measurable evaluation questions based on program needs. P/NP grading.

  • 85C. Evaluation for Practitioners

    Units: 2

    Tutorial, one hour. Provides participating Student Initiated Access Center (SIAC) program staff with basic understanding of evaluation skills. Students learn how to describe programs in terms of inputs, activities, outputs, and outcomes and are able to frame relevant and measurable evaluation questions based on program needs. P/NP grading.

  • 88S. Embracing Identity: Learn About Your Ancestry

    Units: 1

    Seminar, one hour. Have you ever wondered who you are or how you got here? Exploration of these universal questions through learning about one's ancestral roots and family's heritage. Heritage, be it national, cultural, or family, is an endowment of unique sets of historical knowledge; but foremost, heritage is one's history. Learning about our family's history is essential to understanding ourselves, basic humanity, and diversity. Students construct their family tree using resources such as Ancestry.com and an oral history approach. Oral history workshop to provide students opportunity to obtain information through interviewing family members. Students gain better understanding of their identity through learning about their ancestral roots, and their family's heritage. P/NP grading. Facilitated by Amy Aldana, With Sandra H. Graham as faculty mentor.

  • 89. Honors Seminars

    Units: 1

    Seminar, three hours. Limited to 20 students. Designed as adjunct to lower division lecture course. Exploration of topics in greater depth through supplemental readings, papers, or other activities and led by lecture course instructor. May be applied toward honors credit for eligible students. Honors content noted on transcript. P/NP or letter grading.

  • 89HC. Honors Contracts

    Units: 1

    Tutorial, three hours. Limited to students in College Honors and departmental honors programs. Designed as adjunct to lower division lecture course. Individual study with lecture course instructor to explore topics in greater depth through supplemental readings, papers, or other activities. May be repeated for maximum of 4 units. Individual honors contract required. Honors content noted on transcript. Letter grading.

  • 92A. Study of Teaching and Learning Methods

    Units: 4

    Seminar, three hours. Analysis of learning theory and teaching methods in light of research on student characteristics, learning environments, student/instructor interaction, and outcomes of instruction. Application of theory and research to practice. Letter grading.

  • 92B. Practicum in Higher Education

    Units: 4

    Seminar, three hours. Enforced requisites: courses 92A, 92F. Examination of intellectual and personal development of college students through differential environments and instructional experiences. Letter grading.

  • 92C. Dynamics of Peer Mentoring

    Units: 4

    Seminar, three hours. First course in series of three designed to provide proficiency in learning principles and procedures relevant to peer mentoring. Undergraduate students present College of Letters and Science academic support workshops to their peers with intent of enhancing academic and career perspectives. Letter grading.

  • 92D. Development of Peer Mentoring

    Units: 4

    Seminar, three hours. Requisite: course 92C. Second course in series of three designed to provide proficiency in learning principles and procedures relevant to peer mentoring. Undergraduate students present College of Letters and Science academic support workshops to their peers with intent of enhancing academic and career perspectives. Concentration on relationship between creativity and presentation. P/NP or letter grading.

  • 92E. Evaluation of Peer Mentoring

    Units: 4

    Seminar, three hours. Requisite: course 92D. Third course in series of three designed to provide proficiency in learning principles and procedures relevant to peer mentoring. Undergraduate students present College of Letters and Science academic support workshops to their peers with intent of enhancing academic and career perspectives. Concentration on program assessment. P/NP or letter grading.

  • 92F. Academic Success in Undergraduate Experience

    Units: 2

    Lecture, one hour; discussion, one hour. Designed for first-year or transitioning students to promote understanding of factors involved in making adjustments to college experience, both academic and social. Letter grading.

  • 98. Critical Issues in Education

    Units: 4

    Seminar, 30 minutes; laboratory, 30 minutes. Introduction to critical educational issues and approaches taken by researchers, policymakers, and education advocates as they respond to these issues. Laboratory portion of course engages students in small research groups where they acquire background on particular issue of interest, learn about social sciences research, and conduct mini-research projects. May be repeated for credit. Letter grading.

  • 98T. Educational Resilience: Why Context Matters

    Units: 5

    Seminar, three hours. Requisite: satisfaction of Entry-Level Writing requirement. Freshmen/sophomores preferred. What is resilience? What promotes and constrains resilience? What role does social context play in educational resilience? Discussion and examination of research from psychology and education on resilience as it pertains to educational experiences, particularly for students from underserved backgrounds. Letter grading.

  • 99. Student Research Program

    Units: 1 to 2

    Tutorial (supervised research or other scholarly work), three hours per week per unit. Entry-level research for lower division students under guidance of faculty mentor. Students must be in good academic standing and enrolled in minimum of 12 units (excluding this course). Individual contract required; consult Undergraduate Research Center. May be repeated. P/NP grading.

  • M102. Mexican Americans and Schools

    Units: 4

    (Same as Chicana and Chicano Studies M102.) Seminar, four hours. Theoretical and empirical overview of Chicana/Chicano educational issues in U.S., with special emphasis on disentangling effects of race, gender, class, and immigrant status on Chicana/Chicano educational attainment and achievement. Examination of how historical, social, political, and economic forces impact Chicana/Chicano educational experience. P/NP or letter grading.

  • M103. Asian American Education and Schooling

    Units: 4

    (Same as Asian American Studies M114.) Seminar, four hours. Examination of existing body of research from various disciplines on Asian/Pacific American educational experiences. Letter grading.

  • M104. Introduction to Arts Education for Multiple Publics: Theory and Practice

    Units: 4

    (Same as Arts Education M102.) Seminar, three hours; outside study, nine hours. Introductory course with focus on arts education for multiple publics in inner-city settings. Study of core issues in arts education, creativity, and social justice as students develop, implement, and assess original syllabi, lesson plans, and community learning projects for multiple publics in inner-city schools and arts organizations. Collaboration with partner schools in planning, teaching, and evaluation of arts education programs in dance, music, theater, and visual arts. P/NP or letter grading.

  • M108. Sociology of Education

    Units: 5

    (Same as Sociology M175.) Lecture, four hours; discussion, one hour. Study of how U.S. educational system both promotes socioeconomic opportunities and maintains socioeconomic inequalities: historical and theoretical perspectives on role of education in U.S. society; trends in educational attainment; ways in which family background, class, race, and gender affect educational achievement and attainment; stratification between and within schools; effects of education on socioeconomic attainment, family, health, attitudes, and social participation; educational policies to improve school quality and address socioeconomic inequalities. Letter grading.

  • M112. Inner and Outer Worlds of Children: Social Policies

    Units: 4

    (Same as Honors Collegium M112.) Seminar, four hours. Practices and analysis of social policies impacting on children. Topics include assessment, social justice and geographical space, temporal orientation, and classical theories of adolescent development. Letter grading.

  • 118. Literacy in Society

    Units: 5

    Lecture, four hours. Literacy plays significant role in cognition and language, political governance and law, and economic, social, and personal well-being. Exploration of these aspects of literacy and their implications for teaching and learning. Examination of literacy in workplace, healthcare, and community. Consideration of new literacies, interrelationship between literacy and technology, and impact of illiteracy on income and opportunity. Letter grading.

  • 120. Early Childhood Development

    Units: 5

    Seminar, four hours. Development of positive social behaviors and their enhancement. Broad overview of children's psychological development, with emphasis on personal, social, and emotional attributes of preschool and elementary school child. Aspects of prosocial behavior and aggression. Enhancement of prosocial behavior and modification of such negative behaviors as aggression. Review and evaluation of contemporary educational programs for promoting positive social behaviors in elementary schools. Methodological aspects of child development. Overview of early childhood education and issues related to role of family, school, and television in child development. Letter grading.

  • 121. Introduction to K-12 Issues in American Public Education

    Units: 5

    Seminar, four hours. Examination of American schooling experience (K-12) and analysis of various school and social policies that impact on children and adolescents. Systematic examination of major participants in American schooling process (parents, students, teachers, geographical space of school environment, school organizations, and society) and how they are associated with American schooling experience. Discussion of contemporary themes such as risk behaviors, SAT controversy, high school exit examinations, social promotion, technology in classroom, psychosocial development of children, school reform, equal educational opportunity, affirmative action, and educational assessment. Letter grading.

  • 122. Perspectives on American College

    Units: 5

    Seminar, four hours. Examination of role colleges and universities play in larger cultural life of U.S. society. Use of analysis of student movements as vehicle for exploration of key sociological, political, and cultural developments on U.S. campuses. Emphasis on interrelated research, academic, social, and policy issues underlying diverse system of higher education. Letter grading.

  • 123. Teaching Profession

    Units: 5

    Seminar, four hours. Exploration of traditional and alternative teaching practices and public responses to teachers teaching and students learning. Examination of education in socioeconomic context and discussion of some philosophical questions that challenge teaching profession. Letter grading.

  • C124. History of Higher Education

    Units: 5

    Seminar, four hours. Exploration of major eras in history of higher education. Topics include issues concerning access, diversity, parental choice, cultural literacy, teacher empowerment, and role of popular media. Concurrently scheduled with course C209A. Letter grading.

  • C125. Politics of Education

    Units: 5

    Lecture, two hours; discussion, two hours. Political dimensions of education institutions as organizations. Relationships between education institutions and political institutions in society. Political theory as foundation for public policy analysis; interest groups in education policy formation and implementation; and focus on Freireian pedagogy. Concurrently scheduled with course C207. P/NP or letter grading.

  • C126. Educational Anthropology

    Units: 5

    Seminar, four hours. Research seminar designed to familiarize students with discipline of anthropology and subfield of anthropology and education. Exploration of concept of culture through various anthropological perspectives, with focus on theories of culture, cultural transmission and acquisition, and cultural reproduction and production for understanding schooling and its outcomes. Examination of research methodologies in anthropology, as well as critical historical overview of discipline and current debates and dilemmas of doing anthropological research in educational settings. Issues of race, gender, sexual orientation, and class, and consideration of application of anthropological theory and methods to educational practice and research. Concurrently scheduled with course C203. Letter grading.

  • 127. Educational Psychology

    Units: 5

    Lecture, two hours; discussion, two hours. Broad overview of educational psychology, with examination of relationship of teaching and learning; various perspectives as to how children learn; issues of teaching and learning that arise based on child's social class, ethnic background, gender, age, and level of ability. Letter grading.

  • 128. Adolescent Psychosocial Development: Problems and Potentialities

    Units: 5

    Seminar, four hours. Research seminar providing overview of research literature on adolescent development and use of education environment as context for this development. Primary focus of adolescent development to be psychosocial in nature and relation of topics to understanding of one's identity, personal development, and relationships with other individuals and society at large. Study of psychological and education theories that apply to specific sub-samples of adolescents (e.g., women and adolescents of color), as well as those that are relevant to population of youth at large. Letter grading.

  • 129. Education and Law

    Units: 5

    Seminar, four hours. Research seminar providing overview of high-profile legal controversies that shape so many policy debates at both K-12 and higher education levels. Major areas of focus include campus safety, religion and schools, educational quality and law, broadbased right to equal educational opportunity, and Internet-related issues and concerns. Letter grading.

  • 130. Race, Class, and Education Inequality in U.S.

    Units: 5

    Lecture, two hours; discussion, two hours. Focus extensively on understanding educational experiences of following groups in U.S.: African Americans, Asian Americans and Pacific Islanders, Chicanas/Chicanos/Latinas/Latinos, and low-income white Americans. Examination of how historical development of public education in U.S. has influenced its present form. Critical look at some current issues and policy debates in education, including debate over school reform, bilingual education, and affirmative action. Letter grading.

  • 131. Issues in American Education: Perspectives from History and Popular Culture

    Units: 5

    Seminar, four hours. Exploration of ways we draw on different kinds of texts to illuminate critical issues in American secondary education. Issues include transformation in secondary education from 1890 to present, politics of social class, and racial and gender representation of secondary education. Letter grading.

  • 132. Autism: Mind, Brain, and Education

    Units: 5

    Lecture, two hours; discussion, two hours. Study of autism spectrum disorders (ASD) and related disabilities. Discussion of characteristics of disorder, effective interventions, and exploration of impact of children with ASD on families. Limited number of independent observations of individuals in community required. Letter grading.

  • 133. Topics in Child Development and Social Policies

    Units: 5

    Seminar, four hours; fieldwork, two hours. Research seminar designed to enable students to (1) gain basic understanding of ways in which public policies are established and implemented, (2) learn about policy landscape in several major domains of child and family life in U.S. and other countries, and (3) use scientific research on children's cognitive and social development to evaluate and understand effects of social and economic policies. Letter grading.

  • 134. Educational Leadership, Organizational Theory, and Policy

    Units: 5

    Seminar, four hours. Designed for students interested in developing understanding and appreciation for breadth of leadership models/theories in education, including traditional, entrepreneurial, behavioral, and relationship-based models. Analysis of effectiveness of organizations and/or policies in terms of educational leadership, and development of personal leadership profile in context of alternative models of leadership relevant to education. Letter grading.

  • 135. Introduction to Educational Inquiry

    Units: 5

    Seminar, five hours. Limited to juniors/seniors. Introduction to educational inquiry, with special attention to different ways of conducting research in field of education. Focus on different ways authors conceptualize/investigate inequity. Development of culminating project. Letter grading.

  • M136. Working Families and Educational Inequalities in Urban Schools

    Units: 4

    (Same as Labor and Workplace Studies M136.) Seminar, three hours; fieldwork, five hours. Exploration of complex relationship between working-class and poor communities and inequalities in American urban schools. Drawing on multiple disciplinary frameworks that address issues of race, ethnicity, and immigration, schools viewed as sites where inequalities are produced and resisted. Review of history of exclusionary treatment and divergent conceptual frames that educational researchers have used to understand notion of inequality, access to quality public education, and how race, ethnicity, and class affect school experiences for working-class and poor communities. Look inside schools through community service learning opportunity to examine systems, structures, and everyday practices that sustain and reproduce inequality and policies that intend to remedy educational inequalities in urban schools. Opportunity to investigate issues of working-class families and inequalities as they relate to students' own communities and experiences. P/NP or letter grading.

  • 137. Public Policy in Higher Education

    Units: 5

    Lecture, four hours. Introduction to range of contemporary and ongoing higher education public policy issues, and conceptual and theoretical frameworks typically used to understand them. Development of fluency in public policy language, with focus on national, state, and institutional policy perspectives. Letter grading.

  • 138. Critical Pedagogy and Cultural Studies in Urban Education

    Units: 5

    Lecture, two hours; discussion, two hours. Consideration of potential of conceptual and empirical work in critical pedagogy and cultural studies to inform, confront, and transform many challenges faced in urban education today. Study of theory and research of critical pedagogists such as Paulo Freire, Peter McLaren, and others. Letter grading.

  • 139. Educational Program Evaluation

    Units: 5

    Seminar, four hours. Stages and methods for conducting evaluations of educational and social programs, with emphasis on evaluation approaches that are theoretically grounded, methodologically rigorous, practical, and useful. Letter grading.

  • 140. Time and Behavior in Educational Organizations

    Units: 4

    Seminar, three hours. Designed for juniors/seniors. Exploration of psychosocial perspective of how temporal orientation and time investments impact and shape human behavior, with specific emphasis on educational issues related to school reform, teen pregnancy, school violence, teacher burnout, teacher midlife crisis, cultural diversity, information-seeking behaviors, and academic attainment. Letter grading.

  • 141. Writing to Learn: Teaching Writing in Elementary and Secondary Schools

    Units: 4

    Seminar, four hours. Ways to teach writing at elementary and secondary level through examination of related concepts of ideas, evidence, part, and whole, and writing process. Emphasis on how reading, writing, and thinking exercises engage students and lead them to develop their own ideas. Letter grading.

  • 142. Reflections of Education Abroad Program Study

    Units: 4

    Seminar, two hours; activity, two hours. Designed to provide returned Education Abroad Program (EAP) students with structured opportunity to deepen their reflections on their time abroad through contact with literature, academic articles, and speakers. Provides EAP reciprocity students with opportunity to analyze their transition to UCLA and allows both returned and reciprocity students chances to learn through service to EAP. Letter grading.

  • 143. Understanding Pathways to College

    Units: 4

    Lecture, two hours; discussion, two hours. Examination of inequality across K-12 and higher education to understand how college admissions are stratified across racial and class lines. Roles of school personnel, higher education admissions, families, and students in promoting equal educational opportunity. Course is good preparation for students interested in working in UCLA programs such as Early Academic Outreach Programs that serve students in Los Angeles area schools. Letter grading.

  • 144. Advanced Undergraduate Research Seminar

    Units: 4

    Seminar, four hours. Limited to juniors/seniors. Advanced independent skills course of joint interest to professor and student. Research topics deal with K-12 American educational experience, with specific emphasis on diversity, assessment, technology, at-risk, geographical space, and psychosocial development of children. Letter grading.

  • M145A. Restoring Civility: Understanding, Using, and Resolving Conflict

    Units: 4

    (Same as Chicana and Chicano Studies M174A.) Lecture, one hour; discussion, three hours. Course M145A is enforced requisite to M145B. Designed for students who want to learn principles of dialogue and mediation, as alternatives to violence, and practice how to apply them in educational settings. In Progress grading (credit to be given only on completion of course M145B).

  • M145B. Restoring Civility: Understanding, Using, and Resolving Conflict

    Units: 4

    (Same as Chicana and Chicano Studies M174B.) Lecture, one hour; discussion, three hours. Enforced requisite: course M145A. Designed for students who want to learn principles of dialogue and mediation, as alternatives to violence, and practice how to apply them in educational settings. Letter grading.

  • M145C. Alternatives to Violence: Peer Mediation in Public Schools

    Units: 4

    (Same as Chicana and Chicano Studies M174C.) Lecture, one hour; fieldwork, three hours. Requisites: courses M145A, M145B. Limited to juniors/seniors. Application of student knowledge and experience to help students in partner schools to develop peer mediation programs to be sustained by future UCLA students. Work at partner school sites and demonstration of firm grasp of concepts of conflict resolution through weekly reflective journals, discussion through biweekly meetings, and final journal entry. Application of critical thinking, review of literature from earlier courses, and reflection on student field experiences to deepen understanding of violence, its causes, and what schools can do to mitigate it. Letter grading.

  • 146A. Research Apprenticeship in Peer Counseling

    Units: 4

    Seminar, four hours. Limited to juniors/seniors. Highly interactive, student-centered course designed to provide hands-on experience in academic peer advising and leadership and understanding of underlying theories, principles, and related issues. Students advise their peers in Education Studies minor courses and build community among those students. Letter grading.

  • 146B. Research Apprenticeship in Peer Advising and Leadership

    Units: 4

    Seminar, four hours. Enforced requisite: course 146A. Limited to juniors/seniors. Highly interactive, student-centered course designed to provide hands-on experience in academic peer advising and leadership and understanding of underlying theories, principles, and related issues. Students advise their peers in Education Studies minor courses and build community among those students. Letter grading.

  • 147. Lesbian, Gay, Bisexual, and Transgender Issues in Education and Law

    Units: 4

    Lecture, four hours. Lesbian, gay, bisexual, and transgender-related controversies that arise in schools, colleges, and universities today and how they are being addressed by legal and education communities. In particular, examination of real-life consequences of current laws and exploration of what might be done to make things better for all persons. Letter grading.

  • M148. Women in Higher Education

    Units: 4

    (Same as Gender Studies M148.) Seminar, three hours. Designed for juniors/seniors. Overview of issues related to experience of women in higher education. Topics include curricular transformation, feminist pedagogy, gender equity, women faculty members, and intersection of gender and race. Letter grading.

  • 149. Innovation and Social Entrepreneurship in Education

    Units: 5

    Lecture, two hours; laboratory, two hours. Exploration of various types of charter schools as well as alternative methods for social change. Evaluation of in-depth social entrepreneurship, its theoretical constructs, and its application to charter schools as social enterprises. Letter grading.

  • 150. Student Development in Theory and Practice

    Units: 2

    Seminar, two hours. Introduction to field of student affairs and contribution of student development theory. General overview of various student affairs functions and programs, along with key theories that inform practice. P/NP grading.

  • 151. Student Development in Theory and Practice: Strategic Career Decision Making

    Units: 2

    Seminar, two hours. Importance of making informed career decisions and understanding how cultural and family values play role in career development process. Through interactive lessons and projects, development of strategies to anticipate and effectively deal with lifelong challenges such as work/life balance, career fulfillment, and career transitions. P/NP grading.

  • 152A. Globalization and Learning

    Units: 4

    Lecture, two hours; discussion, two hours. Introduction to different conceptualizations of globalization and their relationship to educational processes and learning in contemporary societies. Discussion of several concepts and theoretical lenses as basis for approaching and understanding how dialectics of global and local are affecting educational systems and learning over lifespans. Letter grading.

  • 152B. Global Citizenship Education

    Units: 4

    Lecture, four hours. Exploration of issues of global citizenship in education and society as whole by analyzing critical challenges and envisioning possible solutions to multiple layers of theoretical, empirical, and practical implementation of global citizenship education. Examination of how global citizenship education and education for sustainable development are beginning to impact life, actions, policies, and practices of educators, students, non-government organizations, governments, multinational organizations, and other key players in local and global contexts. Examination of how global citizenship education impacts our worldview, teaching, and learning as we strive to envision and work toward more just and sustainable society. Letter grading.

  • 152C. Global Citizenship Education

    Units: 4

    Lecture, four hours. Questions regarding nature and possibility of education that can foster global citizenship necessary to understand and resolve world's most pressing issues. Focus on curriculum and instruction of global citizenship education. Using local and global research, exploration and analysis of various perspectives, curricula, and pedagogies pertaining to teaching and implementation of global citizenship education at different levels of education. Letter grading.

  • C160. Theory and Practice of Intergroup Dialogue: Building Facilitation Skills

    Units: 4

    Seminar, four hours. Topics include social psychology of intergroup relations, intercultural and dialogic communication theories, methods for reconciling and bridging differences in schools and communities, research and evaluation of intergroup dialogues and other educational methods for improving intergroup relations, and core competencies for planning, delivering, and evaluating intergroup dialogues in multicultural settings. While providing foundational grounding in theory and pedagogy of intergroup dialogue, particular attention to relationships between intergroup dynamics, structural inequalities, systems of privilege and oppression, and mental health outcomes and disparities among populations. Concurrently scheduled with course C244. Letter grading.

  • 162. Policy Analysis and Real Politics of Education

    Units: 5

    Lecture, two hours; discussion, two hours. Exploration of relationship between scholarly policy analysis and actual workings of policy systems. Selected topics include achievement standards and assessment, school finance, equal access to education, and school reform. Letter grading.

  • 164. Race and Education: Access, Equity, and Achievement

    Units: 5

    Seminar, four hours. Social/psychological perspective on education, with particular attention to race, ethnicity, and inequality. Study of structural, social, and personal determinants of educational outcomes. Consideration of relationship of schools to social context and other societal institutions. Examination of how education sets life trajectory in America and effects of race/ethnicity on access to educational opportunity in our society. Letter grading.

  • 166. Language, Literacy, and Academic Development: Educational Considerations for School-Age Multilingual and English Language Learner Students

    Units: 5

    Seminar, five hours. Use of child-centered approach to examine instructional strategies and assessment practices with preK-12 multilingual and English language learner (ELL) students who are learning academic content at same time they are acquiring English (and possibly additional languages) in school. Critical comparison of effectiveness of English-only programming with dual-language approaches (e.g., two-way immersion, transitional bilingual education) and roles of summative and formative assessments in educational decision making with multilingual and ELL students. Letter grading.

  • 170A. Experiential Learning: Community-Based Outreach Programs

    Units: 2

    Fieldwork, four hours. Enforced corequisite: course 192A. Training and supervised practicum for undergraduate students interested in raising their academic achievement and that of high school and middle school students. Letter grading.

  • 170B. Experiential Learning: America Reads

    Units: 2

    Fieldwork, four hours. Enforced corequisite: course 192B. TB test required prior to first day of instruction. Training and supervised practicum for undergraduate students, including tutoring and mentoring of K-3 students at America Reads sites. Letter grading.

  • CM178. Critical Media Literacy and Politics of Gender: Theory and Production

    Units: 4

    (Same as Gender Studies CM178.) Seminar, three hours. Corequisite: course CM178L. Use of range of pedagogical approaches to theory and practice of critical media literacy that necessarily involves understanding of new technologies and media forms. Study of both theory and production techniques to inform student analysis of media and critical media literacy projects. Concurrently scheduled with course CM278. Letter grading.

  • CM178L. Critical Media Literacy and Politics of Gender: Laboratory

    Units: 2

    (Same as Gender Studies CM178L.) Laboratory, two hours. Corequisite: course CM178. Hands-on production experience as integral component of course CM178. Concurrently scheduled with course CM278L. Letter grading.

  • M182A. Language, Literacy, and Human Development Ethnography

    Units: 2

    (Same as African American Studies M182A.) Fieldwork, three hours. Enforced corequisite: course M194A. Students visit after-school site on weekly basis and use ethnographic methods to document learning. Opportunity for students to connect theories of development and language and literacy learning with practice. Letter grading.

  • M182B. Culture, Gender, and Human Development Ethnography

    Units: 2

    (Same as African American Studies M182B.) Fieldwork, three hours. Enforced corequisite: course M194B. Students visit after-school site on weekly basis and use ethnographic methods to document learning. Opportunity for students to connect theories of development and language and literacy learning with practice. Letter grading.

  • M182C. Culture, Communications, and Human Development Ethnography

    Units: 2

    (Same as African American Studies M182C.) Fieldwork, three hours. Enforced corequisite: course M194C. Students visit after-school site on weekly basis and use ethnographic methods to document learning. Opportunity for students to connect theories of development and language and literacy learning with practice. Letter grading.

  • M183A. Language, Literacy, and Human Development Ethnography

    Units: 3

    (Same as African American Studies M183A.) Fieldwork, six hours. Enforced corequisite: course M194A. Students visit after-school site on weekly basis and use ethnographic methods to document learning. Opportunity for students to connect theories of development and language and literacy learning with practice. Letter grading.

  • M183B. Culture, Gender, and Human Development Ethnography

    Units: 3

    (Same as African American Studies M183B.) Fieldwork, six hours. Enforced corequisite: course M194B. Students visit after-school site on weekly basis and use ethnographic methods to document learning. Opportunity for students to connect theories of development and language and literacy learning with practice. Letter grading.

  • M183C. Culture, Communications, and Human Development Ethnography

    Units: 3

    (Same as African American Studies M183C.) Fieldwork, six hours. Enforced corequisite: course M194C. Students visit after-school site on weekly basis and use ethnographic methods to document learning. Opportunity for students to connect theories of development and language and literacy learning with practice. Letter grading.

  • 184. Variable Topics in Teaching and Learning

    Units: 2

    Lecture, one hour. Variable topics course, with emphasis on theories of teaching and learning, connecting them to instructional activities for students in various learning settings, including libraries and schools. P/NP grading.

  • 185. Community Service Learning for Academic Achievement

    Units: 4

    Lecture, two hours; discussion, two hours. Must be taken prior to course 192A. Emphasis on cognitive learning and motivation theories and their relevance to strategies for developing curricular instructional techniques and training that contribute to tutoring, counseling, and other instructional assistance in various school settings. P/NP or letter grading.

  • 187. Variable Topics in Education

    Units: 5

    Seminar, five hours. Limited to juniors/seniors. Variable topics course organized around disciplinary knowledge central to development of core understandings of educational and learning processes, phenomenon, policies, methods, and instruction. Development of culminating project. Consult "Schedule of Classes" for topics and instructors. May be applied as core credit for Education Studies minor students. May be repeated three times for credit. Letter grading.

  • 188SA. Individual Studies for USIE Facilitators

    Units: 1

    Tutorial, to be arranged. Enforced corequisite: Honors Collegium 101E. Limited to junior/senior USIE facilitators. Individual study in regularly scheduled meetings with faculty mentor to discuss selected USIE seminar topic, conduct preparatory research, and begin preparation of syllabus. Individual contract with faculty mentor required. May not be repeated. Letter grading.

  • 188SB. Individual Studies for USIE Facilitators

    Units: 1

    Tutorial, to be arranged. Enforced requisite: course 188SA. Enforced corequisite: Honors Collegium 101E. Limited to junior/senior USIE facilitators. Individual study in regularly scheduled meetings with faculty mentor to finalize course syllabus. Individual contract with faculty mentor required. May not be repeated. Letter grading.

  • 188SC. Individual Studies for USIE Facilitators

    Units: 2

    Tutorial, to be arranged. Enforced requisite: course 188SB. Limited to junior/senior USIE facilitators. Individual study in regularly scheduled meetings with faculty mentor while facilitating USIE 88S course. Individual contract with faculty mentor required. May not be repeated. Letter grading.

  • 189. Advanced Honors Seminars

    Units: 1

    Seminar, three hours. Limited to 20 students. Designed as adjunct to undergraduate lecture course. Exploration of topics in greater depth through supplemental readings, papers, or other activities and led by lecture course instructor. May be applied toward honors credit for eligible students. Honors content noted on transcript. P/NP or letter grading.

  • 189HC. Honors Contracts

    Units: 1

    Tutorial, three hours. Limited to students in College Honors and departmental honors programs. Designed as adjunct to upper division lecture course. Individual study with lecture course instructor to explore topics in greater depth through supplemental readings, papers, or other activities. May be repeated for maximum of 4 units. Individual honors contract required. Honors content noted on transcript. Letter grading.

  • M190. Arts Education Undergraduate Practicum: Preparation, Observation, and Practice

    Units: 4

    (Same as Arts Education M192.) Seminar, three hours. Enforced requisite: course M104. Limited to juniors/seniors. Training and supervised practicum for advanced undergraduate students participating in Visual and Performing Arts Education minor. Students implement and evaluate original arts education programs under guidance of faculty members in small course settings. P/NP or letter grading.

  • M190SL. Arts Education Undergraduate Practicum and Capstone Project

    Units: 4

    (Same as Arts Education M192SL.) Seminar, three hours; practicum, three hours; outside study, six hours. Enforced requisites: courses M104, M190. Limited to juniors/seniors. Continuation of arts education training and supervised practicum for advanced undergraduate students participating in Visual and Performing Arts Education minor. Students continue to implement and evaluate original arts education programs under guidance of faculty members and designated guiding teachers in K-12 public school settings. May be repeated for credit with consent of instructor. P/NP or letter grading.

  • 191A. Current Issues in Education

    Units: 4

    Seminar, four hours. Limited to juniors/seniors. Variable topics course organized on selected current issues basis, integrating field observations and readings through seminar discussions. Development of culminating project. Consult "Schedule of Classes" for topics and instructors. May be repeated for credit. Letter grading.

  • 191B. Current Issues in Education

    Units: 4

    Seminar, four hours. Limited to juniors/seniors. Variable topics course organized on selected current issues basis, integrating field observations and readings through seminar discussions. Development of culminating project. Consult "Schedule of Classes" for topics and instructors. May be repeated for credit. Letter grading.

  • 191C. Current Issues in Education

    Units: 4

    Seminar, four hours. Limited to juniors/seniors. Variable topics course organized on selected current issues basis, integrating field observations and readings through seminar discussions. Development of culminating project. Consult "Schedule of Classes" for topics and instructors. May be repeated for credit. Letter grading.

  • 191D. Current Issues in Education

    Units: 4

    Seminar, four hours. Limited to juniors/seniors. Variable topics course organized on selected current issues basis, integrating field observations and readings through seminar discussions. Development of culminating project. Consult "Schedule of Classes" for topics and instructors. May be repeated for credit. Letter grading.

  • 191E. Current Issues in Education

    Units: 4

    Seminar, four hours. Limited to juniors/seniors. Variable topics course organized on selected current issues basis, integrating field observations and readings through seminar discussions. Development of culminating project. Consult "Schedule of Classes" for topics and instructors. May be repeated for credit. Letter grading.

  • 191F. Current Issues in Education

    Units: 4

    Seminar, four hours. Limited to juniors/seniors. Variable topics course organized on selected current issues basis, integrating field observations and readings through seminar discussions. Development of culminating project. Consult "Schedule of Classes" for topics and instructors. May be repeated for credit. Letter grading.

  • 191G. Current Issues in Education

    Units: 4

    Seminar, four hours. Limited to juniors/seniors. Variable topics course organized on selected current issues basis, integrating field observations and readings through seminar discussions. Development of culminating project. Consult "Schedule of Classes" for topics and instructors. May be repeated for credit. Letter grading.

  • 191H. Current Issues in Education

    Units: 4

    Seminar, four hours. Limited to juniors/seniors. Variable topics course organized on selected current issues basis, integrating field observations and readings through seminar discussions. Development of culminating project. Consult "Schedule of Classes" for topics and instructors. May be repeated for credit. Letter grading.

  • 191I. Current Issues in Education

    Units: 4

    Seminar, four hours. Limited to juniors/seniors. Variable topics course organized on selected current issues basis, integrating field observations and readings through seminar discussions. Development of culminating project. Consult "Schedule of Classes" for topics and instructors. May be repeated for credit. Letter grading.

  • 191J. Current Issues in Education

    Units: 4

    Seminar, four hours. Limited to juniors/seniors. Variable topics course organized on selected current issues basis, integrating field observations and readings through seminar discussions. Development of culminating project. Consult "Schedule of Classes" for topics and instructors. May be repeated for credit. Letter grading.

  • 191K. Current Issues in Education

    Units: 4

    Seminar, four hours. Limited to juniors/seniors. Variable topics course organized on selected current issues basis, integrating field observations and readings through seminar discussions. Development of culminating project. Consult "Schedule of Classes" for topics and instructors. May be repeated for credit. Letter grading.

  • 191L. Current Issues in Education

    Units: 4

    Seminar, four hours. Limited to juniors/seniors. Variable topics course organized on selected current issues basis, integrating field observations and readings through seminar discussions. Development of culminating project. Consult "Schedule of Classes" for topics and instructors. May be repeated for credit. Letter grading.

  • 191M. Current Issues in Education

    Units: 4

    Seminar, four hours. Limited to juniors/seniors. Variable topics course organized on selected current issues basis, integrating field observations and readings through seminar discussions. Development of culminating project. Consult "Schedule of Classes: for topics and instructors. May be repeated for credit. Letter grading.

  • 191N. Current Issues in Education

    Units: 4

    Seminar, four hours. Limited to juniors/seniors. Variable topics course organized on selected current issues basis, integrating field observations and readings through seminar discussions. Development of culminating project. Consult "Schedule of Classes" for topics and instructors. May be repeated for credit. Letter grading.

  • 191X. Current Issues in Education

    Units: 4

    Seminar, four hours. Limited to juniors/seniors. Variable topics course organized on selected current issues basis, integrating field observations and readings through seminar discussions. Development of culminating project. Consult "Schedule of Classes" for topics and instructors. May be repeated for credit. Letter grading.

  • 192A. Undergraduate Practicum in Community-Based Outreach Programs

    Units: 2

    Seminar, two hours. Requisite: course 185. Enforced corequisite: course 170A. Limited to juniors/seniors. Training and supervised practicum for advanced undergraduate students to study learning and developmental factors as well as cultural, social, and environmental factors that affect student academic achievement. Exploration, testing, and application of various learning styles that enable students to become more effective learners. Letter grading.

  • 192B. Undergraduate Practicum in America Reads

    Units: 2

    Seminar, two hours. Enforced corequisite: course 170B. Limited to juniors/seniors. TB test required prior to first day of instruction. Training and supervised practicum for advanced undergraduate students that provides opportunity to reflect on both content and experience pertaining to America Reads sites. Letter grading.

  • 193Y. High School Advising Program

    Units: 4

    Discussion, two hours; fieldwork, five hours. Service learning course designed to provide students with information and techniques sufficient to allow them to undertake academic advising in low socioeconomic high schools. Letter grading.

  • 193Z. High School Advising Program

    Units: 4

    Discussion, two hours; fieldwork, five hours. Service learning course designed to provide students with information and techniques sufficient to allow them to undertake academic advising in low socioeconomic high schools. Letter grading.

  • M194A. Language, Literacy, and Human Development Research Group Seminars

    Units: 5

    (Same as African American Studies M194A.) Seminar, three hours; laboratory, two hours (when scheduled). Enforced corequisite: course M182A or M183A. Research seminar designed to provide opportunity to combine theory and practice in study of human development in educational contexts. Focus on relationship between theories of development, culture, and language. May be taken independently for credit. Letter grading.

  • M194B. Culture, Gender, and Human Development Research Group Seminars

    Units: 5

    (Same as African American Studies M194B.) Seminar, three hours; laboratory, two hours (when scheduled). Enforced corequisite: course M182B or M183B. Research seminar designed to provide opportunity to combine theory and practice in study of human development in educational contexts. Focus on relationship between theories of development, culture, and gender. May be taken independently for credit. Letter grading.

  • M194C. Culture, Communications, and Human Development Research Group Seminars

    Units: 5

    (Same as African American Studies M194C.) Seminar, three hours; laboratory, two hours (when scheduled). Enforced corequisite: course M182C or M183C. Research seminar designed to provide opportunity to combine theory and practice in study of human development in educational contexts. Focus on relationship between theories of development, culture, and technologies. May be taken independently for credit. Letter grading.

  • 195. Community Internships in Education

    Units: 4

    Tutorial, one hour; fieldwork, eight to 10 hours. Internship in K-16 schools or community to be supervised by Center for Community Learning and faculty sponsor. Students meet biweekly with teaching assistant, write reflective journals, and prepare final paper. May be repeated for credit. Individual contract with supervising faculty member required. Letter grading.

  • 195CE. Community or Corporate Internships in Education

    Units: 4

    Tutorial, one hour; fieldwork, eight to 10 hours. Limited to juniors/seniors. Internship in supervised preapproved K-12 settings coordinated through Center for Community Learning. Students meet on regular basis with faculty sponsor or designee to construct series of reading and writing assignments that examine educational issues related to meaningful work at internship site. Students expected to learn ways in which urban schools are structured, organized, and operate. May be repeated for credit. Individual contract with supervising faculty member required. P/NP or letter grading.

  • 196C. Instructional Apprenticeship in Teaching and Learning at UCLA Lab School

    Units: 4

    Tutorial, 10 hours. Limited to juniors/seniors. Training and supervised apprenticeship for advanced undergraduate students at UCLA Lab School (Corinne A. Seeds campus), K-6 elementary school on UCLA campus. Students gain understanding of innovative educational work that goes into teaching and learning at UCLA Lab School through seminars, readings, observations, and discussions. Individual meetings with faculty mentor throughout term. May be repeated for credit. Individual contract required. Letter grading.

  • 196D. Instructional Apprenticeship in Teaching and Learning at UCLA Partner Schools

    Units: 4

    Tutorial, 10 hours. Limited to juniors/seniors. Introduction to K-12 teaching profession through training and supervised off-campus experiences at UCLA partner schools (Nora Sterry Elementary School, Brockton Elementary School, Emerson Middle School, University High School, UCLA Community School, or other LAUSD schools coordinated by students). Students gain grounded understanding of social issues in education through readings, observations, direct support in classrooms, and tutoring activities. Individual meetings with faculty mentor throughout term. May be repeated for credit. Individual contract required. Letter grading.

  • 196R. Research Apprenticeship in Education

    Units: 2 to 4

    Tutorial, three hours per week per unit. Limited to juniors/seniors. Entry-level research apprenticeship for upper division students under guidance of faculty mentor. May be repeated for credit. Individual contract required. P/NP grading.

  • 197. Individual Studies in Education

    Units: 2 to 4

    Tutorial, four hours. Limited to juniors/seniors. Individual intensive study, with scheduled meetings to be arranged between faculty member and student. Assigned reading and tangible evidence of mastery of subject matter required. May be repeated for credit. Individual contract required. P/NP or letter grading.

  • 199. Directed Research or Senior Project in Education

    Units: 2 to 4

    Tutorial, to be arranged. Limited to juniors/seniors. Supervised individual research or investigation under guidance of faculty mentor. Culminating paper or project required. May be repeated for credit. Individual contract required. P/NP or letter grading.

  • 200A. Historical Research and Writing

    Units: 4

    Lecture, four hours. Methods of historical research and writing for students who are or who will be engaged in research and in report or paper or thesis writing, regardless of their field of interest. S/U or letter grading.

  • 200B. Survey Research Methods in Education

    Units: 4

    Lecture, four hours. Requisite: course 230A. Problems of conceptualization, organization, and gathering nonexperimental and quasi-experimental quantitative and qualitative data. S/U or letter grading.

  • 200C. Analysis of Survey Data in Education

    Units: 4

    Lecture, three hours; laboratory, two hours. Requisite: course 200B. Introduction to techniques of processing and analyzing nonexperimental and quasi-experimental quantitative data. S/U or letter grading.

  • 200D. Research Methods: Special Topics

    Units: 4

    Lecture, four hours. Variable topics in research methods in education. S/U or letter grading.

  • M201C. History of American Education

    Units: 4

    (Same as History M264.) Discussion, three hours. History of educational thought and of social forces impinging on American education from 1880s to present. Analysis of relation between these ideas and forces, and aims and practices of American education today. S/U or letter grading.

  • 202. Evaluation Theory

    Units: 4

    Lecture, four hours. Prevalent evaluation theories, systems for categorizing these theories, and process of theory development in educational evaluation. S/U or letter grading.

  • C203. Educational Anthropology

    Units: 5

    Seminar, four hours. Research seminar designed to familiarize students with discipline of anthropology and subfield of anthropology and education. Exploration of concept of culture through various anthropological perspectives, with focus on theories of culture, cultural transmission and acquisition, and cultural reproduction and production for understanding schooling and its outcomes. Examination of research methodologies in anthropology, as well as critical historical overview of discipline and current debates and dilemmas of doing anthropological research in educational settings. Issues of race, gender, sexual orientation, and class, and consideration of application of anthropological theory and methods to educational practice and research. Concurrently scheduled with course C126. Letter grading.

  • 204A. Introduction to Education and Social Sciences

    Units: 4

    Lecture, four hours. Interdisciplinary course intended to introduce students to study of educational issues, texts, and movements of thought through social sciences and comparative perspectives. S/U or letter grading.

  • 204B. Introduction to Comparative Education

    Units: 4

    Lecture, four hours. Examination of conceptual and methodological questions underlying comparative education. Particular attention to development of field and to styles of social analysis that may be applied to comparative and cross-national studies in education. S/U or letter grading.

  • 204C. Education and National Development

    Units: 4

    Lecture, four hours. Designed for graduate students. Analysis of various social sciences perspectives and methodologies (including modernization, dependency, Marxist, neo-Marxist, liberation theology, and world-system theories of change and development) and changing notions of role of education in development of less-industrialized countries of world. S/U or letter grading.

  • 204D. Minority Education in Cross-Cultural Perspective

    Units: 4

    Lecture, four hours. Historical and contemporary analyses of educational policies with regard to ethnic, religious, and linguistic minorities through selected national and international case studies. Introduction to cross-cultural education in representative countries in relation to social, political, and economic systems. S/U or letter grading.

  • 204E. International Efforts in Education

    Units: 4

    Lecture, four hours. Designed for graduate students. Critical analysis of complex world of "development cooperation," with particular reference to bilateral and multilateral efforts in education. S/U or letter grading.

  • 204F. Nonformal Education in Comparative Perspective

    Units: 4

    Lecture, four hours. Comparative and international study of organized and systematic educational activity for children, youth, and adults carried on outside of schools. Types of programs include, among others, consciousness raising, community action, skills training, literacy, and extension programs. S/U or letter grading.

  • 205. Computers in Educational Process

    Units: 4

    Lecture, four hours. Introduction to theory, experimentation, evaluation, and future of computer systems in education, with emphasis on computer-assisted instruction (CAI), and use of computers to teach programming and to foster development of writing, computational, and filing skills. S/U or letter grading.

  • 206A. Philosophy of Education: Introduction

    Units: 4

    Lecture, four hours. Systematic introduction to field, indicating ways in which philosophy serves to elucidate educational aims, content, methods, and values. S/U or letter grading.

  • C207. Politics of Education

    Units: 5

    Lecture, two hours; discussion, two hours. Political dimensions of education institutions as organizations. Relationships between education institutions and political institutions in society. Political theory as foundation for public policy analysis; interest groups in education policy formation and implementation; and focus on Freireian pedagogy. Concurrently scheduled with course C125. S/U or letter grading.

  • 208A. Perspectives on Sociology of Education

    Units: 4

    Lecture, four hours. Sociological perspectives on current issues in educational policy and practice, including desegregation, decentralization, equality of educational opportunity, structure of educational organization, teacher/student relationships, reform in education at elementary, secondary, postsecondary levels. S/U or letter grading.

  • 208B. (Im)migrant Youth, Ethnography, and Education

    Units: 4

    Seminar, four hours. Exploration of experiences of immigrant youth in U.S. schools, with focus on language, culture, and educational equity in urban settings. Letter grading.

  • 208C. Explanation in Social Sciences and Educational Research

    Units: 4

    Lecture, two hours; discussion, two hours. Designed for graduate students. Overview of basic strategies and forms of explanation relevant to inquiry in education from vantage point of various social and behavioral sciences disciplines. S/U or letter grading.

  • C209A. History of Higher Education

    Units: 5

    Seminar, four hours. Exploration of major eras in history of higher education. Topics include issues concerning access, diversity, parental choice, cultural literacy, teacher empowerment, and role of popular media. Concurrently scheduled with course C124. S/U or letter grading.

  • 209C. Research and Evaluation in Higher Education

    Units: 4

    Lecture, four hours. Development of conceptual and practical understanding of research and evaluation in higher education. Topics include basic statistics, survey design, data analysis, assessment issues, and research proposal writing. Letter grading.

  • 210. Education as Profession: Theory, Research, and Practice

    Units: 4

    Lecture, 90 minutes; discussion, two and one half hours. Introduction to major issues and approaches in educational research through series of faculty presentations, selected readings, and writing assignments. Letter grading.

  • 211A. Educational and Psychological Measurement: Underlying Theory and Practice

    Units: 4

    Lecture, four hours. Requisite: course 230A. Measurement theory as applied to educational and psychological testing, with focus primarily on classical test theory, reliability estimation, and test construction and selection. S/U or letter grading.

  • 211B. Educational and Psychological Measurement: Generalizability Theory

    Units: 4

    Lecture, four hours. Requisites: courses 230A, 230B, 230C. Basic and advanced topics in use of generalizability theory to address problems in measurement. S/U or letter grading.

  • 211C. Advanced Item Response Theory

    Units: 4

    Lecture, four hours. Requisites: course 211A or 211B or Psychology 255A, Psychology 255B. Review of standard item response theory models, multidimensional models, multiple group models and models with covariates, item and person parameter estimation, differential item functioning analysis, testing model fit, linking and scale alignment, computerized adaptive testing. S/U or letter grading.

  • 212A. Learning and Education

    Units: 4

    Lecture, four hours. Models of learning, modeling, reinforcement, motivation, encoding, memory, transfer, individual differences, and instruction. S/U or letter grading.

  • 212B. Motivation and Affect in Educative Process

    Units: 4

    Lecture, four hours. Review of theoretical and empirical literature on motivational factors in school settings and conditions for acquisition of affective outcomes. S/U or letter grading.

  • 213C. Group Counseling Theory and Process

    Units: 4

    Lecture, three hours; discussion, one hour. Requisite: course 414A. Group productivity, leadership in groups, social perception, attitude formation, and effect of behavior changes in individuals and groups. Evaluation of social, psychological, and educational principles related to therapeutic experiences of individuals in small groups. Letter grading.

  • 213D. Assessment in Counseling and Student Affairs

    Units: 4

    Lecture, four hours. Overview of assessment issues and methods used in counseling and student affairs activities. Emphasis on concepts of testing and measurement, applications of measurement theory, and contemporary issues that are significant in influencing assessment in student affairs programs. Letter grading.

  • 214A. Counseling Theory and Practice

    Units: 4

    Lecture, four hours. Alternatives in counseling practice in relation to theories of personality development and functioning, research on effectiveness of counseling, professional issues in counseling, educational aspects of counseling. S/U or letter grading.

  • 214C. American Professoriate: Faculty Status, Role, and Performance

    Units: 4

    Discussion, four hours. Historical and contemporary issues involving American professoriate. Topics include employment, academic culture, teaching and research, reward structure, faculty development. Letter grading.

  • 214E. Substance Abuse and Addiction

    Units: 4

    Lecture, four hours. Theory and practice of prevention and intervention in substance abuse and addiction from perspective of counseling and educational practice. S/U or letter grading.

  • 214F. Student Problems: Social Context

    Units: 4

    Lecture, four hours. Designed to assist students in understanding configuration of social forces that lead to student dysfunctions. Consideration of number of contemporary social problems that are of concern to school counselors, educators in general, and behavioral scientists. S/U or letter grading.

  • M215. Personality, Motivation, and Attribution

    Units: 4

    (Same as Psychology M239.) Discussion, three hours. Current research and theory relating personality variables (e.g., attributional styles, self-esteem) to motivational concerns such as persistence and intensity of behavior. Perceived causes of outcomes in achievement and affiliative domains. S/U or letter grading.

  • 216. Counseling Models from Cross-Cultural Perspective

    Units: 4

    Lecture, four hours. Research related to psychological, educational, and sociological characteristics of counseling clients within cross-cultural perspective and implications for counseling models. Evaluation of counseling practices through analysis of school, community, and mental health settings. Letter grading.

  • 217A. Social Development and Education

    Units: 4

    Seminar, four hours. Biological and familial, school, and other influences on children; development in context of current research and theoretical models; consideration of theoretical and methodological research on family, peer group, and school; application of developmental theory and research to educational practice. S/U or letter grading.

  • 217B. Cognitive Development and Education

    Units: 4

    Lecture, two hours; discussion, two hours. Designed for graduate students. Critical review of theories and research in cognitive development, with focus on work of Piaget and Vygotsky, and relation of this work to issues in educational practice. S/U or letter grading.

  • M217C. Personality Development and Education

    Units: 4

    (Same as Psychology M245.) Lecture, four hours. Review of research and theory of critical content areas in personality development that bear on school performance: achievement motivation, self-concept, aggression, sex differences, empathy, and other social behaviors; review of status of emotional behavior in personality theory and development. S/U or letter grading.

  • 217D. Language Development and Education

    Units: 4

    Lecture, four hours. Research and theory on how children develop their first language; sociolinguistic and psycholinguistic issues in preschool and primary years; bilingual and dialectical issues. S/U or letter grading.

  • 217E. Emerging into Adulthood

    Units: 4

    Seminar, four hours. Examination of theories and research related to transition to adulthood and role of race/ethnicity, gender, and immigration status in shaping development. Topics include historical and cross-cultural comparisons of emerging adulthood; ethnic, racial, and gender identity; family relationships and expectations; college opportunities and experiences; entering workforce; alternative pathways (incarceration and military); and civic engagement. Letter grading.

  • M217F. Adolescent Development

    Units: 4

    (Same as Psychology M242G.) Seminar, four hours. Designed for graduate students. Review of recent research on physical, cognitive, social, and psychological development during second decade of life. Topics include pubertal development, changes in parent/adolescent relationships, role of peers, identity development, high-risk behaviors, stress and coping, and school adjustment. Letter grading.

  • M217G. Child Abuse and Neglect

    Units: 2

    (Same as Community Health Sciences M245A, Dentistry M300A, Law M281A, Medicine M290A, Nursing M290A, and Social Welfare M203F.) Lecture, two hours. Course M217G is requisite to M217H, which is requisite to M217I. Intensive interdisciplinary study of child physical and sexual abuse and neglect, with lectures by faculty members of Schools of Dentistry, Law, Medicine, Nursing, and Public Health and Departments of Education and Psychology, as well as by relevant public agencies. Letter grading.

  • M217H. Child Abuse and Neglect

    Units: 2

    (Same as Community Health Sciences M245B, Dentistry M300B, Law M281A-M281B, Medicine M290A-M290B, Nursing M290B, and Social Welfare M203G.) Lecture, two hours. Requisite: course M217G. Intensive interdisciplinary study of child physical and sexual abuse and neglect, with lectures by faculty members of Schools of Dentistry, Law, Medicine, Nursing, and Public Health and Departments of Education and Psychology, as well as by relevant public agencies. Letter grading.

  • M217I. Child Abuse and Neglect

    Units: 1

    (Same as Community Health Sciences M245C, Dentistry M300C, Law M281B, Medicine M290B, Nursing M290C, and Social Welfare M203H.) Lecture, two hours. Requisite: course M217H. Intensive interdisciplinary study of child physical and sexual abuse and neglect, with lectures by faculty members of Schools of Dentistry, Law, Medicine, Nursing, and Public Health and Departments of Education and Psychology, as well as by relevant public agencies. Letter grading.

  • 218. Measurement of Educational Achievement and Aptitude

    Units: 4

    Lecture, four hours. Requisite: course 230A. Critical study of tests of achievement and aptitude, with emphasis on group tests; relation of achievement to aptitude; social implications of measurement of intelligence; elements of validity and reliability. S/U or letter grading.

  • 219. Laboratory: Advanced Topics in Research Methodology

    Units: 4

    Laboratory, four hours. Provides assistance in design of research and interpretation of data to advanced students from other divisions. Coverage of special topics not included in other courses on research methods. S/U or letter grading.

  • 220A. Inquiry into Schooling: Organization and Change

    Units: 4

    Lecture, four hours. Critical analysis of issues in reconstruction of schooling; concepts of function and structure of schooling; organization theory; systems approaches in analysis of organization development and change. S/U or letter grading.

  • 221. Computer Analyses of Empirical Data in Education

    Units: 4

    Lecture, two hours; laboratory, two hours. Requisites: courses 209C (section 1), 230A. Designed to develop conceptual and technical skills needed for designing and executing empirical research utilizing statistical packages. Each student conducts two original studies. Equal emphasis on techniques of data analysis and interpretation of results. S/U or letter grading.

  • 222A. Introduction to Qualitative Methods and Design Issues in Educational Research

    Units: 4

    Lecture, three hours; discussion, one hour. Introductory course for students interested in epistemology, theories, and styles of qualitative research in educational settings. Theory and practice of naturalistic, qualitative research design covered in second half of course. Letter grading.

  • 222B. Participant-Observation Field Methods

    Units: 4

    Lecture, two hours; discussion, two hours. Requisite: course 222A. First of two courses on participant-observation field methods. Key skills (e.g., observation, recording, interviewing, role management, data storage) learned through classroom lectures and simulations, and by conducting actual field-based research project. Letter grading.

  • 222C. Qualitative Data Reduction and Analysis

    Units: 4

    Lecture, two hours; discussion, two hours. Requisite: course 222B. Continuation of fieldwork project started in course 222B, with focus on practical skills and conceptual/methodological issues involved in reducing and analyzing qualitative data. Letter grading.

  • 222D. Qualitative Inquiry: Special Topics

    Units: 4

    Lecture, four hours. Special topics course on some field or aspect of qualitative inquiry. Topics may include classroom ethnography, advanced ethnographic writing and/or multimedia design, discourse analysis, and microethnography of social interaction. S/U or letter grading.

  • 223. Procedural Issues in Evaluation

    Units: 4

    Lecture, four hours. Assessment methodologies appropriate for evaluation problems. Writing evaluation proposals, developing program monitoring procedures, selecting appropriate evaluation design strategies, coping with ethical considerations in evaluation, framing decision context, and reporting evaluation results. Letter grading.

  • 224. Problems and Issues in Bilingual and Multicultural Education

    Units: 4

    Lecture, two hours; discussion, two hours. Introduction to development and implementation of bilingual and multicultural programs in U.S. Analysis of program goals, models, typologies, and effectiveness. S/U or letter grading.

  • 225A. Issues in Education of Exceptional Individuals

    Units: 4

    Lecture, four hours. Designed for graduate students. Analysis of major research regarding contemporary trends, issues, and programs for exceptional individuals; consideration of commonalities and differences among exceptional individuals. S/U or letter grading.

  • 225B. Advanced Issues in Education of Exceptional Individuals

    Units: 4

    Lecture, four hours. Synthesis of developmental and educational theory relevant to study of exceptional individuals, including consideration of historical context of current research and applied issues in special education. S/U or letter grading.

  • 226. Seminar: Special Topics in Writing, Rhetoric, and Educational Methodology

    Units: 4

    Seminar, four hours. Special topics seminar on writing in education that could focus on history of writing about education, social and political dimensions of it, its variation by discipline, and its uses in professional and public contexts. Letter grading.

  • 227A. Research on Learning Characteristics of Exceptional Individuals

    Units: 4

    Lecture, four hours. Requisite: course 225B. Overview of research and theory regarding learning characteristics of exceptional individuals and discussion of application of this work to educational practice. S/U or letter grading.

  • 227B. Research on Cognitive and Language Characteristics of Exceptional Individuals

    Units: 4

    Lecture, four hours. Requisite: course 227A. Review of empirical and theoretical literature regarding language and cognitive development of exceptional individuals; focus on intervention programs developing language and cognition. S/U or letter grading.

  • 227C. Research on Behavioral and Social Characteristics of Exceptional Individuals

    Units: 4

    Lecture, four hours. Requisite: course 227B. Analysis of social and emotional development of exceptional individuals and development of social competence in special education programs. S/U or letter grading.

  • 228. Observation Methods and Longitudinal Studies

    Units: 4

    Lecture, two hours; discussion, two hours. Requisite: course 230A. Design of observational and longitudinal studies. Formulation of study conclusions concerning influences on children's development. Conduct of observations; processing and analysis of data. Use of portable computers for recording observations. S/U or letter grading.

  • 229. Seminar: Special Topics in Urban Schooling

    Units: 4

    Seminar, four hours. Research on selected topics in fields of administration, policy, curriculum, and teaching studies and on conceptualization of hypotheses and research programs on division topics and issues. Letter grading.

  • 230A. Introduction to Research Design and Statistics

    Units: 4

    Lecture, four hours. Designed for graduate students. Key concepts and issues in design and conduct of social sciences research. Introduction to descriptive statistics and fundamentals of statistical inference. Letter grading.

  • 230AL. Introduction to Research Design and Statistics: Computer Laboratory

    Units: 1

    Laboratory, one hour. Corequisite: course 230A. Computer data analysis laboratory for introductory research design and statistics. Instruction in SPSS, STATA, and SAS statistical analysis packages. S/U grading.

  • 230B. Linear Statistical Models in Social Science Research: Multiple Regression Analysis

    Units: 4

    Lecture, four hours. Requisite: course 230A or passing score on screening examination. Solid and comprehensive training in regression-based methods for analyzing quantitative social science data. Letter grading.

  • 230BL. Linear Statistical Models: Computer Laboratory

    Units: 1

    Laboratory, one hour. Corequisite: course 230B. Computer data analysis laboratory for linear statistical models. Instruction in SPSS, STATA, SAS, and other relevant statistical analysis packages. S/U grading.

  • 230C. Linear Statistical Models in Social Science Research: Analysis of Designed Experiments

    Units: 4

    Lecture, four hours. Requisites: courses 230A, 230B. Solid and comprehensive training in experimental design and analysis methods, especially use of analysis of variance methods. Letter grading.

  • 230CL. Linear Statistical Models for Experimental Research: Computer Laboratory

    Units: 1

    Laboratory, one hour. Corequisite: course 230C. Computer data analysis laboratory for linear statistical models for experimental research. Instruction in SPSS and SAS statistical analysis packages. S/U grading.

  • 230X. Applied Reserach Design and Statistics for Social Sciences

    Units: 4

    Lecture, four hours. Requisite: course 230A or passing score on screening examination. Introduction to commonly used statistical methods in social sciences, including regression, analysis of variance, contingency tables. Emphasis on application and interpretation. Letter grading.

  • 231A. Toolkit for Quantitative Methods Research

    Units: 4

    Lecture, four hours. Requisites: courses 230A, 230B, 230C. Elementary probability. Working knowledge with calculus. Mathematical and statistical results useful for advanced quantitative methodology research. Matrix algebra. Random vectors. Multivariate distribution theory. Likelihood and Bayesian estimation and inference. Linear and generalized linear models. Simulation. S/U or letter grading.

  • M231B. Factor Analysis

    Units: 4

    (Same as Psychology M253.) Lecture, four hours. Requisites: courses 211B, 231A. Exploratory factor analysis, rotations, confirmatory factor analysis, multiple-group analysis. S/U or letter grading.

  • 231BL. Factor Analysis: Computer Laboratory

    Units: 1

    Laboratory, one hour. Corequisite: course M231B. Computer data analysis laboratory for exploratory and confirmatory factor analysis. Instruction in CEFA, LISREL, and other relevant statistical analysis packages. S/U grading.

  • 231C. Analysis of Categorical and Other Nonnormal Data

    Units: 4

    Lecture, four hours. Requisites: courses 230B, 230C. Regression analysis with dichotomous and polytomous dependent variables, log-linear modeling, coefficients of association for categorical variables, factor analysis, and structural equation modeling. Letter grading.

  • 231D. Advanced Quantitative Models in Nonexperimental Research: Multilevel Analysis

    Units: 4

    Lecture, four hours. Requisites: courses 230B, 230C. Examination of conceptual, substantive, and methodological issues in analyzing multilevel data (i.e., on individuals in organizational settings such as schools, corporations, hospitals, communities); consideration of alternative analytical models. Letter grading.

  • M231E. Statistical Analysis with Latent Variables

    Units: 4

    (Same as Statistics M244.) Lecture, three hours. Requisites: courses 231A, M231B. Extends path analysis (causal modeling) by considering models with measurement errors and multiple indicators of latent variables. Confirmatory factor analysis, covariance structure modeling, and multiple-group analysis. Identification, estimation, testing, and model building considerations. Letter grading.

  • 231EL. Latent Variable Modeling: Computer Laboratory

    Units: 1

    Laboratory, one hour. Corequisite: course M231E. Computer data analysis laboratory for latent variable modeling. Instruction in LISREL and other relevant statistical analysis packages. S/U grading.

  • 232. Instructional Analysis

    Units: 4

    Lecture, four hours. Theoretical and empirical analysis of instructional variables as they relate to diverse types of instructional strategies. Development of skill in techniques of conducting instructional research. S/U or letter grading.

  • 233. Professional Writing in Education

    Units: 4

    Lecture, four hours. Intended to assist in professional development as writers, with focus on style and organization, scholarly genres, modes of discourse, and broader issues of conceptualization and method. Letter grading.

  • 234. Critical Perspectives on Economic Approaches to Education

    Units: 4

    Seminar, four hours. Introduction to concepts and principles in economics of education using critical perspective. Overview of evolving relationship between education and economics, including growing use of education as economic policy tool and increased role of economic principles in internal functioning of educational systems. S/U or letter grading.

  • 235. Comparative Political Economy of Education and Skills

    Units: 4

    Seminar, four hours. Use of political economy of education perspective for exploring, at international and comparative levels, link between alternative models of governing, providing and financing education and training systems and impact of alternatives on outcomes such as unequal chances to learn, types of skill formation, and well-being. S/U or letter grading.

  • 236. Human Abilities

    Units: 4

    Lecture, four hours. Requisite: course 230A. Nature, development, and measurement of intellectual abilities and their relations to learning and instruction. Review of research and theory of models of ability and test development. S/U or letter grading.

  • 237. Law and Urban Education

    Units: 4

    Lecture, four hours. Examination of recent legal controversies that may impact ability of urban educators to meet needs of students in multicultural society, with special emphasis on such equity-related issues as desegregation, school finance, standardized testing, and rights of language minority students. Letter grading.

  • 238. Cross-National Analysis of Higher Education

    Units: 4

    Lecture, four hours. Comparative study of national systems of higher education: their division of work, basic values, structures of authority, modes of national integration, and types of change. S/U or letter grading.

  • 239. Organization and Governance of Educational Systems

    Units: 4

    Lecture, four hours. Academic organizations, precollegiate and postsecondary, are most appropriately studied as complex, professionalized organizations. Emphasis on characteristics of educational institutions and systems as organizations: environmental relations, governance structures, processes, and patterns of decision making and policymaking. S/U or letter grading.

  • 240. Immigrant Children and Education

    Units: 4

    Seminar, four hours. Examination of immigrant child and youth experience, with primary focus on educational outcomes. Topics include historical changes in experiences of immigrant youth, dynamics of immigrant families, cultural, ethnic, and socioeconomic status-related influences in immigrant youths' adjustment, and school-family connections. Letter grading.

  • 241. Research Methodology in School Administration

    Units: 4

    Lecture, four hours. Examination of research problems and strategies in school administration. S/U or letter grading.

  • 243. Reflection on Methods in Social Sciences

    Units: 4

    Lecture, four hours. Preparation: two research methods courses. Fundamental issues surrounding use of methods in social sciences, including issues in philosophy of social sciences, relationship between theory and facts, ontological status of constructs, cognition and social research, sources of evidence in ethnography, research and social policy. Letter grading.

  • C244. Theory and Practice of Intergroup Dialogue: Building Facilitation Skills

    Units: 4

    Seminar, four hours. Topics include social psychology of intergroup relations, intercultural and dialogic communication theories, methods for reconciling and bridging differences in schools and communities, research and evaluation of intergroup dialogues and other educational methods for improving intergroup relations, and core competencies for planning, delivering, and evaluating intergroup dialogues in multicultural settings. While providing foundational grounding in theory and pedagogy of intergroup dialogue, particular attention to relationships between intergroup dynamics, structural inequalities, systems of privilege and oppression, and mental health outcomes and disparities among populations. Concurrently scheduled with course C160. Letter grading.

  • 245. Seminar: Cost-Benefit Analysis in Education

    Units: 4

    Seminar, four hours. Conceptual and theoretical underpinnings of cost-benefit analysis, critical analysis of current cost-benefit studies, and procedures for conduct of cost-benefit studies. S/U or letter grading.

  • 246A. Decision Analysis and Advanced Computer Methods for Educational Policy and Planning

    Units: 4

    Seminar, four hours. How information technology and decision analysis impact K-12 schooling, higher education, and technical training/workplace settings. With research paper, oral presentation, and two research briefs, students can pursue decision analysis areas of special interest to their professional and career objectives. S/U or letter grading.

  • 247. Special Topics in Law and Educational Policy

    Units: 4

    Lecture, four hours. Policy-based inquiry with focus on specific law-related debates that inevitably influence both K-12 and higher education communities. Identification of strategies that have been successfully employed by those who have sought to use law to shape educational policy. Letter grading.

  • 248. Seminar: Special Topics in Child Development and Education

    Units: 4

    Seminar, four hours. Content varies; limits of investigation set by individual instructor. S/U or letter grading.

  • 250A. Fundamentals of U.S Higher Education System

    Units: 4

    Lecture, four hours. Designed for graduate students. Two-course sequence designed to orient new students to issues, ideas, and literature that constitute this division, with emphasis on underlying social and political issues that shape higher education and organizational change. Letter grading.

  • 250B. Organizational Analysis of Higher Education

    Units: 4

    Lecture, four hours. Designed for graduate students. Two-course sequence designed to orient new students to issues, ideas, and literature that constitute this division, with emphasis on underlying social and political issues that shape higher education and organizational change. Letter grading.

  • 250C. Theoretical Frameworks of Higher Education

    Units: 4

    Lecture, four hours. Designed for graduate students. Overview of various social sciences theories used to analyze institutions and issues of contemporary higher education. Explanation of how theory and methodology affect research design and framing of research questions in studies of higher education. Letter grading.

  • 252A. Seminar: Educational Organizations

    Units: 4

    Seminar, four hours. Requisite: course 208A. S/U or letter grading.

  • 252B. Educational Enterprise

    Units: 4

    Lecture, two hours; discussion, two hours. Requisite: course 252A. Limited to Educational Leadership Program students. Use of structural, human resource, political, and symbolic frames to study K-16 education, with focus on educational environments, organizations, and curriculum and instruction. Letter grading.

  • M253A. Seminar: Current Problems in Comparative Education

    Units: 4

    (Same as Gender Studies M253A.) Seminar, four hours. Examination of some of most influential critical theorists, including Marx, Nietzsche, Freud, Marcuse, Foucault, Fanon, and de Beauvoir and their contributions to critique of contemporary education, society, and politics. S/U or letter grading.

  • 253B. Seminar: African Education

    Units: 4

    Seminar, four hours. Designed for graduate students. Contemporary issues in African educational systems, including questions of access and equity, quality and efficiency, relevance and responsiveness, links between schools and communities, and policy and practice in education. S/U or letter grading.

  • 253C. Seminar: Asian Education

    Units: 4

    Seminar, four hours. S/U or letter grading.

  • 253D. Seminar: Latin American Education

    Units: 4

    Seminar, four hours. S/U or letter grading.

  • 253E. Seminar: European Education

    Units: 4

    Seminar, four hours. S/U or letter grading.

  • 253F. Seminar: Education in Revolutionary Societies

    Units: 4

    Seminar, four hours. Multidisciplinary and comparative study of socialist educational theory examined through writings of Marx, Lenin, Mao, and others. Implementation of this theory in specific case studies, along with comparative assessments of nonsocialist nations. S/U or letter grading.

  • 253G. Seminar: Asian Americans and Education

    Units: 4

    Seminar, four hours. Basic issues and topics related to Asian Americans in field of education. Examples of issues and topics include Asian Americans and community, socioeconomic status, education-to-work transition, language and culture question. S/U or letter grading.

  • 253H. Seminar: Chicanos/Hispanics and Education

    Units: 4

    Seminar, four hours. Basic issues and topics related to Chicanos and other Hispanic groups in education. Review of literature on specific educational levels and Chicano/Hispanic student progress (e.g., early childhood, elementary, higher education; specific topics: assessment, access, tracking, segregation; implications for schooling). S/U or letter grading.

  • 253I. Education and Social Change in Middle East and Islamic World

    Units: 4

    Seminar, four hours. Critical and analytic examination of historical and current role of traditional and modern (Western) education in affecting social, political, and economic changes in countries of Middle East and Islamic world (including Pacific Rim, South and Central Asia). S/U or letter grading.

  • 254. Seminar: History of Education

    Units: 4

    Seminar, four hours. Requisite: course M201C. Study of current movements in historiography of education and critical reading of texts in history of education. S/U or letter grading.

  • 255A. Seminar: Special Topics -- Measurement

    Units: 4

    Seminar, four hours. May be repeated for credit. S/U or letter grading.

  • 255B. Seminar: Special Topics -- Design

    Units: 4

    Seminar, four hours. May be repeated for credit. S/U or letter grading.

  • 255C. Seminar: Special Topics -- Data Analysis

    Units: 4

    Seminar, four hours. May be repeated for credit. S/U or letter grading.

  • 256A. Seminar: Special Topics in School Learning

    Units: 4

    Seminar, four hours. S/U or letter grading.

  • 256B. Seminar: Special Topics in Development

    Units: 4

    Seminar, four hours. S/U or letter grading.

  • 257. Seminar: Research in Counseling Psychology

    Units: 4

    Seminar, four hours. In-depth analysis of selected research approaches/areas in counseling psychology. S/U or letter grading.

  • 258A. Seminar: Problems in Instructional Research

    Units: 4

    Seminar, four hours. S/U or letter grading.

  • 258B. Seminar: Problems in Instructional Development

    Units: 4

    Seminar, four hours. S/U or letter grading.

  • 259. Administration of International Programs in Higher Education

    Units: 4

    Seminar, four hours. Introduction to theory and practice of internationalization in U.S. higher education, looking at meaning of concept of comprehensive internationalization across campus, issues of effective leadership and management, and individual aspects of internationalization, including study abroad program development and implementation, international student recruitment and support services, international curriculum -- area and language studies, English as a second language programs, international internships and careers, faculty development in international travel and research, international partnerships/branch campuses, international development and grant projects, international alumni, distance learning/massive open online courses (MOOCs)/hybrid models. Letter grading.

  • 260. Seminar: Principles of Curriculum and Instruction

    Units: 4

    Seminar, four hours. S/U or letter grading.

  • 261E. Higher Education Seminar: Diversity Issues and Research Perspectives

    Units: 4

    Seminar, four hours. Examination of how racial diversity and its related dynamics have transformed and at same time been reshaped by institutions of higher education, with focus specifically on student experiences, curricula, institutional climate, educational policies, and administrative practices. Letter grading.

  • 261F. Seminar: Cognitive and Personal Development of College Students

    Units: 4

    Seminar, four hours. Examination of cognitive development of college students; issues of personal and social development, including leadership, and interpersonal relations and skills. S/U or letter grading.

  • 262B. Seminar: Reading

    Units: 4

    Seminar, four hours. S/U or letter grading.

  • 262F. Seminar: Research Topics in Bilingual/Multicultural Education

    Units: 4

    Seminar, four hours. S/U or letter grading.

  • 263. Seminar: Higher Education

    Units: 4

    Seminar, four hours. May be repeated for credit. S/U or letter grading.

  • 264. Seminar: Teacher Education

    Units: 4

    Seminar, four hours. Research, issues, and practices in preservice and in-service teacher preparation, evaluation, and certification. Social, philosophical, and methodological issues and current trends in America and abroad. Opportunities to observe, participate in, and discuss teacher education programs. S/U or letter grading.

  • 265. Higher Education Policy

    Units: 4

    Lecture, four hours. Requisites: courses 250A, 250B. Understanding public policy for higher education requires understanding of both issues and policy process. Review of major topics on which U.S. government is active, as well as key actors and their influence. Letter grading.

  • M266. Feminist Theory and Social Sciences Research

    Units: 4

    (Same as Gender Studies M266.) Lecture, four hours. Examination of how diverse feminist social theories of last quarter century have both challenged and strengthened conventional social sciences theories and their methodologies. Introduction especially to feminist standpoint theory, distinctive critical theory methodology now widely used in social sciences. Letter grading.

  • 267. Seminar: Educational Technology

    Units: 4

    Seminar, four hours. S/U or letter grading.

  • 268. Theorizing Reading: Rhetorics of Academic Discourse

    Units: 4

    Lecture, two hours; discussion, two hours. Designed for graduate students. Introduction to theoretical approaches to reading, such as poststructuralist, feminist, deconstruction, reader reception, and semiotics, and to core ideas of some leading theorists of reading, such as Roland Barthes, Wolfgang Iser, Barbara Johnson, Stanley Fish, and Gayatri Spivak. Letter grading.

  • 269. Representations of Eduation in Cinema

    Units: 4

    Lecture, two hours; discussion, two hours. Designed for graduate students. Exploration of ways in which we draw on diverse "texts," particularly films set in or around schools, to illuminate contemporary issues in American secondary education (e.g., issues pertaining to representation of teachers, students, parents, and administrators and curriculum in popular films about high school and adolescents). Letter grading.

  • 270. Introduction to Cultural Studies

    Units: 4

    Lecture, four hours. Investigation of current trends in cultural studies through examination of different methods of cultural interpretation, seminal texts in cultural studies, and practical criticism engaging popular artifacts of media culture. Emphasis on developing critical media literacy as goal of cultural studies. Letter grading.

  • 271A. Proseminar: Educational Psychology

    Units: 2

    Seminar, two hours. Introduction to variety of research issues in field of educational psychology, including topics related to human development, learning and instruction, counseling, and special education, and to different methodological approaches used to study them. S/U grading.

  • 272. Case-Study Research in Education Policy and Practice

    Units: 4

    Discussion, four hours. Use of case-study methods in education research, providing opportunities for applying methodological skills to actual case-study research projects. Focus on single and multiple case studies that investigate issues in education policy and practice. Letter grading.

  • 273A. Structure and Dynamics of Educational System

    Units: 4

    Lecture, two hours; discussion, two hours. Overview of school administration, teaching, curriculum, and policy studies. Focus on American education as institutional system wherein federal, state, and local policy, school administration, curriculum theory and design, and teaching are inextricably connected in delivery of education. Letter grading.

  • 273B. Social Foundations of Education

    Units: 4

    Seminar, four hours. Introduction to literature on multiculturalism and teachings in diverse social, cultural, and economic contexts. Exploration of debates over multiculturalism and teaching for democratic citizenship by review of diverse number of anthropological, sociological, educational curricula and literatures. Letter grading.

  • 274. Science, Technology, and Social Research after Eurocentrism

    Units: 4

    Lecture, four hours. Philosophy of natural sciences for social scientists that examines challenges to conventional research assumptions raised by multicultural and postcolonial science and technology studies that have emerged since World War II. Focus on sciences and technologies in third-world development projects, comparative ethnoscience movements, and new theories of knowledge and how to do maximally objective research emerging from these literatures. Letter grading.

  • 275. Race and Education

    Units: 4

    Seminar, four hours. Limited to graduate students. Examination of role of race in educational policymaking. Exploration of broad interpretation of how schools contribute to racial stratification and inequality by linking sociological and sociopsychological theories of race, racial attitudes, and conflict to historical policy analysis. Letter grading.

  • 276. Contemporary Theories of Writing

    Units: 4

    Lecture, four hours. Review of current theories of writing and literacy research and examination of relationships among writing and literacy, culture, and human development. In particular, examination of history of writing research over last three decades as part of broader intellectual history. Letter grading.

  • 277. Language in Classroom

    Units: 4

    Seminar/fieldwork, four hours. Survey of language and literacy theories and examination of relationship between literacy learning and social practices of classrooms/schools. Study and utilization of qualitative methods of inquiry and discourse analysis. Letter grading.

  • CM278. Critical Media Literacy and Politics of Gender: Theory and Production

    Units: 4

    (Same as Gender Studies CM278.) Seminar, three hours. Corequisite: course CM278L. Use of range of pedagogical approaches to theory and practice of critical media literacy that necessarily involves understanding of new technologies and media forms. Study of both theory and production techniques to inform student analysis of media and critical media literacy projects. Concurrently scheduled with course CM178. Letter grading.

  • CM278L. Critical Media Literacy and Politics of Gender: Laboratory

    Units: 2

    (Same as Gender Studies CM278L.) Laboratory, two hours. Corequisite: course CM278. Hands-on production experience as integral component of course CM278. Concurrently scheduled with course CM178L. Letter grading.

  • 279. History of Urban Schooling

    Units: 4

    Lecture, four hours. Designed for graduate students. Survey of major events, political and economic forces, and ideas that shaped urban schools since 1890. Examination of historical scholarship across range of political/ideological perspectives. Letter grading.

  • 280A. Seminar: Selected Topics in Special Education

    Units: 2 to 6

    Seminar, two to six hours. Focus on research and clinical problems in special education. Introduction to range of clinical services and research strategies. Exploration of current topics in field. S/U or letter grading.

  • 280B. Seminar: Exceptional Individuals

    Units: 4

    Seminar, four hours. Limited to doctoral students. S/U or letter grading.

  • 281. College Access Seminar

    Units: 4

    Seminar, two hours; discussion, two hours. Knowledge of changing dynamics of college access at individual, organizational, and field levels and understanding of links between K-12 and postsecondary stratification and how educational advantage and disadvantage accumulates throughout education and affects equity in college access. Letter grading.

  • 282. Students at Risk: Reconsideration

    Units: 4

    Seminar, four hours. Designed for second-year graduate students. Notion of at risk has become standard element of biomedical/public health and educational/social sciences discourse. Consideration of risk from range of disciplines and modes of inquiry. Letter grading.

  • 283. Social Research in Multicultural and Postcolonial World

    Units: 4

    Lecture, four hours. Philosophy of social sciences that focuses on how to think fruitfully about two issues: (1) inevitability of nonneutral procedures and results of research conducted within liberal state that must be committed to value-neutrality and (2) challenges that multicultural and postcolonial social theory have raised to conventional research theories and methodologies. Letter grading.

  • 284. Critical Theory in Education: Power, Politics, and Liberation

    Units: 4

    Lecture, four hours. Designed for graduate students. Introduction to major themes, issues, and methodologies within what has come to be known as "critical and educational tradition," including some major theoretical writings in liberal, neo-Marxist, left liberal/postmodernist, and Marxist subfields of critical education tradition. Letter grading.

  • 287. Research on Language Issues in Education

    Units: 4

    Seminar, four hours. Roles of language(s) in formal and informal education, including study of opportunities and challenges offered by language variation found in schools. Examination of language acquisition theories along with those of language ideologies, language policies, and multilingualism. Letter grading.

  • 288. Research Apprenticeship Course

    Units: 2

    Discussion, two hours. Course facilitates mentorship model of training Ph.D. students in education, with focus on development of graduate student research topics. Assignment of common readings related to these topics; students have opportunity to offer and receive feedback. May be repeated for credit. S/U grading.

  • M289A. Immigration, Racial Change, and Education in 21st-Century Metropolis

    Units: 4

    (Same as Political Science M287A, Public Policy M289A, and Sociology M290A.) Seminar, four hours. Examination of metropolitan American society and institutions at beginning of 21st century. Consideration of best available information on patterns of settlement, changing functions of urban space and institutions, and issues of opportunity linked to urban structure in society facing unprecedented demographic change that will end primarily European domination of our society by mid-century, creating democracy with no racial or ethnic majority. How this demographic transition and postindustrial transformation of urban functions and space interact to shape opportunity and inequality. Vast economic transformations, brought about by globalization of workplace and dramatic decline of industrial employment in advanced nations, not only greatly raise stakes on creating equal opportunity but also cut off what were previously extremely important parts of intergenerational mobility. In Progress grading (credit to be given only on completion of course M289B).

  • M289B. Immigration, Racial Change, and Education in 21st-Century Metropolis

    Units: 4

    (Same as Political Science M287B, Public Policy M289B, and Sociology M290B.) Seminar, four hours. Examination of metropolitan American society and institutions at beginning of 21st century. Consideration of best available information on patterns of settlement, changing functions of urban space and institutions, and issues of opportunity linked to urban structure in society facing unprecedented demographic change that will end primarily European domination of our society by mid-century, creating democracy with no racial or ethnic majority. How this demographic transition and postindustrial transformation of urban functions and space interact to shape opportunity and inequality. Vast economic transformations, brought about by globalization of workplace and dramatic decline of industrial employment in advanced nations, not only greatly raise stakes on creating equal opportunity but also cut off what were previously extremely important parts of intergenerational mobility. Letter grading.

  • 290. Educational Policy Analysis: Research, Theory, and Practice

    Units: 4

    Seminar, four hours. Broad overview of development of educational policy from 1950s to present. Examination of current issues and debates within educational policy in U.S. through different theoretical lenses. Exploration of major bodies of research on educational policy and alternative paradigms. Letter grading.

  • M294A. High School Reform: Persisting Failure, Urgent Challenges

    Units: 1 to 8

    (Same as Law M243A.) Seminar, four hours. Course M294A is enforced requisite to M294B. Research seminar with focus on what is probably most serious and neglected problem in American educational reform. In past half century real progress has been made in preschool, gains in achievement in early grades have been produced, and very well-regarded system of higher education has been established -- but reform of high school has failed. Exploration of institutional and policy roots of these problems and assessment of available research on key dimensions to help students launch original research studies in one related area. Presentations by experts actively involved in high school reform efforts included. In Progress grading (credit to be given only on completion of course M294B).

  • M294B. High School Reform: Persisting Failure, Urgent Challenges

    Units: 1 to 8

    (Same as Law M243B.) Seminar, four hours. Enforced requisite: course M294A. Continuation of course M294A. Research seminar with focus on what is probably most serious and neglected problem in American educational reform. In past half century real progress has been made in preschool, gains in achievement in early grades have been produced, and very well-regarded system of higher education has been established -- but reform of high school has failed. Exploration of institutional and policy roots of these problems and assessment of available research on key dimensions to help students launch original research studies in one related area. Presentations by experts actively involved in high school reform efforts included. S/U or letter grading.

  • 295. Freire

    Units: 4

    Seminar, four hours. Requisite: course C125 or C207 or prior knowledge of Freire's work. Analysis of intellectual production of Paulo Freire linked to social context in which it took place. Study of his life and work in five phases: Brazilian Experience (1921 to 1964); Chilean Experience, where he published Education as Practice of Freedom and Pedagogy of Oppressed, as well as other lesser-known works, while also devoting most of this period to empirical research in literacy training (1964 to 1969); his work at Harvard, and then World Council of Churches in Geneva (1970 to 1980), including his consulting with postcolonial revolutionary governments in Africa; his return to Brazil and his work as Secretary of Education in São Paulo (1989 to 1992); and his global travels from 1980 until his death in 1997. Focus on work left incomplete before his death (including eco-pedagogy and citizen's schools), and by implication his analyses, critiques, and impact in world, his methodology of generative word, and comparisons with other theoretical referents. Letter grading.

  • 296A. Seminar: Research Topics in Education

    Units: 2

    Seminar, three hours. Advanced study and analysis of current topics in education. Discussion of current research and literature in research specialty of faculty member teaching course. S/U grading.

  • 296B. Seminar: Research Topics in Education

    Units: 2

    Seminar, three hours. Advanced study and analysis of current topics in education. Discussion of current research and literature in research specialty of faculty member teaching course. S/U grading.

  • 296C. Seminar: Research Topics in Education

    Units: 2

    Seminar, three hours. Advanced study and analysis of current topics in education. Discussion of current research and literature in research specialty of faculty member teaching course. S/U grading.

  • 296D. Seminar: Research Topics in Education

    Units: 2

    Seminar, three hours. Advanced study and analysis of current topics in education. Discussion of current research and literature in research specialty of faculty member teaching course. S/U grading.

  • 296E. Seminar: Research Topics in Education

    Units: 2

    Seminar, three hours. Advanced study and analysis of current topics in education. Discussion of current research and literature in research specialty of faculty member teaching course. S/U grading.

  • 296F. Seminar: Research Topics in Education

    Units: 2

    Seminar, three hours. Advanced study and analysis of current topics in education. Discussion of current research and literature in research specialty of faculty member teaching course. S/U grading.

  • 296G. Research Topics in Education: Legal Aspects of Educational Management

    Units: 2

    Lecture, two hours. Examination and analysis of legal issues, especially as they apply to school organizations. Letter grading.

  • 296H. Research Topics in Education: Organizational Theory

    Units: 2

    Lecture, two hours. Examination and analysis of organizational theories, especially as they apply to school organizations. Letter grading.

  • 296I. Theory in Educational Inquiry

    Units: 2

    Seminar, two hours. Theory and its application to study of educational settings and institutions. Examination of major paradigms, important schools of thought, and particular theoretical areas and theories within field of education, with focus both on conceptually and empirically based works as means for grounding discussions of theory and application. Letter grading.

  • 296J. Introduction to Survey Research Methods

    Units: 2

    Seminar, two hours. Introduction to conceptual and methodological issues involved in survey-based research in education, offering structured opportunity to practice various practical aspects of survey (instrument) development. Questionnaire design, format, and delivery; question writing, pretesting, and testing; and sample design and considerations, nonresponse, measurement error, and data preparation. Letter grading.

  • 296K. Research Design

    Units: 2

    Seminar, two hours. Effective educational leaders require ability to accurately diagnose educational problems before jumping to proposed solutions. Study designs must include systematic ways to collect and analyze data, as well as minimize potential threats to validity of data and analysis. Designed to equip students with tools needed to design research studies that address specific real-world educational problems. Basic understanding of research designs as strategies for investigating educational problems, such as types of questions that can be answered appropriately with qualitative and mixed methods studies, design components, planning for fieldwork and data collection, sampling, ethics, and credibility. Letter grading.

  • 299A. Research Practicum: Education

    Units: 4

    Clinical, to be arranged. May be repeated for credit. Letter grading.

  • 299B. Research Practicum: Education

    Units: 4

    Clinical, to be arranged. May be repeated for credit. Letter grading.

  • 299C. Research Practicum: Education

    Units: 4

    Clinical, to be arranged. May be repeated for credit. Letter grading.

  • 300. Dissertation Writing Workshop: Interdivisional Seminar

    Units: 4

    Lecture, one hour; discussion, two hours; laboratory, one hour. Limited enrollment. Introduction for doctoral candidates to dissertation writing as genre that can be analyzed or broken down with its constituent parts and, vice versa, which is constructed out of materials that can be identified and analyzed. S/U grading.

  • 301. Introduction to Information and Presentation Tools

    Units: 2

    Laboratory, two hours. Limited to credential program students. Sequence of laboratory sessions providing preservice teachers with introduction to education technology infrastructure and classroom presentation tools. Introduction to resources and services, e-mail functions and Internet, and presentation software and multimedia elements. S/U grading.

  • 305. Health Education for Teachers

    Units: 2

    Lecture, two hours. Limited to Teacher Education Program students. Teaching/learning process as applied to personal and community health. Topics include psychoactive drugs (alcohol, tobacco, and narcotics), human sexuality, nutrition, community health resources, and analysis of state's health framework. S/U grading.

  • 309. Methodologies for English Language Learners

    Units: 2

    Laboratory, two hours. Limited to credential program students. Pedagogy for bilingual and English language learners. Discussion of competencies needed by all content area teachers of English language, including strategies for teaching in and through English. Topics include educational issues, organizational approaches, and communicative approach; strategies and activities. Letter grading.

  • 310. Professional Communication for Graduate Students in Education

    Units: 2

    Lecture, two hours. Writing workshop on students' papers in progress to ensure professional standards. Analysis and group discussion of rhetorical and stylistic principles. May be repeated once. S/U grading.

  • 311. Principles and Methods of Computer Literacy and Classroom Application -- K-12

    Units: 2

    Lecture, one hour; laboratory, 30 minutes. Introduction to use of computers in educational environment. Discussion of issues on why and how to integrate computers into curriculum and hands-on practice that allows students to demonstrate skills discussed. S/U grading.

  • 312. Basic Principles of Curriculum and Instruction

    Units: 4

    Lecture, four hours. Analysis and practice of basic principles and concepts for planning, conducting, and evaluating units of curriculum and instruction. Emphasis on study and utilization of variety of instructional strategies and their application in elementary and secondary schools. S/U or letter grading.

  • 314A. Principles and Methods for Curriculum, Instruction, and Leadership in Mathematics

    Units: 6 to 12

    Lecture, six to 12 hours. Problem solving, curriculum development, implementation of California Mathematics Framework, strategies for encouraging women and minorities into mathematics, and leadership development. S/U grading.

  • 315. Principles and Methods for Teaching Reading for Multiple Subject Instruction

    Units: 3

    Lecture, three hours. Reading instruction in elementary schools. Analysis of reading problems and programs; study of relationships between language/culture/cognition and reading. Examination and development of instructional programs; analysis and practice of alternative instructional methods. Observation and participation in schools. Letter grading.

  • 315B. Elementary Literacy Methods

    Units: 3

    Seminar, three hours. Theoretical principles and pedagogical strategies necessary for developing and maintaining balanced comprehensive literacy program for elementary students. Examination of how children learn to read, write, and use language. Letter grading.

  • 316A. Principles and Methods for Teaching Reading for Single Subject Instruction

    Units: 2

    Lecture, two hours. Course 316A is requisite to 316B. Reading instruction in secondary schools. Analysis of reading problems and programs; study of relationships between language/culture/cognition and reading. Examination and development of instructional programs; analysis and practice of alternative instructional methods. Observation and participation in schools. S/U grading.

  • 316B. Principles and Methods for Teaching Reading for Single Subject Instruction

    Units: 2

    Lecture, two hours. Requisite: course 316A. Reading instruction in secondary schools. Analysis of reading problems and programs; study of relationships between language/culture/cognition and reading. Examination and development of instructional programs; analysis and practice of alternative instructional methods. Observation and participation in schools. S/U grading.

  • 318A. Integrated Methods for Elementary Teachers

    Units: 3

    Lecture, three hours. Examination and development of instructional programs and analyses and practices of instructional methods for teaching K-6 content, with emphasis on interdisciplinary approach that integrates content areas. Aligned with California state frameworks and California content standards for grades K-12 that address needs and interests of diverse students. Letter grading.

  • 318B. Integrated Methods for Elementary Teachers

    Units: 4

    Lecture, four hours. Examination and development of instructional programs and analyses and practices of instructional methods for teaching K-6 content, with emphasis on interdisciplinary approach that integrates content areas and infuses literacy, technology, and strategies for second language learners. Aligned with California state frameworks and California content standards for grades K-12, including English Language Development Standards -- all of which address needs and interests of diverse students. Letter grading.

  • 318C. Integrated Methods for Elementary Teachers

    Units: 3

    Lecture, three hours. Examination and development of instructional programs and analyses and practices of instructional methods for teaching K-6 content, with emphasis on interdisciplinary approach that integrates content areas and infuses literacy, technology, and strategies for second language learners. Aligned with California state frameworks and California content standards. Letter grading.

  • 319. Mathematics Methods

    Units: 3

    Lecture, three hours. Details of children's mathematics thinking and use of that information as way to ground learning about teaching of mathematics. Letter grading.

  • 320A. Secondary Content and Literacy Methods

    Units: 3

    Lecture, three hours. Examination and development of instructional programs and analyses and practices of instructional methods for teaching content in grades 7-12. Emphasis on interdisciplinary approach that integrates content areas and infuses literacy, technology, and strategies for second language learners. Methods courses are aligned with California state frameworks and California content standards for grades K-12, including English Language Development Standards -- all of which address needs and various interests of diverse students. Letter grading.

  • 320B. Secondary Content and Literacy Methods

    Units: 3

    Lecture, three hours. Examination and development of instructional programs and analyses and practices of instructional methods for teaching content in grades 7-12. Emphasis on interdisciplinary approach that integrates content areas and infuses literacy, technology, and strategies for second language learners. Methods courses are aligned with California state frameworks and California content standards for grades K-12, including English Language Development Standards -- all of which address needs and various interests of diverse students. Letter grading.

  • 320C. Secondary Content and Literacy Methods

    Units: 3

    Lecture, three hours. Examination and development of instructional programs and analyses and practices of instructional methods for teaching content in grades 7-12. Emphasis on interdisciplinary approach that integrates content areas and infuses literacy, technology, and strategies for second language learners. Methods courses are aligned with California state frameworks and California content standards for grades K-12, including English Language Development Standards == all of which address needs and various interests of diverse students. Letter grading.

  • 321. Secondary Content and Literacy Methods in Ethnic Studies

    Units: 3

    Lecture, three hours. Examination and development of instructional programs, analyses, and practices of instructional methods for teaching ethnic studies in grades 7 through 12, with emphasis on interdisciplinary approach that integrates content areas and infuses literacy, technology, and strategies for second language learners. Methods courses align with California state frameworks and California content standards for grades K through 12, including English Language Development Standards -- all of which address needs and various interests of diverse students. Ethnic studies curriculum focuses on Chicano studies, African American/black studies, indigenous studies, Asian American studies, and gender/sexuality studies and how to develop curriculum focused on local histories in urban classrooms. S/U grading.

  • 327. Principles and Methods for Teaching Spanish Effectively

    Units: 2 to 6

    Lecture, two to six hours. Emphasis on proficiency-based foreign language teaching methods incorporating language assessment skills, modeling, hands-on experiences, and development of teaching and teacher-training materials. S/U grading.

  • 328. Principles and Methods for Teaching Mandarin Effectively

    Units: 2 to 6

    Lecture, two to six hours. Emphasis on proficiency-based foreign language teaching methods incorporating language assessment skills, modeling, hands-on experiences, and development of teaching and teacher-training materials. S/U grading.

  • 330A. Observation and Participation

    Units: 2 to 6

    Site-based fieldwork, 10 to 15 hours. Students are assigned to school sites with racially, culturally, and linguistically diverse student populations. Throughout observation and participation period, students analyze effective strategies for achieving learning for all students, including sociocultural approaches and appropriate use of educational technology. S/U grading.

  • 330B. Student Teaching

    Units: 4 to 8

    Site-based fieldwork, 10 to 20 hours. Requisite: course 330A. Students are assigned to student teach in designated school sites with racially, culturally, and linguistically diverse student populations. Throughout student teaching period, students as novice teachers plan, implement, and assess daily lessons and units, as well as actively engage in reflecting on issues specific to school/community relations. S/U grading.

  • 330C. Student Teaching

    Units: 4 to 8

    Site-based fieldwork, 10 to 30 hours. Requisite: course 330A. Students are assigned to student teach in designated school sites with racially, culturally, and linguistically diverse student populations. Throughout student teaching period, students as novice teachers plan, implement, and assess daily lessons and units, as well as actively engage in reflecting on issues specific to school/community relations. Increased daily responsibilities. S/U grading.

  • 330D. Classroom Residency and Teaching

    Units: 4

    Site-based fieldwork, 40 hours. Students are employed by local school districts to teach as residents in designated school sites with racially, culturally, and linguistically diverse student populations. Students also work in collaborative teams through Teacher Education Program to initiate change project in their local school and/or complete case study on project. S/U grading.

  • 360A. Novice Seminar

    Units: 2

    Seminar, two hours. Analysis of basic principles and concepts of planning, conducting, and evaluating units of curriculum and instruction. Emphasis on study and utilization of constructivist strategies and their application in elementary and secondary schools. Examination of different methods of computer literacy and teaching subject matter. Students may conduct ethnographic inquiry of local community of their designated partnership district. May be repeated for credit. S/U grading.

  • 360B. Novice Seminar

    Units: 2

    Seminar, two hours. Analysis of basic principles and concepts of planning, conducting, and evaluating units of curriculum and instruction. Emphasis on study and utilization of constructivist strategies and their application in elementary and secondary schools. Examination of different methods of computer literacy and teaching subject matter. Students may conduct ethnographic inquiry of local community of their designated partnership district. May be repeated for credit. S/U grading.

  • 360C. Novice Seminar

    Units: 2

    Seminar, two hours. Analysis of basic principles and concepts of planning, conducting, and evaluating units of curriculum and instruction. Emphasis on study and utilization of constructivist strategies and their application in elementary and secondary schools. Examination of different methods of computer literacy and teaching subject matter. Students may conduct ethnographic inquiry of local community of their designated partnership district. May be repeated for credit. S/U grading.

  • 375. Teaching Apprentice Practicum

    Units: 1 to 4

    Seminar, to be arranged. Preparation: apprentice personnel employment as teaching assistant, associate, or fellow. Teaching apprenticeship under active guidance and supervision of regular faculty member responsible for curriculum and instruction at UCLA. May be repeated for credit. S/U grading.

  • 390A. Colloquium Series: Human Development and Psychology

    Units: 1

    Seminar, one hour. Required of first-, second-, and third-year Human Development and Psychology (HDP) Ph.D. students. Training to conduct research that has practical implications as well as theoretical significance within field of applied human development. Children's cognitive, language, personality, and social development in educationally relevant settings such as schools and daycare programs. Series unites scholars exploring contemporary issues in applied human development and provides framework to facilitate research and training in human development within school and UCLA community, as well as forum to share information with other investigators and institutions. May be repeated for credit. S/U grading.

  • 390B. Colloquium Series: Human Development and Psychology

    Units: 1

    Seminar, one hour. Required of first-, second-, and third-year Human Development and Psychology (HDP) Ph.D. students. Training to conduct research that has practical implications as well as theoretical significance within field of applied human development. Children's cognitive, language, personality, and social development in educationally relevant settings such as schools and daycare programs. Series unites scholars exploring contemporary issues in applied human development and provides framework to facilitate research and training in human development within school and UCLA community, as well as forum to share information with other investigators and institutions. May be repeated for credit. S/U grading.

  • 390C. Colloquium Series: Human Development and Psychology

    Units: 1

    Seminar, one hour. Required of first-, second-, and third-year Human Development and Psychology (HDP) Ph.D. students. Training to conduct research that has practical implications as well as theoretical significance within field of applied human development. Children's cognitive, language, personality, and social development in educationally relevant settings such as schools and daycare programs. Series unites scholars exploring contemporary issues in applied human development and provides framework to facilitate research and training in human development within school and UCLA community, as well as forum to share information with other investigators and institutions. May be repeated for credit. S/U grading.

  • 400. Foundations of Education Policy Analysis

    Units: 4

    Lecture, four hours. Principles of decision making and policy formation, implementation, and analysis in context of educational system. Critical perspectives include effectiveness and equity of educational delivery systems and programs, and complex nature of educational governance in contemporary America. S/U or letter grading.

  • 401. Structure and Functions of Schools as Complex Organizations

    Units: 4

    Lecture, four hours. Critical analysis of alternative assumptions about organizations, how they function, and why people in organizations behave as they do. Application to special circumstances of schools and to contemporary issues and problems in school leadership, improvement, and reform. S/U or letter grading.

  • 402. Curriculum Principles and Practices

    Units: 4

    Lecture, four hours. Critical analysis of major concepts, underlying assumptions, policy issues, and processes in development and implementation of curriculum in educational setting. Problems in formulation of purposes, selection of learning experiences, organization of curriculum, and curriculum evaluation. S/U or letter grading.

  • 403. Infant-Toddler Child Development and Care

    Units: 4

    Lecture, four hours. Exploration of infant and toddler development (ages 0 to 3) and implications of development on their care and education. Introduction to major theories in child development, developmental milestones, and recent brain development research. Topics include family engagement, inclusion, risk contexts, developmentally appropriate practices, and assessment. S/U or letter grading.

  • 404. Early Childhood Curriculum Approaches

    Units: 3

    Lecture, three hours. Examination and development of curriculum models and methodological approaches used in early childhood education. Grounded in social justice in early childhood education, with focus on use of developmentally appropriate practices, play- and relationship-based approaches, inclusion, families, English language learners, and anti-bias curricula. S/U or letter grading.

  • 405A. Teaching in Urban Schools: Exploring Communities

    Units: 2

    Seminar, two hours. Limited to credential program students. Learning about urban communities by critically examining students' own beliefs, assumptions, and experiences about them to deepen understanding and appreciation about urban communities. Letter grading.

  • 405B. Teaching in Urban Schools: Exploring Identities

    Units: 2

    Seminar, two hours. Limited to credential program students. Examination and reflection on student values, beliefs, assumptions, and lives to determine how these factors shape way students view their world and, in particular, teaching, learning, students, their families, and their neighborhoods and communities. Letter grading.

  • 405C. Teaching in Urban Schools: Exploring Family-School Connections

    Units: 2

    Seminar, two hours. Limited to credential program students. Exploration of interrelationships among families, communities, and school systems, engaging parents, caregivers, guardians, students, and school personnel to develop strategies for working with families and to develop philosophy of education. Letter grading.

  • 406. Social Foundations and Cultural Diversity in American Education

    Units: 3

    Lecture, three hours. Intensive consideration of American society, particularly its racial and cultural diversity. Topics include historical development of American society, manifestations of cultures, and ways to learn about students' cultures. Examination of issues of racism, ethnic and gender differences, perspectives of cultural diversity, and impact on educational and classroom instruction. Letter grading.

  • 406B. Social Foundations and Cultural Diversity in American Education: Ethnic Studies Emphasis

    Units: 3

    Lecture, three hours. Historical, social, political, and economic contexts of schooling in U.S., with special emphasis on perspectives and contributions from ethnic studies. Examination of central arguments centered around systemic processes, deficit-framing, meanings produced in cultural contexts, and agency and activism. Letter grading.

  • 407. Psychological Foundations of Education

    Units: 3

    Lecture, three hours. Analysis of learning processes in school situations. Processes of human motivation, affective, cognitive, social, and personal development of children and adolescents, evaluation of learning, individual differences, and implications of relevant theory and research. Letter grading.

  • 408B. Language and Culture: Latino/Latina Emphasis

    Units: 2

    Lecture, two hours. Exploration of complex nature of culture and impact of cultural diversity in urban classroom through class discussions, activities, and reflective expression, allowing novice teachers to understand and participate in rich cultural diversity of urban Los Angeles. By exploring culture as tool and target for increasing understanding of multicultural diversity, teachers may construct meaningful connections to students, communities, and home cultures. May be taken independently for credit. Letter grading.

  • 408C. Language and Culture: Asian American Emphasis

    Units: 2

    Lecture, two hours. Exploration of complex nature of culture and impact of cultural diversity in urban classroom through class discussions, activities, and reflective expression, allowing novice teachers to understand and participate in rich cultural diversity of urban Los Angeles. By exploring culture as tool and target for increasing understanding of multicultural diversity, teachers may construct meaningful connections to students, communities, and home cultures. May be taken independently for credit. Letter grading.

  • 408D. Language and Culture: African American Emphasis

    Units: 2

    Lecture, two hours. Exploration of complex nature of culture and impact of cultural diversity in urban classroom through class discussions, activities, and reflective expression, allowing novice teachers to understand and participate in rich cultural diversity of urban Los Angeles. By exploring culture as tool and target for increasing understanding of multicultural diversity, teachers may construct meaningful connections to students, communities, and home cultures. May be taken independently for credit. Letter grading.

  • 408U. Language and Culture: General Topics

    Units: 2

    Lecture, two hours. Exploration of complex nature of culture and impact of cultural diversity in urban classroom through class discussions, activities, and reflective expression, allowing novice teachers to understand and participate in rich cultural diversity of urban Los Angeles. By exploring culture as tool and target for increasing understanding of multicultural diversity, teachers may construct meaningful connections to students, communities, and home cultures. May be taken independently for credit. Letter grading.

  • 409. Language Structure, Acquisition, and Development

    Units: 3

    Lecture, three hours. Theoretical foundations of language structure and first and second language acquisition, with focus on major themes of current research that provide framework for schooling of English language learners. Rationale for bilingual/English language acquisition and development programs. Historical and current theories and models of language. Letter grading.

  • 410A. Issues in Higher Education and K-12

    Units: 4

    Lecture, four hours. Two-course sequence providing overview of higher education systems. Designed to develop knowledge, understanding, and sensitivity to contemporary critical and emerging issues that impact higher education, with focus on both theory and practice. Study of relationships between issues in K-12 schooling and higher education. Letter grading.

  • 410B. Issues in Higher Education and K-12

    Units: 4

    Lecture, four hours. Two-course sequence providing overview of higher education systems. Exploration of issues that effect both higher education and K-12 schooling, including restructuring and reform, standards, access and accountability, and new technologies. Emphasis on both theory and practice. Letter grading.

  • 411. Procedural Issues in Evaluation

    Units: 4

    Lecture, four hours. Assessment methodologies appropriate for evaluation problems. Writing evaluation proposals, developing program monitoring procedures, selecting appropriate evaluation design strategies, coping with ethical considerations in evaluation, framing decision context, and reporting evaluation results. Letter grading.

  • 412. Why Research Matters to Student Affairs Practice

    Units: 3 or 4

    Lecture, three hours. How do researchers study impact of college on students? How can that research be used to improve student affairs practice? Introduction to world of college impact research and orientation to major ongoing studies conducted at UCLA and beyond. Students interact with researchers and provide input on how research results might be utilized to improve work of student affairs. Letter grading.

  • 413A. Language and Culture

    Units: 2 to 4

    Lecture, two hours. Limited to credential program students. Offered and required for Bilingual Authorization Programs. Focus on language of emphasis for bilingual teachers. Practice in listening, reading, speaking, and writing competencies required for bilingual classrooms. Assessment made at end of course to determine proficiency of Bilingual Authorization Program candidates. Letter grading.

  • 413B. Methodology for Primary Language Instruction

    Units: 2 to 4

    Lecture, three hours. Offered and required for Bilingual Authorization Programs. Consideration of models for developing cultural and language skills of home speakers of language of emphasis; practice in use of activities to develop student ability to use language for real-world and academic purposes in culturally appropriate ways. Consideration of models for teaching academic content in primary language for delivery of core curriculum to bilingual students. Letter grading.

  • 413C. Culture of Emphasis

    Units: 2 to 4

    Lecture, three hours. Offered and required for Bilingual Authorization Programs. Conducted in language of authorization. Discussion of commonalities of culture of emphasis in its home country or countries; major historical periods and events; values, belief systems, and expectations; migration and immigration; historical and contemporary demography. Letter grading.

  • 414A. Student Affairs Practice and Theory

    Units: 3

    Lecture, two hours; discussion, two hours. Examination of needs for student affairs services, range of services, their philosophical and empirical rationale, and their organization and evaluation to provide knowledge base for developing theories of practice. Ongoing involvement in cooperative learning project to examine these issues both as team members and as individuals. Offered in summer only. Letter grading.

  • 414B. Legal and Ethical Issues in Student Affairs

    Units: 4

    Lecture, two hours; discussion, two hours. Examination of legal and ethical issues that affect student affairs practices in higher education. Letter grading.

  • 414C. College Student Counseling

    Units: 3

    Lecture, three hours. Overview of counseling at college counseling centers. Review of historical context, philosophical and practical bases, organization and administration, specific programs, and contemporary issues and trends in college student counseling. Letter grading.

  • 414D. Career Development and Interventions in Colleges

    Units: 4

    Lecture, two hours; discussion, one hour; laboratory, one hour. Examination of challenges faced by college students of all ages in preparing for careers in dynamic multicultural world economy and interventions for assisting them. Emphasis on understanding development and evaluation of interventions. Letter grading.

  • 414E. Administration of Student Affairs

    Units: 3

    Lecture, two hours; discussion, two hours. Overview of general knowledge and processes essential to effectively administer programs or services under student affairs. Examination of relationship between environmental factors and strategies for governing, planning, and managing student affairs programs and services. Offered in summer only. Letter grading.

  • 415A. Assessment in Counseling Psychology

    Units: 4

    Lecture, four hours. Requisites: courses 218, 230A. Overview of rationale for and procedures used by counseling psychologists for assessing individuals in multicultural society. Emphasis on standardized cognitive assessment instruments and specialized techniques for diagnosis, evaluation, and development of counseling strategies for at-risk populations. S/U or letter grading.

  • 415B. Advanced Assessment in Counseling Psychology

    Units: 4

    Lecture, four hours. Requisite: course 415A. Advanced course in assessment for counseling psychologists. Survey and demonstration of instruments of achievement, affective, and personality appraisal, with emphasis on testing and interplay between assessment and psychological functioning for reducing risks of failure in academic, personal, and social areas. S/U or letter grading.

  • 416. Program Development and Planning in Student Affairs

    Units: 4

    Lecture, two hours; discussion, two hours. Planning of programs that provide or support learning for individuals and groups in student affairs context. Examination of philosophical foundations of program planning, along with pedagogical and logistical dimensions of program development. Letter grading.

  • 417. Program Evaluation and Assessment in Student Affairs

    Units: 4

    Lecture, two hours; discussion, two hours. Introduction to assessment and program evaluation in context of student affairs and higher education. Examination of usefulness and appropriateness of various program evaluation methodologies and theories of assessment practice. Letter grading.

  • 418. Group Dynamics in Student Affairs

    Units: 3

    Lecture, two hours; discussion, two hours. Group productivity, leadership in groups, social perception, attitude formation, and effect of behavior changes in individuals and groups. Evaluation of social, psychological, and educational principles related to experiences of individuals in small groups. Letter grading.

  • 419. Introduction to Research in Student Affairs

    Units: 4

    Lecture, two hours; discussion, two hours. Designed to orient students to nature of educational research in context of student affairs. Overview of quantitative, qualitative, and mixed methods to position students as scholar-practitioners. Exposure to these methods supplemented by examination of how they are used in published research relevant to practice of student affairs. Letter grading.

  • 420A. Principles of Curriculum

    Units: 4

    Lecture, four hours. Critical examination of basic concepts underlying determination of objectives, selection and organization of learning experiences, and evaluation process. S/U or letter grading.

  • 421A. Programs and Research in Early Childhood Education

    Units: 4

    Lecture, four hours. Preparation: one course from development series. Examination of child care programs and research in early childhood education, including review of relation of research in developmental psychology and education to goals of early childhood education and day care. S/U or letter grading.

  • 421D. Parents and Community Agents in Child Development

    Units: 4

    Lecture, four hours. Preparation: one course from development series. Critical review of theoretical basis and effectiveness of training programs for parents of young and elementary school-aged children; relation of preschool parent programs to family development and role of programs in community. S/U or letter grading.

  • 421F. Issues in Application of Child Development and Educational Research to Social Policy

    Units: 4

    Lecture, four hours. Relationships among policymakers and social scientists in development, implementation, and evaluation of policies affecting children and their families. Students learn to design and conduct interviews, analyze legislative documents, and present analyses to policymakers. S/U or letter grading.

  • 422. Inquiry into Schooling: Basic Issues

    Units: 4

    Lecture, four hours. Critical examination of basic issues and problems in organization and reconstruction of precollegiate schooling. Consideration of historical development and changing functions of schooling in American society; school organization; schooling alternatives; problems in management of educational change. S/U or letter grading.

  • 423. Humanistic Curriculum

    Units: 4

    Lecture, four hours. Consideration of philosophical and cultural foundations of humanistic curricular strategies. Review of techniques and procedures of affective education with view to their place in overall theory of teaching and learning. S/U or letter grading.

  • 424A. Social Studies in Curriculum

    Units: 4

    Lecture, four hours. Advanced study in social studies curriculum development; problems in defining objectives and organizing single and multidisciplinary programs; critical review of literature on cognitive and affective learning in social science, with emphasis on experimental study of instructional programs. S/U or letter grading.

  • 424B. Reading in Curriculum

    Units: 4

    Lecture, four hours. Requisite: course 230A. Study of reading curricula and instructional procedures, with emphasis on rationale and research underlying their development and research comparing their effectiveness. S/U or letter grading.

  • 424G. Curriculum Design for Bilingual Education

    Units: 4

    Lecture, four hours. Advanced study of curriculum design for bilingual educational programs. Philosophical basis for bilingual programs; theories of learning and instruction applied to bilingual learner; language assessment; development of instructional component; program evaluation. S/U or letter grading.

  • 425. Principles for Teaching Exceptional Individuals

    Units: 3

    Lecture, three hours. Approaches for teaching exceptional individuals in special and regular education programs. Principles and assumptions underlying alternative approaches. Emphasis on individualizing curriculum and classroom management. Letter grading.

  • 426A. Program Development and Program Evaluation in Student Affairs

    Units: 2

    Lecture, two hours. Introduction to program development and planning, as well as to assessment and program review. Development of knowledge of and skill in planning educational and training programs that provide support for learning within context of student affairs, as well as knowledge of and skill in developing, implementing, and analyzing assessment projects within student affairs context. Study of basic theoretical perspectives underlying program design/implementation and program review/assessment and application by developing, implementing, and assessing effectiveness of one program. In Progress grading (credit to be given only on completion of course 426B).

  • 426B. Program Development and Program Evaluation in Student Affairs

    Units: 2

    Lecture, two hours. Introduction to program development and planning, as well as to assessment and program review. Development of knowledge of and skill in planning educational and training programs that provide support for learning within context of student affairs, as well as knowledge of and skill in developing, implementing, and analyzing assessment projects within student affairs context. Study of basic theoretical perspectives underlying program design/implementation and program review/assessment and application by developing, implementing, and assessing effectiveness of one program. Letter grading.

  • 431A. Administration in Higher Education

    Units: 4

    Lecture, four hours. Overview of college and university administration and introduction to policy research and analysis in postsecondary institutions. Case studies of administrative problems, policies, and practices. Management information systems, resource allocation, and issues related to responsibility, authority, and participation in administrative decisions. S/U or letter grading.

  • 431B. Curriculum and Instruction in Higher Education

    Units: 4

    Lecture, four hours. Principles of curriculum and instruction in postsecondary programs. Theory and practices in goal setting, testing, media selection, and related instructional responsibilities. Preparing to teach college-level students. S/U or letter grading.

  • 432. Seminar: Professional Topics in Higher Education

    Units: 4

    Seminar, four hours. S/U or letter grading.

  • 433A. Design of Learning Environments

    Units: 4

    Discussion, four hours. Theory and practice of design of technology-supported learning environments. Examination of how theories of learning guide design and enactment of learning environments in classrooms and informal settings and how research on such environments informs theory and design. Letter grading.

  • 433B. Development of Educational Media

    Units: 4

    Discussion, four hours. Current issues and trends in design of interactive educational media. Design and development of prototype educational media applications, integration plans for established or experimental educational media into formal learning settings, or evaluations of specific learning environments. Letter grading.

  • 440C. Administration of Instructional Programs

    Units: 4

    Lecture, four hours. Examination of current educational problems in society and strategies of their solution through curriculum policy and practice; instructional design and operation; in-service training of teaching staffs. S/U or letter grading.

  • 441A. Instructional Supervision A

    Units: 4

    Lecture, four hours. Analysis of teaching in light of research-substantiated elements of instruction: task analysis, appropriate objectives, principles that increase motivation, rate and degree of learning, retention and transfer, monitoring and adjusting instruction to meet needs and capacities of learners. S/U or letter grading.

  • 441B. Instructional Supervision B

    Units: 4

    Lecture, four hours. Requisite: course 441A. Basic techniques of script-taping instructional episodes, planning teacher conferences through analysis of script-tapes, conducting and analyzing growth-evoking teacher conferences. Conducting mini-lessons to demonstrate elements of good instruction. S/U or letter grading.

  • 442B. Legal Aspects of Educational Management and Practice

    Units: 4

    Lecture, four hours. Examination of structures and kinds of law governing educational systems in U.S.; constitutional dimensions of church/state relations; employees' civil rights and legal aspects of hiring, firing, and negotiating procedures; student attendance, control, and civil rights. S/U or letter grading.

  • 443. Policy Analysis in Education

    Units: 4

    Lecture, four hours. Overview of political, economic, and legal context of educational policy formation. Included in examination are issues that impact on minorities (e.g., bilingual education, desegregation, affirmative action, role of subdominants in policy-making process). S/U or letter grading.

  • 444B. Equality of Educational Opportunity through Desegregation and Finance Case Law

    Units: 4

    Lecture, four hours. Requisite: course 442B. Concentrated review of definition of equality of educational opportunity as it is being developed by courts in cases concerning desegregation and educational finance. S/U or letter grading.

  • 447. Seminar: Educational Policy and Planning, Special Studies

    Units: 1 to 4

    Seminar, one to four hours. S/U or letter grading.

  • 448A. Urban School Leadership

    Units: 4

    Lecture, four hours. Analysis of problems of urban school leadership. Emphasis on changing nature of urban principalship, with considerable attention to role of other school and community agencies that interact with urban school leaders. S/U or letter grading.

  • 448B. Urban Leadership Laboratory

    Units: 4

    Laboratory, four hours. Analysis of and opportunity to practice human and technical skills requisite for success as urban school leader. Topics include negotiations, conflict resolution, applied computer technology, and effective communication. Activities include gaming, simulation, computer programming, and group dynamics. S/U or letter grading.

  • 450. Leadership Capacity Building

    Units: 4

    Lecture, one hour; discussion, three hours. Limited to Educational Leadership Program students. Course taken in year three of Educational Leadership Program to help students with their communication and leadership capacities. S/U grading.

  • 451. Foundations of Organizations and Leadership

    Units: 4

    Lecture, four hours. Limited to Educational Leadership Program students. Promotion of understanding of traditional and contemporary conceptions of leadership and organizational theory, with application of these conceptions to student professional work settings. Letter grading.

  • 452A. Educational Enterprise

    Units: 4

    Lecture, two hours; discussion, two hours. Limited to Educational Leadership Program students. Use of structural, human resource, political, and symbolic frames to study K-16 education. Focus on purposes of education governance, finance, access, and equity. Letter grading.

  • 452B. Educational Enterprise

    Units: 4

    Lecture, two hours; discussion, two hours. Requisite: course 452A. Limited to Educational Leadership Program students. Use of structural, human resource, political, and symbolic frames to study K-16 education. Focus on educational environments, organizations, and curriculum and instruction. Letter grading.

  • 453. Technology in Education: Learning and Leading with Technology

    Units: 2

    Lecture, two hours; discussion, two hours. Limited to Educational Leadership Program students. Examination of roles of technology in educational institutions and leadership issues associated with these roles. Letter grading.

  • 454A. Action Research: Collaboration in Change

    Units: 4

    Lecture, one hour; discussion, two hours; small group work, one hour. Limited to Educational Leadership Program students. Students carry out full cycle of action research at educational site. Projects done in teams as students hone and assess their collaboration abilities. Exploration of qualitative and quantitative data gathering methods and analyses. Letter grading.

  • 454B. Action Research: Collaboration in Change

    Units: 4

    Lecture, one hour; discussion, two hours; small group work, one hour. Limited to Educational Leadership Program students. Second course in two-course sequence on learning how to do and use action research. Honing of team processes and team roles while collaborating on data collection and analysis at educational site. Letter grading.

  • 455. Writing and Inquiry

    Units: 4

    Lecture/workshop, eight hours per month; discussion, one hour; laboratory, one hour. Limited to doctoral students in Educational Leadership Program. Intended to assist students' professional development as writers, addressing style and organization, scholarly genres, modes of discourse, and broader issues of conceptualization and method. Letter grading.

  • 456. Altering Structure and Culture of Schooling

    Units: 4

    Lecture, four hours; discussion, four hours. Limited to Educational Leadership Program students. Using applied orientation, examination of variety of approaches to organizational change and ways to sustain change. Letter grading.

  • 457. Student Development across K-16 Spectrum

    Units: 4

    Discussion, four hours. Limited to Educational Leadership Program students. Theories of student development applicable to K-12 and postsecondary education. Focus on educational influences on self and others. Letter grading.

  • 458A. Practicum: Dissertation

    Units: 2

    Seminar, two hours; discussion, two hours. Preparation: completion of first- and second-year courses. Limited to Educational Leadership Program students. Development of Ed.D. dissertation and its implementation to improve educational practice. Letter grading.

  • 458B. Practicum: Dissertation

    Units: 2

    Seminar, two hours; discussion, two hours. Preparation: completion of first- and second-year courses. Limited to Educational Leadership Program students. Development of Ed.D. dissertation and its implementation to improve educational practice. Letter grading.

  • 458C. Practicum: Dissertation

    Units: 2

    Seminar, two hours; discussion, two hours. Preparation: completion of first- and second-year courses. Limited to Educational Leadership Program students. Development of Ed.D. dissertation and its implementation to improve educational practice. Letter grading.

  • 460. Seminar: Special Issues in Evaluation

    Units: 2 or 4

    Seminar, one or two hours; discussion, one or two hours. Topics and instructors vary each term. Recent emphases included evaluation utilization and cost-effectiveness evaluation. S/U or letter grading.

  • 462. Seminar: Community College

    Units: 4

    Seminar, four hours. Topics include problems and practices in community college formation, instruction, student flow, administration, and/or evaluation. S/U or letter grading.

  • 466. Critical Media Literacy: Teaching Youth to Critically Read and Create Media

    Units: 4

    Lecture, four hours. Preparation for educators to teach K-12 students to explore their relationships with media by critically questioning media representations and creating their own alternative media messages. Critical media literacy combines theoretical foundations of cultural studies and critical pedagogy with practical classroom applications of new digital media as well as traditional print-based means of communication. Exploration of media representations of race, class, gender, sexual orientation, and other identity markers. Educators critically question media and technology, as well as explore new alternatives for creating multimedia messages in their own classrooms. Analysis and creation of media projects related to teaching required. Letter grading.

  • 470A. Seminar: Large Systems and Individual Schools

    Units: 4

    Seminar, four hours. S/U or letter grading.

  • 470B. Seminar: Educational Government

    Units: 4

    Seminar, four hours. S/U or letter grading.

  • 481. Knowledge and Inquiry in Classroom

    Units: 4

    Lecture, four hours. Logical features of instruction and their application to inquiry techniques in teaching and learning. Various conceptions of truth, belief, and fact and opinion, and their application to classroom learning situations. S/U or letter grading.

  • 482A. Instructional Strategies in Urban Education: Technology

    Units: 4

    Lecture, four hours. Emphasis on instructional practices that integrate use of technology in urban public schools. Study and analysis of comprehensive specialized use of appropriate computer-based technology to facilitate teaching and learning process, and debriefing of field experiences integrating technology-related tools. Letter grading.

  • 482B. Instructional Strategies in Urban Education: English Language Learners

    Units: 4

    Lecture, four hours. Emphasis on instructional practices that support English language learners in urban public schools. Study and analysis of delivery of comprehensive specialized instruction for English learners and debriefing of field experiences implementing adopted instructional programs for development of academic language, comprehension, and knowledge in core academic curriculum. Letter grading.

  • 482C. Instructional Strategies in Urban Education: Special Populations

    Units: 4

    Lecture, four hours. Emphasis on instructional practices that support special populations in urban public schools. Continuation of study of statutory provisions, curriculum, instruction, and assessment issues related to teaching students with disabilities, students who are at risk, and students who are gifted and talented. Research opportunities, additional methods in content areas for advanced study, and preparation of M.Ed. inquiry included. Letter grading.

  • 482D. Instructional Strategies in Urban Education: Visual and Performing Arts

    Units: 4

    Lecture, two hours; discussion, two hours. Emphasis on instructional practices that integrate visual and performing arts into urban classrooms. Debriefing of field experiences implementing subject-centered arts instruction, instruction connecting arts disciplines, and instruction connecting arts and other core disciplines. Advanced exploration of elements of each art form, as well as content and emotional scaffolding strategies and reflection strategies to make learning accessible, engaging, and relevant. Letter grading.

  • 485. Advanced Study of Health Education

    Units: 1

    Lecture, four hours. Student meetings with instructors, field specialists, and team cohorts to study and analyze delivery of comprehensive support for physical, cognitive, emotional, and social well-being of students in K-12 classrooms. Topics include prevention and intervention strategies, accessing local and community resources, curriculum and instruction, and major state and federal laws related to student health and safety. Letter grading.

  • 489. Instructional Strategies in Education

    Units: 4

    Lecture, four hours. Methods for academic instruction, including research and active participation in adversary approach, forms of debate, role playing, interaction process analysis, and feedback instruments. Practical emphasis on social sciences and humanities instruction, K-12. S/U or letter grading.

  • 490A. Instructional Decision Making

    Units: 4

    Lecture, four hours. Analysis of instructional models relevant to public school education. Assumptions, procedures, and constraints of each strategy considered in terms of learner and task variables. Laboratory experiences in classroom settings permit students systematically to apply and evaluate alternative instructional strategies. S/U or letter grading.

  • 491. Curricular Decision Making

    Units: 4

    Lecture, two hours; discussion, two hours. Examination of alternative solutions for practical problems that classroom teachers face in making curricular decisions. Analysis of influences of psychological, societal, and institutional factors in curricular decisions. Letter grading.

  • 492. Evaluation of Teaching and Learning

    Units: 4

    Lecture, four hours. Relationship between appraisal instruments and information required for making decisions about teachers, pupils, and materials. Recent developments in evaluation of teaching and learning; use of modern appraisal techniques in classroom settings. S/U or letter grading.

  • 495A. Resident Seminar

    Units: 4

    Seminar, two hours; site-based fieldwork, two hours. Students meet in individual sessions with instructors and other field support faculty and in team and cluster cohorts for university-school partnership, in addition to regular seminars to debrief field experiences and continue study of curriculum, instruction, and assessment issues. Research opportunities, additional methods in content areas, and preparation of M.Ed. portfolio included. Letter grading.

  • 495B. Resident Seminar

    Units: 4

    Seminar, two hours; site-based fieldwork, two hours. Students meet in individual sessions with instructors and other field support faculty and in team and cluster cohorts for university-school partnership, in addition to regular seminars to debrief field experiences and continue study of curriculum, instruction, and assessment issues. Research opportunities, additional methods in content areas, and preparation of M.Ed. portfolio included. Letter grading.

  • 495C. Resident Seminar

    Units: 4

    Seminar, two hours; site-based fieldwork, two hours. Students meet in individual sessions with instructors and other field support faculty and in team and cluster cohorts for university-school partnership, in addition to regular seminars to debrief field experiences and continue study of curriculum, instruction, and assessment issues. Research opportunities, additional methods in content areas, and preparation of M.Ed. portfolio included. Letter grading.

  • 498A. Directed Field Experience

    Units: 2 to 8

    Clinical, to be arranged. Field experiences designed to increase understanding of student fields of study. May be repeated for credit. S/U or letter grading.

  • 498B. Directed Field Experience

    Units: 2 to 8

    Clinical, to be arranged. Field experiences designed to increase understanding of student fields of study. May be repeated for credit. S/U or letter grading.

  • 498C. Directed Field Experience

    Units: 2 to 8

    Clinical, to be arranged. Field experiences designed to increase understanding of student fields of study. May be repeated for credit. S/U or letter grading.

  • 499A. Advanced Directed Field Experience

    Units: 4 to 8

    Clinical, to be arranged. May be repeated for credit. S/U or letter grading.

  • 499B. Advanced Directed Field Experience

    Units: 4 to 8

    Clinical, to be arranged. May be repeated for credit. S/U or letter grading.

  • 499C. Advanced Directed Field Experience

    Units: 4 to 8

    Clinical, to be arranged. May be repeated for credit. S/U or letter grading.

  • 501. Cooperative Program in Special Education

    Units: 2 to 8

    Tutorial, to be arranged. Preparation: consent of UCLA academic adviser and graduate dean, and host campus instructor, department chair, and graduate dean. Limited to UCLA doctoral students in special education. Used to record enrollment in practicum courses taken under cooperative arrangements with USC. S/U grading.

  • 596. Directed Independent Study

    Units: 1 to 12

    Tutorial, to be arranged (one hour per unit). Individual study or research for graduate students. May be repeated for credit. S/U or letter grading.

  • 597. Preparation for Master's Comprehensive Examinations or Doctoral Qualifying Examinations

    Units: 1 to 12

    Tutorial, to be arranged. Individual study for master's comprehensive examinations or for Ph.D. or Ed.D. qualifying examinations. May be repeated for credit. S/U grading.

  • 598. Thesis Research

    Units: 4 to 12

    Tutorial, to be arranged (four hours for every 4 units). Research for and preparation of master's thesis. May be taken for maximum of 12 units. S/U grading.

  • 599. Dissertation Research

    Units: 4 to 12

    Tutorial, to be arranged (four hours for every 4 units). Research for and preparation of doctoral dissertation. May be repeated for credit. S/U grading.