Course Descriptions: Education
Note: Some courses require additional payment of a Supervisor Fee.
ED210 Psychological and Developmental Foundations (3)
Investigates and critically appraises insights derived from psychology, especially as they pertain to the teaching-learning process for diverse classrooms of today. Explores theories from behavioral, humanistic, developmental, and cognitive psychology that are relevant for education. Considers effects on student learning, teacher expectations, classroom climate (affective and cognitive), classroom management, planning, diversity factors, learning styles, individual differences, motivation, and evaluation.
ED220 Assessment in the Classroom (1)
Introduces measurement concepts needed by teachers in order to meet their instructional objectives. Students learn how to create and use assessments that guide instruction and measure results. They also learn how to communicate with students, families, and other audiences about student progress.
ED230 Financial Management (3)
Prerequisite: AC003 or equivalent
Focuses on financial administration in public, nonprofit, and service-related institutions and studies principles and concepts in public fiscal management, budgeting, taxation, borrowing, and fiscal controls. The nature of public expenditures, the development of budgets and budget cycles are studied including ethical, legal, and political concerns in financial decisions. Cross-listed with PA230.
ED250 Sociological and Multicultural Foundations (3)
Analyzes major influences on American education, including social, cultural, historical, political and economic influences. Explores contemporary issues in education, such as the nature of culture, the purposes of public schooling, the profession of teaching, the social structure and education, equality of opportunity, and multicultural education.
ED270 Human Resource Management (3)
Offers an overview of the full personnel function, emphasizing professional responsibilities for employment, compensation, employee and labor relations, benefits administration, legal compliance matters, and human resources planning. Cross-listed with BA220 and PA270.
ED280 Leadership Concepts (3)
Gives an historical and philosophical approach to leadership, identification of personal goals and leadership behaviors in administration, and understanding of group dynamics and group leadership. Techniques in time management, stress management, and resume writing are developed. The course is organized as laboratory for self-study of the individual as a leader and for development of leadership strategies. Cross-listed with PA280.
ED290 Organization and Management (3)
Explores the history of management theory including principles and concepts of management such as functions of planning, organizing, motivating, and controlling. Discusses how execution of these functions may be facilitated by communication skills and decision-making techniques. Use of authority, effect of environmental variables, organizational development, and the process of change are studied. Focuses on organizational problem-solving. Cross-listed with PA290.
ED301 Advanced Study of Teaching Special Populations (2)
This advanced course of study enables each qualified candidate to fulfill the requirement set by the California Commission on Teacher Credentialing: Advanced Study of Teaching Special Populations (Standard 2). Each candidate continues in the development of their skills in creating a positive and inclusive climate for the successful mainstreaming of all exceptional students. Candidates demonstrate an in-depth knowledge of the Individuals with Disabilities Act, Section 504 of the Americans with Disabilities Act, F.A.P.E., N.C.L.B., and all State and local provisions governing students who are gifted and talented. Special emphasis is directed in the use of assessment, both academic and social, in the development of instructional strategies to accommodate or modify curriculum as necessary to ensure the success for all students. Candidates learn positive behavioral support interventions and strategies. They also learn, demonstrate, and value the collaborative assistance of special educators, caregivers, and gate coordinators.
ED302 Advanced Strategies for English Learners (3)
This advanced course, approved by the California Commission on Teacher Credentialing for the Professional Clear Credential, focuses on the delivery of comprehensive, specialized instruction for English learners. Building on the knowledge, skills, and abilities candidates acquired during the preliminary credential program, the course advances candidates' ability to implement the adopted instructional program for English Language Development. Candidates implement instructional programs for the development of academic language, comprehension, and knowledge in the core academic curriculum. They demonstrate the ability to promote English learners' access and achievement in relation to state-adopted academic content standards and performance levels. Participating teachers evaluate English language proficiency and consider students' backgrounds, experiences, and family structure in developing and implementing standards-based English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE) lessons. They demonstrate expertise in the use of local and state-adopted assessments for English language proficiency by using assessment information in the development, delivery, and adjustment of instruction. Candidates implement a variety of methods to promote effective communication with parents and families, and they demonstrate knowledge of the school organizational structures and resources designed to meet the needs of English learners.
ED303 Advanced Study of Health Education (1)
In order to earn a Professional Clear Credential, the California Commission on Teacher Credentialing requires that teachers must be prepared to support students' physical, emotional, and social well being. Promoting the health and well being of children and adolescents is a generally accepted value of our society. Schools are a major institution which can influence the health and well being of our youth. This course advances educators in the delivery of comprehensive support for students' physical, emotional and social well being. The strength of this course will be the candidates experience with students in their classroom and their school site as they demonstrate skills to meet the required elements.
ED304 Advanced Educational Technology (1)
In order to earn a Professional Clear Credential, the California Commission on Teacher Credentialing requires that teachers must be prepared to support student learning through the advanced use of computer-based technology in the classroom. In advanced course work, each candidate builds upon the knowledge, skills, and abilities acquired during preliminary coursework in which specialized use of appropriate computer-based technology is used to facilitate the teaching and learning process. This course ensures that all clear credential candidates understand and are able to use more advanced computer-based technology to facilitate classroom instruction.
ED330A Student/Intern Teaching/Seminar (Multiple/Single Subject,
first semester) (4/4)
Focuses on orientation to and observation of realities of teaching through weekly seminars and on-site assignments in public and private schools. As candidates take charge of classes under the direction of master teachers, seminar sessions, enriched by guest speakers, stress class management and control, lesson planning, curriculum development, and organization and use of class time. Heavy emphasis is placed on examining solutions for the day-to-day problems that candidates are experiencing. Single-subject first semester interns take ED330C.
ED330B Student/Intern Teaching/Seminar (Multiple/Single Subject,
second semester) (4/4)
Continuing candidates are provided with an opportunity to reflect upon and improve the field experience. Candidates are encouraged to discuss problems and reactions to their field experiences. Normally, at least one-half of the class is focused on candidates' concerns. Preparation of a professional portfolio is required for both Multiple Subject and Single Subject candidates.
ED330Q Student/Intern Teaching Seminar (Special Education) (1-5)
This course has the same focus as ED330A, but in a special education setting. Heavy emphasis is placed on exploring and examining solutions for day-to-day problems encountered in teaching students in special education classes, including issues such as planning, instructional problems, and evaluation.
ED331 Secondary Curriculum (2)
Develops expertise in curriculum planning applied to the subject area and presents strategies and techniques that provide for teaching a diverse population. Direct instruction, questioning techniques, small group discussions, and higher order thinking skills are included and used by the student in designing a unit of instruction.
ED331M Curriculum – Elementary Math (2)
Emphasizes content and method of teaching elementary math concepts. This course includes all eight strands of the state mathematics framework. Students learn hands-on methods designed for prospective teachers.
ED331Z Curriculum – Social Studies/Science (2)
Students develop expertise in planning, implementing, and assessing integrated science and social studies curriculum and experiment with a variety of strategies and techniques designed to promote higher-level thinking and provide for differences in teaching a diverse, multilingual, and multicultural population.
ED332 Teaching and Pedagogy (3)
This course is coordinated by a NDNU faculty member and jointly taught by teachers and administrators from local school districts. Teacher candidates are oriented into the teaching profession, develop their capacity to teach the state adopted academic content standards, and develop effective strategies in a specific discipline. Topics include but are not limited to teaching and learning in a standards-based environment, the principal's perspective on teaching and learning, classroom management, reading across the curriculum, setting high expectations for all students, mainstreaming, and content-specific pedagogy.
ED332A Orientation to Teaching (1)
Teacher candidates are oriented to the Single Subject Credential Program and the teaching profession. Program-related topics and legal requirements such as Teaching Performance Expectations (TPE's), Teaching Performance Assessment (TPA), and portfolio development are introduced. Other topics include but are not limited to classroom management, teaching and learning in a standards-based environment, and setting high expectations for all students. This is one of the first courses for ALL students in the Single Subject Credential Program.
ED332B Teaching and Pedagogy (2)
This course is coordinated by a NDNU faculty member and jointly taught by mentor teachers from local schools. The focus of this course is teaching the state adopted academic content standards using effective strategies in the discipline of the teacher candidate.
ED334A Elementary Reading/Language Arts: Primary Grades (3)
Surveys the teaching of beginning reading and language arts in diverse elementary classrooms. Introduces current research, principles, issues, strategies, and materials/resources for developmental processes of learning to read and write for all students. Presents theories concerning language acquisition and language development for first- and second-language learners. Constructs a literacy model with a multicultural/multilingual perspective. Concurrent coursework and field placement are required to ensure application and reflective practice.
ED334B Elementary Reading/Language Arts: Upper Grades (3)
Continues examination of current research, principles, issues, strategies, and materials/resources, focusing on upper elementary students of diverse backgrounds. Explores language acquisition issues in upper elementary grades. Facilitates connections between students, literature, and response in a multicultural perspective. Introduces literacy in content areas and SDAIE techniques for understanding literature. Concurrent coursework and field placement are required to ensure continued reflection/application.
ED334S Language and Literacy in Content Areas (3)
Introduces current research, principles, issues, strategies, and resources, with respect to language and literacy in Single Subject content areas. Focuses on Specially Designed Academic Instruction in English (SDAIE) for language minority students. Field experience in public school is required.
ED339 Advanced Curriculum Design (3)
Explores the work of Wiggins and McTighe in the integration of curriculum, instruction, and assessment. Examining what is essential in subject matter is a major thrust of the course. Students learn how to determine the essential understandings of a unit, course, or discipline. Based on these understandings, students learn how to select instructional materials and resources and how to determine teaching strategies and student activities with built-in processes and tasks for gathering evidence and evaluating student progress along the way.
ED340 Health Education (1)
This course provides an introduction to health promotion through school health education. Current literature, health education resources, and teaching strategies are introduced and discussed. This course fulfills the California State Credential requirements. CPR and First Aid are NOT included in this course.
ED344 Trends in Curriculum Development (3)
Considers curriculum development and influential factors. Reviews current and historical trends. Discusses planning and decision-making processes. Examines the concept of integrated/integrating approaches, with particular emphasis on integration of subject matter and multicultural resources, thinking skills, communication skills, and technology.
ED345 Educational Assessment/Evaluation (3)
Introduces strategies of assessing student performance through norm-referenced and criterion-referenced tests. Performance based assessment is discussed. Involves students in construction and selection of appropriate assessment activities.
ED346 Social Justice, Diversity, and Equity (3)
This course examines the function of schooling within a culturally diverse, democratic society. Students examine the current context of schooling and the ways in which schools currently perpetuate inequities. They explore exemplary practices and visions of what school could be like for all students and develop sMarch 28, 2012e equity.
ED348 Foundations for Teaching English Learners (3)
Examines theories of second language acquisition and historical perspectives of bilingual education. Explores factors affecting first and second language acquisition and bilingual education with an emphasis on instructional strategies. Includes class participation demonstrating knowledge of the content and field observations whenever possible. Covers Specially Designed Academic Instruction in English (SDAIE) competencies.
ED349 Special Education Program Management (3)
This course is designed as a seminar focusing on the coordination procedures and implementation of laws, regulations, and other requirements related to special education. The focus is on ethics, policies, and related issues for teachers of students and adults with disabilities. Topics also include training and supervision of instructional aides, staff development/in-service functions, coordination and scheduling of IEP and ITP meetings, monitoring the referral process, inclusion of special education students in the regular education classroom, record keeping, and familiarity with student and parent rights.
ED350 Curriculum and Instruction Adaptations (Mild/Moderate
Involves adaptations and methods of curriculum and instruction to meet the needs of students with identified mild/moderate disabilities. This course explores services to support students with special needs in and out of the regular classroom and how additional support services, such as speech, nurse, and adaptive physical education can be utilized. The role of the special education teacher as a support for children with 504 Plans are also discussed.
ED351 School-Community Relations (3)
Identifies and analyzes community resources and the implications of social changes affecting schools. Addresses procedures and techniques for the administrator in working with parents, community agencies, and underrepresented minority groups.
ED353 School Law, Governance, and Politics (3)
Focuses on the historical legal framework of American education, current federal and state laws affecting education, their impact upon schools, knowledge of agencies whose functions affect governance and policy making, and the legal responsibilities of the school administrator, including assignment/missassignment of faculty.
ED355 Program Initiation and Implementation (3)
Studies curriculum theories, trends, and new program development. Familiarizes the student with current legislation affecting curriculum programs and diversity issues. Studies technology, planning, and evaluation processes as well as organizational patterns of schools and multicultural social, political, and economic forces affecting education. Includes administrative competencies for the Special Education Mandate.
ED356 Curriculum and Instruction Adaptations (Moderate/Severe
Studies adaptations and methods of curriculum and instruction to meet the needs of students with identified moderate/severe disabilities. This course explores current issues and research in special education instructional methods. Topics include the role of the special day class teacher in a school setting, the coordination of services to support students with special needs in and out of the classroom, and how additional support services such as speech therapist, nurse, school psychologist, and adaptive physical education teacher can be utilized. The role of the teacher in referring to outside agencies, working with parents, and developing IEP and ITP are also discussed.
ED357C Models of Teaching and Supervision (3)
Students learn and apply the skills, strategies, and maps of cognitive coaching to coach and mentor colleagues at all levels beginning to experienced, incompetent to highly effective. Through readings, practice, discussions, personal reflections, and collaborative work, students become knowledgeable about and understand the Cognitive Coaching model. They learn to mediate thinking and states of mind (inner resources) in self and others, to identify and develop a leadership stance that is focused on equity, to recognize and model effective teaching and leadership, and to use the California Standards for the Teaching Profession (CSTP) to support their coaching and mentoring activities. Students also identify and engage in professional and personal applications of Cognitive Coaching.
ED358 Educational Research Capstone (3)
Prerequisite: All other coursework in the master's degree program; MA Special Education students may be concurrently enrolled in ED330Q.
This is the capstone course for students completing the Master of Arts in Reading and the Master of Arts in Special Education. In lieu of a thesis, students develop a portfolio based on the California Standards for the Teaching Profession. The portfolio demonstrates that the student has the capacity to integrate research and practice in his/her classroom work with students with disabilities.
ED359 Educational Research (1-3)
Prior to enrolling in ED359, students must successfully complete ED360. ED359 specifically assumes that students have a completed and approved thesis proposal. Course work guides students through data collection, analysis, and completion of the final thesis. Students must file their thesis before the end date of the course; students who do not file their thesis before the end of the course will need to repeat the course the following semester.
ED360 Introduction to Educational Research (3)
This is the first course of a two course series (ED359 is the second course) designed to support students in writing the master's thesis. Course readings, discussions, and activities engage students in developing the skills, habits, and knowledge needed to engage in inquiry that is both scholarly and action-based. Students develop a sense of what it means to be engaged simultaneously in research and practice. They identify a research question, review, analyze, and synthesize the literature pertaining to the question, and explore the relationship between learning, inquiry, action, and justice. Students complete their thesis proposal in the context of this course.
ED361 Clinical Assessment (4)
This course is designed as a survey course of diagnostic assessment tools used by special education teachers. Competencies and understanding of the historical perspective, terminology, administration procedures and interpretation, cognitive assessments-academic achievement assessments, current research in learning styles, and adaptation to Individualized Educational Programs are addressed. Students are expected to administer and interpret various assessment instruments.
ED362 Technology – Special Education (3)
Introduces developmental and methodological foundations for the use of current technologies and practical application to the special education classroom. The use of low tech to high tech devices as assistive technology in meeting IEP needs of students are emphasized. Emphasis is also placed on learning the tools to enhance communication, information access, use of adaptive devices, use of current software/hardware, and problem-solving for the special education and regular education classroom.
ED363 Counseling – Special Education (3)
This course surveys the various support systems that can be used with special education children and families. An understanding of in-district and community agencies are examined. Effective communication techniques for counseling students and families with special needs are emphasized. Current research and publications that deal with assisting students' families are explored. Developing behavior plans for classrooms and individuals and the use of questionnaires, health histories, and other related information are also explored.
ED365 Current and Emerging Research Practices in Special Education (4)
Prerequisite: Admission to the Education Specialist Program or consent of program director and instructor.
This course, which is taught as a seminar, covers advanced topics in special education required for the Level II Education Specialist Credential (Mild/Moderate or Moderate Severe). The course has two main components, the seminar and assignment of a mentor. In the seminar, the student identifies an area of expertise and does the research regarding best practices in that area. In the mentoring component, the student is provided assistance to implement that research in his/her classroom and identify other staff development activities to further his/her expertise in the selected area of specialization.
ED366 Advanced Concepts in Special Education: Mild/Moderate (3)
Prerequisite: Admission to the Education Specialist Program or consent of program director and instructor.
This course covers advanced concepts required for the Level II Education Specialist Mild/Moderate Credential. Topics include: data-based decision making; advanced behavioral, emotional and environmental supports; best practices in transition and transition planning; and advanced concepts in curriculum, instruction, collaboration, and consultation.
ED367 Advanced Concepts in Special Education: Moderate/Severe (3)
Prerequisite: Admission to the Education Specialist Program or consent of program director and instructor.
This course covers advanced concepts required for the Level II Education Specialist Credential: Moderate/Severe. Topics include: theoretical approaches in the education of students with complex emotional and behavioral needs; data-based decision- making; advanced behavioral, emotional and environmental supports; best practices in transition and transition planning; advanced concepts in curriculum and instruction; and collaboration and consultation.
ED380 Current Research and Practice in Literacy Education (3)
This first course in the Reading Certificate series is a survey of current research, principles, issues, concepts, and approaches, for both developmental and remedial factors involved in learning to read and write and the efficacy of each. The course also gives students an historical perspective of the development of different approaches. Finally, it is designed to give students a construct of an effective literacy model in order to analyze assessment and instruction that exist in different school settings.
ED381 Assessment-based Instruction in Reading and the Language
Arts Early Literacy (3)
This second course in the Reading Certificate series emphasizes language arts assessment and instruction for students in the stages of early literacy, both younger and older students. The assessments studied range from formal, standardized group tests to formal, standardized individual tests to authentic, informal assessments. Students practice with the various types of assessments both in class and through field experiences outside of class. Students use a case-study approach not only to become familiar with the assessments, but also to decide on appropriate instructional methods and techniques based on assessment data.
ED382 Assessment-based Instruction in Reading and the Language
Arts Intermediate and Advanced Learners Literacy (3)
This third course in the Reading Certificate series emphasizes language arts assessment and instruction for students in the intermediate and advanced stages of literacy. The assessments studied range from formal, standardized group tests to formal, standardized individual tests to authentic, informal assessments. Students practice with the various types of assessments both in class and through field experiences outside of class. Students use a case-study approach not only to become familiar with the assessments, but also to decide on appropriate instructional methods and techniques based on assessment data.
ED383 Clinical Application I Early Literacy (3)
This fourth course in the Reading Certificate series is a practicum in the field dealing with students at the early stages of literacy (either younger or older students). The candidates are required to spend 60 hours teaching in a small group setting, with preparation time for each session, and 15 hours in the practicum seminar. The candidates utilize the various appropriate standardized and informal methods of assessment for the students in this stage of literacy, design appropriate instruction based on those assessments, teach the individuals in the group, and do ongoing assessments and final evaluations.
ED384 Clinical Application II Intermediate and Advanced
This final course in the Reading Certificate series is a practicum in the field dealing with students at the intermediate to advanced stages of literacy (either younger or older students). The candidates are required to spend 60 hours teaching in a small group setting, with preparation time for each session, and 15 hours in the practicum seminar. The candidates utilize the various appropriate standardized and informal methods of assessment for the students in these stages of literacy, design appropriate instruction based on those assessments, teach the individuals in the group, and do ongoing assessments and final evaluations.
ED385 Current Issues in Literacy: Research and Practice (3)
Prerequisites: ED380, ED381, ED382, ED383, ED384.
This course on current issues deals with such topics as balance in reading/language arts curricula, the role of phonemic awareness, phonics and spelling in literacy instruction, instruction for struggling readers, literacy materials, the transformation of assessment procedures, the nature of reading at different levels (e.g., emergent, early learners, developing, and independent readers), content literacy, process writing, multicultural diversity, and the study of a common ground for research and practice.
ED386 Program Development and Inservice Leadership in Literacy
Prerequisites: ED384, ED385.
This course prepares candidates to design reading programs on various levels K-Adult, as well as to provide inservice to teachers regarding these programs. Topics include such elements as the factors involved in effective literacy programs at different levels (that include standards-based programs), roles and responsibilities of reading specialists, models for professional development and inservice, selection of program materials, program assessment, community involvement, interconnections of all language arts, the use of technology in program design, and the inclusion of special curricula for students with special needs, including those with cultural diversity.
ED387 Clinical Application III Advanced (3)
This practicum course in the field deals with students who are severely disabled in the area of literacy (either younger or older students). The candidates are required to spend 60 hours teaching in a small group setting, with preparation time for each session, and 15 hours in the practicum seminar. The candidates learn and utilize the various appropriate formal and informal methods of assessment appropriate for the students with severe problems in literacy, design appropriate instruction based on those assessments, teach the individuals in the group, and do on-going assessments and final evaluations.
ED389 Special Education for the Classroom Teacher (2 or 3)
This course is designed to provide information, resources, and materials related to the education of students with disabilities in the general education classroom. It includes a description of the categories of disabilities as defined by the Federal law, current regulations, and the IEP/ITP process. Emphasis is placed on the strategies for modifications and accommodations necessary to provide an appropriate learning environment. Attention focuses on the support system available at the school site level.
ED393 Technology Applications in Education (2)
California has adopted Technology Standards that define computer-based technology use in classrooms. This course ensures that all teacher candidates understand and are able to use appropriate computer based technology to facilitate the teaching and learning process. In addition to the California Level I Standards, the course covers issues surrounding technology use by society in general and education in particular. Also, several Teacher Performance Expectations (TPEs) from the California Standards of Quality and Effectiveness for Professional Teacher Preparation Programs are addressed in this course.
ED394 Learning, Technology, and Curriculum (3)
This survey course expands and extends the content of ED393. It provides students with an overview of and practice with a variety of technologies used in education. Course content includes K-12 curricular uses of camcorders, videodiscs, digital media tools, simulation and problem-solving applications, multimedia authoring tools, and telecommunications. Emphasis is placed upon determining appropriate use of technology, managing the learning process in the classroom, and setting and assessing student outcomes utilizing the performance standards recommended by the State of California for adoption at the district level.
ED395 Building Online Learning Communities (3)
This course introduces contemporary methods used by educators to promote learning for all children using Internet resources. Emphasis is placed upon the integration of networking and telecommunications media in the subject areas. Student projects include research into current classroom practices and materials, World Wide Web page design, and discussion of the implications for legal, ethical, and moral use of the Internet and telecommunications media.
ED396 Media, Medium, and Method (3)
This applied course examines the appropriate use of multimedia technology as a tool for implementing curriculum. Students learn to discern the appropriate media to meet a specific curriculum objective and to evaluate the merits of using various educational software programs as the medium to create a product. Through guided hands-on practice with the technologies, students demonstrate how to address the needs of individual learning styles in a diverse cultural environment through multimedia. Teams of students apply theories of learning, methods of teaching, and principles of multimedia design to the creation of interdisciplinary curriculum projects.
ED397 Contemporary Topics in Technology Leadership (3)
This course serves as the capstone experience for students in the M.Ed. in Technology Leadership program. The course surveys a broad range of contemporary topics in educational technology and communications. Topics may include: cultural and societal factors affecting technology use in education, issues of equity and ethics, curriculum reform, institutional change, professional development, school-community relations, and the ongoing development of new technologies. With permission of the instructor, students may arrange to conduct advance product development or an internship as part of this course.