printer friendly pageEDUC 228E: Becoming Literate in School I
First in a three course sequence. Introduction to reading and language arts theory and methodology for candidates STEP Elementary Teacher program. Instructional methods, formats, and materials.
Terms: Sum
| Units: 2
Instructors:
Juel, C. (PI)
EDUC 228F: Becoming Literate in School II
Second in a three-course required sequence of reading and language arts theory and methodology for candidates in the STEP Elementary program. Theories for guiding instruction and curricular choices.
Terms: Aut
| Units: 2
Instructors:
Juel, C. (PI)
EDUC 228G: Becoming Literate in School III
Third in a three-course required sequence of reading and language arts theory and methodology for candidates in STEP Elementary Teacher program. Theories for guiding instruction and curricular choices.
Terms: Win
| Units: 3
Instructors:
Juel, C. (PI)
EDUC 228H: Literacy, History, and Social Science
How elementary school teachers can teach history and social science within a literacy framework. Topics include: historical thinking, reading, and writing; current research; applying nonfiction reading and writing strategies to historical texts; using primary sources with elementary students; adapting instruction to meet student needs; state standards; evaluating curriculum; assessing student knowledge; developing history and social science units; and embedding history and social science into the general literacy curriculum.
Terms: Spr
| Units: 1
Instructors:
Brooks, M. (PI)
EDUC 229A: Learning Design and Technology Seminar
Four quarter seminar core of the LDT master's program. Designs for learning with technology. Issues and processes relating to internships and careers. Major learning, design, and technology project. Student navigate design sequences in learning environments rooted in practical problems. Theoretical and practical perspectives, hands-on development, and collaborative efforts. (all areas)
Terms: Aut
| Units: 1
Instructors:
Forssell, K. (PI)
EDUC 229B: Learning Design and Technology Seminar
Four quarter seminar core of the LDT master's program. Designs for learning with technology. Issues and processes relating to internships and careers. Major learning, design, and technology project. Student navigate design sequences in learning environments rooted in practical problems. Theoretical and practical perspectives, hands-on development, and collaborative efforts. (all areas)
Terms: Win
| Units: 1
Instructors:
Forssell, K. (PI)
EDUC 229C: Learning Design and Technology Seminar
Four quarter seminar core of the LDT master's program. Designs for learning with technology. Issues and processes relating to internships and careers. Major learning, design, and technology project. Student navigate design sequences in learning environments rooted in practical problems. Theoretical and practical perspectives, hands-on development, and collaborative efforts. (all areas)
Terms: Spr
| Units: 1
Instructors:
Forssell, K. (PI)
EDUC 229D: Learning Design and Technology Seminar
Four quarter seminar core of the LDT master's program. Designs for learning with technology. Issues and processes relating to internships and careers. Major learning, design, and technology project. Student navigate design sequences in learning environments rooted in practical problems. Theoretical and practical perspectives, hands-on development, and collaborative efforts. (all areas)
Terms: Sum
| Units: 2-5
Instructors:
Forssell, K. (PI)
EDUC 231X: Education Schools: Historical and Sociological Perspectives (HISTORY 258F)
The lowly status of the education school in the United States is the issue that defines the starting point of this course. Topics include an exploration the historical development of this institution, its major social function, and the interaction between the two. The course touches on a variety of scholarly domains, including the history of education, sociology of education, higher education, and educational policy.
Terms: Spr
| Units: 3-4
Instructors:
Labaree, D. (PI)
EDUC 232B: Introduction to Curriculum
What should American schools teach? How should school programs be organized? How can schools determine whether their goals have been achieved? What kind of school organization helps teachers improve their teaching? Historical and contemporary perspective on the curriculum of American schools. Interactions among curriculum, the organizational structure of schools, the conception of the teacher¿s role, and teaching and student learning assessment. Text, video analysis of teaching, and small group discussions. (CTE)
Last offered: Autumn 2005
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