Education-Graduate

GRADUATE EDUCATION

Program Learning Outcomes

College of Education                  

Division of Graduate Education

Master of Arts - Education

Individualized Program Option

Multicultural Option

Reading Option

School Leadership Program Option

Technology Based Education Option

Physical Education Administration Option
(for major requirements, refer to the Kinesiology section in this catalog)

Credentials

Administrative Services

    Preliminary

    Professional

Certificates

Technology Based Education

Faculty

Anthony Normore, Department Chair

Ann Chlebicki, Farah Fisher, Leena Furtado, Antonia Issa-Lahera, Adriean Mancillas, Alice Terry Richardson

Department Office: COE 1410, (310) 243-3524

Emeriti Faculty

Charmayne Bohman, Edith Buchanan, Muriel P. Carrison, James L. Cooper, Peter Desberg, Jitsu Furusawa, Marjorie Holden, Judith Jackson, Rita Lee, Suzanne Medina, Sean R. Morgan, Karlton Skinrud, Judson H. Taylor, George Walker

Program Description

The Graduate Education Program is designed to provide knowledge and understanding of the basic foundations and theories of education as well as advanced training in specific fields. The curriculum objectives seek to promote a blending of theory and practice to assist students who seek advancement within their chosen field in education, public service or private industry.

The comprehensive program at CSU Dominguez Hills includes Master of Arts degree, Credential Programs and Certificate programs. In two instances, master's programs and credential programs may be combined.

Features

The Graduate Education curriculum is designed to meet the needs of the full-time working professional by offering a full program of courses in the late afternoon and evening. Courses are offered so that degree requirements may be completed on a part-time basis over a period of two - four years. Each student works closely with an advisor to plan a program that meets the individual needs of the student. The urban location of the University provides a unique opportunity for working with a diverse cultural and ethnic population both in classes and in field experiences.

Academic Advisement

Students will work with an advisor when they are admitted to the Graduate Education Department for a specific program (master's degree, credential, or certificate). Students who are uncertain about which program best meets their professional goals may meet with the department chairperson to discuss the range of options.

The student must confer with the advisor each semester prior to registration to insure that the student is taking the appropriate course work in the proper sequence.

Requirements for Admission to the Graduate Programs in Education

Admission as a classified graduate student in Education requires:

• Admission to the University.
• A baccalaureate degree from a regionally accredited college or university. Exception: The Physical Education Administration option requires a baccalaureate degree in Physical Education/Kinesiology.
• A minimum of 3.0 grade point average in the last 60 units of upper division course work attempted or a Miller's Analogies Test (MAT) score of 400 or above in lieu of the 3.0 GPA.
• A separate application available at http://www4.csudh.edu/coe/forms/index with a copy of each transcript for the specific program to the College of Education Student Services Center.
• Three letters of recommendations from individuals who can evaluate the applicant's potential for graduate study. Exception: School Leadership Program Option requires two letters of recommendation with one being from the applicant's site supervisor, the principal, or designee.
• Completion of Graduation Writing Assessment Requirement (GWAR) within the first semester.  (MA only)
• The School Leadership Program Option requires a typed two-three page Statement of Purpose as part of the application packet.

Admission Procedures

Students applying to the School Leadership Program should apply by June 5.  Dates are subject to change.

All prospective graduate students, including CSU Dominguez Hills graduates, must file the following with the CSU Dominguez Hills Admissions Office:

1. An application for graduate admission to the university.
2. Two sets of official transcripts from all colleges and universities attended other than CSU Dominguez Hills.
3. A separate application available at http://www4.csudh.edu/coe/forms/index with a copy of each transcript for the specific program to the College of Education Student Services Center.

A decision regarding admission will be made upon completion of university and program admission requirements.

Classified Standing

Students who satisfy all the requirements of program admission will be admitted with Classified Standing. Students accepted with Conditional Standing will have a semester to meet the conditions for Classified Standing. Upon completion of specified conditions, students must request that a Postbaccalaureate/Graduate Change of Objective form be filed by their advisor on their behalf.

Degree Requirements

The Master of Arts Degrees in Education require completion of 30 units or more of course work with a minimum 3.0 grade point average.  A minimum of 21 semester units must be completed in residence. Courses taken previously may be used to meet the course content requirements of a graduate program if they have been completed within the seven years immediately preceding the completion of the requirements for the degree. However, no courses may apply toward the required number of units of approved graduate work that have been used to meet the requirements of another degree.

Students may take up to seven years to complete the course work, including the thesis or exams. Course work that does not meet the seven-year deadline will have to be repeated and/or replaced by other courses with the approval of the program advisor.

A Graduation Writing Assessment Requirement must be met by all students prior to classified standing. This requirement can be met on the CSU Dominguez Hills campus by attaining a passing score of "8" on the GWE or with a passing grade of at least a "B" in one of the certified courses on this campus. Education students typically take English 350 to meet this requirement.

In addition to the major requirements, students must meet all university requirements for the master's degree. Students should consult the section of the catalog entitled "Requirements for the Master's Degree."

Completion of Degree

Prior to the completion of 21 semester units (including core courses) the graduate student must select one of the following alternatives unless otherwise specified:

Alternative I: Course work and Thesis
(30 or more units)

1. Complete approved program with a minimum of 24 units of course work with at least a B (3.0) average (including core courses).
2. Complete approved thesis or creative project (3 to 6 units). See advisor for thesis preparation guidelines. Students must have the approval of a faculty thesis advisor prior to enrolling for thesis credit.

Alternative II: Course work and Examinations
(30 or more units)

1. Complete an approved program of 30 units of course work with at least a "B" (3.0) average (including core courses).
2. Pass a comprehensive written examination. After completion of all course work or during the last semester of course work, the M.A. degree candidate may apply to take the comprehensive examination. There is only one retake opportunity.

Master of Arts in Education

Requirements for the Master's Degree

The M.A. in Education masters-only options extend the knowledge of teaching and learning for practicing educators. For information contact the Division of Graduate Education Office (310) 243-3524.

Individualized Program Option (30 units)

The Division is currently not accepting students into the Individualized Program Option. For more information, please contact the Division of Graduate Education.

Multicultural Option (30-36 units)

The Division is currently not accepting students into the Multicultural option. For more information, please contact the Division of Graduate Education.

Reading Option (36 units)

The Reading Option in the Masters of Education is comprised of three tiers. The first tier is The Reading Specialist Certificate, the second tier is The Reading and Language Arts Specialist Credential, and the third tier is the Reading Option in the Masters of Education. The Reading option in the Masters of Education program requires specific coursework that builds upon the competencies required by the California Commission on Teacher Credentialing (CTCC) for the Reading Specialist Certificate and the Reading and Language Arts Specialist Credential. Students must receive at least a “B” in each course or repeat the course to meet the competency requirements. This degree program prepares reading professionals who truly understand how to integrate contemporary theories of reading with sound pedagogical practices. The degree prepares teachers to assist other teachers and administrators in creating literacy programs that promote not only the learning of reading and writing, but also the learning of subject matter across the curriculum. Candidates in this program will become knowledgeable about current reading and writing theory, literacy research and pedagogy, and literacy development and learning.  

Program Admission Requirements

1. Possession of a Reading and Language Arts Specialist Credential
2. A total of three years successful full-time teaching experience in K-12 or with adults.

A. Required Courses (36 units):

RDG 501. Foundations of Reading Instruction and Research (3) 

RDG 502. Word Study and Fluency (3) 

RDG 503. Comprehension and Study Strategies (3) 

RDG 504. Reading and Writing Assessment, Planning and Intervention (3) 

RDG 505. Reading Practicum/Fieldwork (3) 

RDG 510. Advanced Study of Early Writing and Literacy: Theory and Practice (3) 

RDG 511. Advanced Study of Adolescent Writing and Literacy: Theory and Practice (3) 

RDG 512. Supervision, Leadership and Evaluation (3) 

RDG 513. Specialized Advanced Study of Reading (3) 

RDG 514. Advanced Clinical Experience (3) 

RDG 592. Qualitative/Quantitative Research in Reading Seminar (3) 

GED 599. Thesis (3) 

School Leadership Program Option (32 units)

A.  Core Courses (6 units)

GED 500. Research Methods in Education (3)

GED 501. Seminar in Learning and Development (3)

B.  Required Courses (26 units):

SLP 550. Pre-Assessment: Induction (2)

SLP 551. Visionary Leadership (3)

SLP 552. Leadership of Teaching and Learning (3)

SLP 553. Organizational Leadership and Resource Management (3)

SLP 554. Collaborative and Responsive Leadership for All Students (3)

SLP 555. Ethical Leadership (3)

SLP 556. Political, Social, Economic, Legal and Cultural Leadership (3)

SLP 557. Post-Assessment, Preliminary Leadership (2)

SLP 560. Fieldwork A, Preliminary Leadership (2)

SLP 561. Fieldwork B, Preliminary Leadership (2)

Technology Based Education Option (30 units)

The Division is currently not accepting students into the Technology Based Education Option. For more information, please contact the Division of Graduate Education.

Administrative Services Credential

The Administrative Services Credential Program at CSU Dominguez Hills is designed to prepare educators for leadership positions in elementary and secondary schools and certain district level positions. The program is comprised of two tiers. The first tier, the Preliminary Administrative Services Credential, authorizes service in positions serving grades kindergarten through 12. A valid Preliminary Administrative Services Credential is required for admission to the second tier (Professional Administrative Services Credential program). Before the Professional Administrative Services Credential can be granted, the candidate must be employed in a position requiring a valid Administrative Services Credential for a minimum of two years. Every effort is made to integrate credential and master's degree program for the benefit of the students.

Preliminary Administrative Services Credential (33 units)

This program is a standards based program for urban school leaders.

Admission Requirements

1.  Three years full-time teaching experience in a public or private school or three years experience in pupil personnel services.

2.  A 3.0 grade point average in last 60 units of college work, a score of 500 or better on the MAT or a score of 1000 or better on the GRE, General Aptitude Test.

3.  Possession of a valid California Teaching Credential or Pupil Personnel Services Credential.

4.  Attendance at an orientation and two confidential recommendations, one being from the applicant's site supervisor.

A.  Required Courses (26 units):

SLP 550. Pre-Assessment: Induction (2)

SLP 551. Visionary Leadership (3)

SLP 552. Leadership of Teaching and Learning (3)

SLP 553. Organizational Leadership and Resource Management (3)

SLP 554. Collaborative and Responsive Leadership for All Students (3)

SLP 555. Ethical Leadership (3)

SLP 556. Political, Social, Economic, Legal and Cultural Leadership (3)

SLP 557. Post-Assessment, Preliminary Leadership (2)

SLP 560. Fieldwork A, Preliminary Leadership (2)

SLP 561. Fieldwork B, Preliminary Leadership (2)

Additional requirements for Preliminary Administrative Services Credential:

• Pass California Basic Educational Skills Test (CBEST)
• Must receive a B or better in each credential course.

Professional Administrative Services Credential (14 units)

Admission Requirements

1. Possession of a valid California Preliminary Administrative Services Credential.
2. Pass California Basic Education Skills Test (CBEST).
3. A position that is 100% out of the classroom, and requires a preliminary administrative services credential.
4. The recommendation of CSU Dominguez Hills, verifying completion of professional standards and 2 years of administrative experience. All work must be completed while the applicant is employed in a position requiring the preliminary administrative services credential.

Authorization

To serve as a superintendent, deputy superintendent, assistant superintendent, principal, assistant principal, supervisor, consultant, coordinator director, dean, instructional specialist, or in an equivalent or intermediate level administrative position.

Required Courses

SLP 580. Professional School Leadership: Pre-Assessment, Induction (2,2)

SLP 581. Principles of Professional Administrative Practice: Six Themes (3,3)

SLP 582. Professional School Leadership: Post-Assessment (2,2)

Technology Based Education Certificate (15 units)

The Technology Based Education Certificate program consists of five courses for a total of 15 semester units. The Certificate should be of interest to educators from a variety of backgrounds; including elementary teachers, special educators, administrators, and college instructors. Many already hold the M.A. or Ph.D. degree and simply want to gain a computer based education capability without enrolling in another degree program.

Required Courses

TBE 530. Graphics, Word Processing and Desktop Publishing for Educators (3)

TBE 540. Programming Applications for Educators (3)

TBE 550. Computer-Managed Instruction (3)

TBE 560. Preparing Computer Assisted Instruction (3)

TBE 570. CAI Final Project (3)

Course Offerings

The credit value for each course in semester units is indicated for each term by a number in parentheses following the title. For course availability, please see the list of tentative course offerings in the current Class Schedule.

Graduate Education

Graduate

Graduate standing or consent of the graduate program coordinator is prerequisite to enrollment in graduate (500 level) courses.

GED 500         Research Methods in Education (3).

Examination of assumptions and techniques of educational research. Review of pertinent research studies emphasizing their applicability to educational problems. Statistical concepts, research methodology and computer applications are included.

GED 501         Seminar in Learning and Development (3).

Theory, research and practice related to learning and development. Emphasis on biological and psychological factors in individual differences. Includes study of affective and cognitive development. Three hours of seminar per week.

GED 503         Socio-Cultural Issues in Education (3).

Examines the total process of socialization and the effects of cultural determinants on human development and learning. Considers the school as an agent of socialization. Change agent role of school personnel is explored.

GED 512         Values and Teaching (3).

Exploration of philosophical literature as it relates to values in education. Development of values from early childhood to adolescence. Exploration of personal values. Methods and procedures for teaching values in the classroom.

GED 594         Independent Study (1-3).

Independent study undertaken under the supervision of a faculty member. Repeatable course.

GED 595         Special Topics in Education (1-3).

Topics vary by section and semester. See class schedule for title and prerequisites. Repeatable course. Three hours of seminar per week.

GED 599         Thesis (1-6).

Prerequisite: Consent of Advisor.

The student will execute an individually planned research effort or a creative project. Students work under individual supervision with assigned faculty. May be repeated up to six units.

GED 600         Graduate Continuation Course (0).

Graduate students who have completed their course work but not their thesis, project, or comprehensive examination, or who have other requirements remaining for the completion their degree, may maintain continuous attendance by enrolling in this course. Signature of graduate program coordinator required.

Multicultural

Graduate

Graduate standing or consent of the graduate program coordinator is prerequisite to enrollment in graduate (500 level) courses.

MUL 511         Cultural Diversity in America (3).

Examines contemporary diverse populations in America and their influence on American educational institutions. The analysis of historical contributions and cultural influences on the macro-culture provide insight into our multicultural society.

MUL 520         The Teaching of English to Speakers of Other Languages (3).

Issues and problems, techniques, procedures, and materials for teaching the dominant language (standard English) to the bilingual and to the bi-dialectal.

MUL 521         Seminar in Mexican American and Hispanic Education (3).

Explores the socio-cultural basis for the past, present and future status of Mexican Americans and Hispanics with emphasis on legal and political issues. Content and methodological innovation as well as judicial and legislative actions will be analyzed in depth. Issues relating specifically to education will be analyzed in this course. Three hours of seminar per week.

MUL 525         Bilingual-Multicultural Teaching Methods (3).

The study of selected bilingual approaches to, and methods of, teaching social studies, science, mathematics, and language arts. Techniques for developing bilingual and multicultural teaching materials.

MUL 544         Urban Materials Design and Development (3).

Development of skills necessary to design effective instructional materials for urban learners. Using principles of the "systems approach" and building upon research, theory, and best practices, students will create materials to meet the needs of ethnically and linguistically diverse learners.

MUL 591         Advanced Multicultural Studies (3).

Designed for students completing the MA in Education, Multicultural Option. Students will synthesize and interrelate diverse areas of study which comprise the masters degree by conducting bibliographic research, writing critical essays and development training sessions for school, staff and community individuals.

Reading

Graduate

Graduate standing or consent of the graduate program coordinator is prerequisite to enrollment in graduate (500 level) courses.

RDG 501           Foundations of Reading Instruction and Research (3).

This foundations course emphasizes advanced study of literacy research, theory, and practice related to components of the literacy acquisition process (oral language; reading comprehension, fluency, word recognition, and vocabulary development; written language content, form, and use).

RDG 502          Word Study and Fluency (3).

Use an inquiry-based approach to understand the challenges of language learning and word study with diverse population. Includes a systematic analysis of work formation, syntax, semantics, grammar and spelling in the English language.

RDG 503          Comprehension and Study Strategies (3).

Current theory and research on the relationship between comprehension and literacy acquisition/proficiency are explored. Instructional/intervention strategies and materials to support writing and comprehension at the early, intermediate, and fluent levels are studied.  

RDG 504          Reading and Writing Assessment, Planning and Intervention (3).

This course is a comprehensive study of reading and writing assessment and instruction and evaluation of procedures, strategies and materials effective in designing reading and writing instruction with an emphasis on early detection and correction of reading difficulties/specific disabilities.  

RDG 505          Reading Practicum/Fieldwork (3).

Field experience with beginning readers, English learners, and students with learning difficulties. Includes methods for meeting the needs of struggling readers and/or writers at both early and intermediate levels, and the tutoring or small-group instruction of these students.  

RDG 510           Advanced Study of Early Writing and Literacy: Theory and Practice (3).

An advanced analysis of classical and current literacy theory and practice is conducted. The analysis includes examining the relationship between current issues, emerging research findings in early literacy and related disciplines, and theoretical models of early literacy acquisition. 

RDG 511          Advanced Study of Adolescent Writing and Literacy: Theory and Practice (3).

An advanced analysis of literacy theory and practice examining the relationship between issues in adolescent literacy, emerging research in adolescent literacy and related disciplines, the needs of diverse student populations, and the psychological and sociolinguistic aspects of writing and reading.  

RDG 512         Supervision, Leadership and Evaluation (3).

Prerequisites: RDG 510 and RDG 511. 

Examines varied roles and responsibilities of the Specialist, including intervention, curriculum development, supervision, program development, and leadership. A comprehensive, staff development model will be developed and a segment of that model will be presented in a staff development format. 

RDG 513          Specialized Advanced Study of Reading (3).

Prerequisites: RDG 510, RDG 511, and RDG 512. 

Students choose a focus in biliteracy, special education, African American English, adolescents, or English Learners and conduct an action research project in that area. Students implement, analyze and report on the action research project.  

RDG 514          Advanced Clinical Experience (3).

Prerequisites: RDG 510, RDG 511, RDG 512 and RGD 513 are required. 

A comprehensive intervention based on formal and informal assessments and a research-based, balanced model of literacy instruction is designed for a student experiencing severe difficulty with literacy acquisition. The intervention includes interaction with guardians, instructor and classmates.

RDG 592          Qualitative/Quantitative Research in Reading Seminar (3).

This is a course in both quantitative and qualitative research in reading and literacy. It is designed to give students the opportunity to show mastery of social science methodologies. 

Technology Based Education

Graduate

Graduate standing or consent of the graduate program coordinator is prerequisite to enrollment in graduate (500 level) courses.

TBE 518          Current Topics in Educational Technology (3).

Prerequisite: TBE 520.

Provides information about topics of current interest in educational technology. Course content and requirements vary by semester.

TBE 530          Graphics, Word Processing and Desktop Publishing for Educators (3).

Prerequisite: TBE 520 or consent of instructor.

Prepares students to use both paint and object-oriented graphics, word processing and desktop publishing software in preparing educational materials. Prepares the teachers who are students of this course to teach these skills to their pupils in the public schools.

TBE 550          Computer-Managed Instruction (3).

Prerequisite: TBE 520.

This class presents skills for managing computer-based instruction, including IBM, Macintosh and Apple II series hardware and software troubleshooting, computer lab supervision, telecommunications, networking, and in-service training design and presentation.

School Leadership Program

Graduate

Graduate standing or consent of the graduate program coordinator is prerequisite to enrollment in graduate (500 level) courses.

SLP 550          Pre-Assessment, Induction (2).

Students will develop an induction plan designed to meet the individual's needs as an instructional leader. The induction plan will include the assessment of the individual's professional needs to become and urban school leader. Students will analyze the CCTC Program Standards and the ISLLC national standards and plan and create their professional development plan.

SLP 551          Visionary Leadership (3).

Recommended prerequisite: SLP 550 or concurrent enrollment.

Students facilitate the development, articulation, implementation and stewardship of a vision of teaching and learning that is shared and supported by the school community. Coursework and fieldwork focus on the vision audit through collecting data, constructing profiles, and aligning resources.

SLP 552          Leadership of Teaching and Learning (3).

Recommended prerequisites: SLP 550 and SLP 551 or concurrent enrollment.

Students learn how to advocate, nurture and sustain a school culture and instructional program conducive to student learning and staff professional growth. Coursework and fieldwork focus on the implementation of state adopted academic content standards, frameworks as well as assessment and accountability systems.

SLP 553          Organizational Leadership and Resource Management (3).

Recommended prerequisites: SLP 550, SLP 551 and SLP 552 or concurrent enrollment.

Students learn how to ensure the management of the organization, operations and resources for a safe, efficient, and effective learning environment. Coursework and fieldwork focus on the study and application of organizational theory that reflects effective leadership.

SLP 554          Collaborative Leadership (3).

Recommended prerequisites: SLP 550, SLP 551, SLP 552, and SLP 553.

Students will learn to work effectively with families, caregivers and community members; recognize the goals and aspirations of diverse families; respond to diverse community interests and needs. Through coursework and fieldwork, student will examine and evaluate their attitudes toward people of different races, cultures, and ethnic backgrounds. Students will focus on improving student achievement regardless of race, culture, or socio-economic status.

SLP 555          Ethical Leadership (3).

Prerequisites: SLP 550, SLP 551, SLP 552 and SLP 553.

Students will examine, practice and model a personal code of ethics, including protecting the rights and confidentiality of students, staff, and families. Students will practice professional leadership capacity, including shared decision-making, problem-solving and conflict management and foster those skills in others. Through coursework and fieldwork, students will have multiple opportunities to model personal and professional ethics, integrity, justice and fairness.

SLP 556          Political, Social, Economic, Legal and Cultural Leadership (3).

Prerequisites: SLP 550, SLP 551, SLP 552 and SLP 553.

The student will learn about political, societal, economic, legal and cultural influences on schools. Through these interconnections, the student develops the ability to understand, respond to, and influence the larger political, social, economic, legal and cultural context of schools and leadership. The student will learn how to view himself or herself as a leader and as a member of a team by engaging in course work and field work that provide opportunities to both lead and work collaboratively.

SLP 557          Post-Assessment, Preliminary Leadership (2).

Prerequisites: SLP 554, SLP 555, and SLP 556 or concurrent enrollment.

Students provide evidence of their competency in all CCTC Program Standards and all six of the CPSELs. The course-ending formative assessment and program-ending summative assessments of their field-based project and portfolio will become part of the students' school leadership electronic portfolios. CR/NC grading.

SLP 560          Fieldwork A, Preliminary Leadership (2).

Recommended corequisite: SLP 550, SLP 551, SLP 552, and SLP 553.

Supervised field experiences at the school level to include actual job performance in both supervision and administrative work. Students will demonstrate competencies specified in approved programs. CR/NC grading.

SLP 561          Fieldwork B, Preliminary Leadership (2).

Recommended corequisite: SLP 554, SLP 555, SLP 556 and SLP 557.

Supervised field experiences at the school level to include actual job performance in both supervision and administrative work. Students will demonstrate competencies specified in approved programs. Second semester of two part course. CR/NC grading.

SLP 580          Professional School Leadership: Pre-Assessment, Induction (2).

The candidate, the university faculty member, and the site mentor together develop a professional credential induction plan for the support and professional development for the candidate based on the six themes of the 2004 CCTC Professional Standards.

SLP 581          Principles of Professional Administrative Practice: Six Themes (3).

Corequisite: SLP 580.

This course has a strong conceptual base and is organized to address principles of administrative practice per CCTC's six thematic areas. Specialization and individualization occur by determining specialized strands and individualized learning opportunities as specified in the candidate's induction plan. CR/NC grading.

SLP 582          Professional School Leadership: Post-Assessment (2).

Prerequisite: SLP 580 and SLP 581.

The expectations developed in candidate's induction plan aligned are assessed to determine if the CCTC professional standards are satisfied. Candidate expectations will be different for each candidate, depending on past experiences, current job assignments, and future development goals and plans.

Infrequently Offered Courses

The following courses are scheduled only on a "demand" basis. Students should consult the department office for information about the next scheduled offering.

GED 592         Education Course Work Synthesis (3).

Designed to assist the graduate student completing the M.A. in education to integrate previous course work and to research new material in preparation for the master's exam. For all options. May not be used as credit toward the M.A. CR/NC grading. Three hours of seminar per week.

MUL 505         Assessment of Second Language Learners (3).

Prerequisite: Preliminary teaching credential or consent of instructor.

Study of basic concepts, principles and practices associated with the assessment of second language learners' linguistic proficiency and subject-matter knowledge. Topics include: standardized test score interpretation, evaluation of state-mandated tests, student placement, test construction and authentic assessment.

MUL 508         Language Acquisition in an Urban Setting (3).

Study of current theory and research in language acquisition including an introduction to linguistic subsystems, developmental stages, and factors impacting first and second language acquisition. Emphasis will be placed on the relevance of theory and research in an urban setting.

MUL 522         Teaching Reading and Literacy in Spanish (3).

Designed to prepare bilingual teachers to use effective methodology to teach literacy and reading to Spanish-speaking bilingual (Spanish-English) children. It includes examination of youngsters' readiness skills in Spanish, and the analysis of different methods to teach reading in Spanish.

MUL 533         Action Research for Urban Educators (3).

Prerequisite: GED 500 is recommended.

Development of research skills needed to conduct both quantitative and qualitative "action research" in an urban multicultural setting. Topics include research question formation, research design identification, data gathering techniques, display and analysis of data, creating an action plan, dissemination of information.

PPS 559          Assessment Theory and Techniques for Linguistically and Culturally Different (3).

Prerequisites: SPE 560, SPE 460 and PPS 520.

Theories and techniques for assessing pupils with diverse cultural and linguistic backgrounds. Issues related to second language development, bilingual, cognitive language development and socio-linguistic factors affecting language usage. Three hours of seminar per week.

PPS 562          Practicum in School Psychology I (3).

Prerequisite: PPS 520.

Administration, scoring and beginning interpretation of tests of psychological processing and ability/cognition as well as alternative instruments and measurements. Candidates demonstrate appropriate assessment practices through supervised practice. Experiences shadowing credentialed school psychologists and providing service learning within the public school setting is required for 150 hours or more.

PPS 564          Seminar in Multicultural Educational Assessment and Evaluation (3).

Prerequisite: PPS 520 and PPS 562.

Interpretation of ecological evaluations for pupils from diverse backgrounds with an emphasis on cross validation of results. Observations, review of records, interviews, and assessment results are considered when complete psycho-educational evaluations are written and orally presented with recommendations, goals and objectives.

PPS 566          Practicum in School Psychology II (3).

Prerequisite: PPS 520, PPS 530, PPS 562 and PPS 564.

Preschool Assessment and experience with additional standardized and alternative methods appropriate for school aged children. Presentation of cases for simulated IEP meetings. Advanced experiences shadowing school psychologists and service learning within the public schools brings practica total to 450 hours.

PPS 571          Multicultural Case Study Methods in School Psychology (3).

Prerequisites: PPS 520, PPS 562 and PPS 564.

Issues related to second language development and the assessment of English Language Learners are applied in case studies. Appropriate selection of ecological evaluations, recommendations, and standards based goals continue for a variety of eligibility categories. Simulated IEP meetings require oral presentation.

PPS 572          Assessment and Intervention for Autism, Emotional, and Behavior Disorders (3).

Prerequisites: PPS 512 and PPS 564.

Differential diagnosis of Autism, emotional disturbance and behavioral disorders. Administration and interpretation of assessments appropriate for these disabilities. Specialized interventions such as discrete trial, social stories, TEACCH, and floor time are an emphasis. Classroom observations for specialized classroom management approaches and motivational systems.

PPS 576          Advanced Research Methods for School Psychologists (3).

Prerequisite: GED 500.

Review and critique of educational research and the major approaches to educational research for the School Psychologist. Proposals for action research projects and program evaluations are created which may be later implemented during thesis projects and or credential internship or fieldwork.

PPS 577          Internship in School Counseling I (3).

Prerequisite: Consent of Instructor.

For students with arrangements with the public schools for emergency credential. A beginning experience in the field as a certified school counselor in multicultural settings at the elementary or secondary level.

PPS 578          Internship in School Counseling II (3).

Prerequisite: PPS 577.

An advanced experience in the field as a certified school counselor. Arrangements completed with public schools for emergency credentials.

PPS 585          Fieldwork for School Psychologists (3).

Prerequisite: Consent of instructor.

Supervised training in elementary and secondary school settings. Students must complete a minimum of 90 days of fieldwork and meet competency requirements in psycho-educational assessment, planning and evaluation, counseling, consultation, and behavior management. Course is repeatable for credit until all competencies are completed. CR/NC grading. Repeatable course.

TBE 520          Introduction to Computers in Education (3).

Presents the uses of computers in educational settings, including: computer assisted instruction, criteria for software and hardware selectioGn, computer-assisted testing, and an introduction to programming. Laboratory in educational computing provides experience in the following areas: Word processing, LOGO and BASIC programming, computerized grade books, computer-assisted testing and computer graphics.

TBE 540          Programming Applications for Educators (3).

Prerequisite: TBE 520.

Fundamentals of computer programming logic using LOGO and web page development. Emphasis is on instructional design and the creation of classroom-related materials.

TBE 560          Preparing Computer Assisted Instruction (3).

Prerequisite: TBE 540 or consent of instructor.

Prepares students to plan and write drill and practice lessons, tutorials, simulations, tests, and supporting materials for computer assisted instruction.

TBE 570          Computer Assisted Instruction Final Project (3).

Prerequisite: TBE 560 or consent of instructor.

This capstone activity requires the student to develop, field-test and evaluate the effectiveness of a computer assisted instructional product.

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