Applied and Advanced Studies in Education Studies, Division of

Charter College of Education

Chogollah Maroufi,  Chair

King Hall C2098

Phone:     (323) 343-4330

E-mail:     cmarouf@calstatela.edu

Website:      www.calstatela.edu/academic/ccoe/index_aase.htm

Academic Programs offered:

Degrees Offered:

B.A. in Urban Learning

Elementary Subject Matter Teacher Preparation Option:
Directed Electives

Master of Arts Degree in Educational Administration

M.A. Degree in Education;

  Options in:

Computer Education and Technology Leadership

Educational Foundations

New Media Design and Production;

Option in Research and Evaluation

M.A. in Teaching Speakers of Other Languages (TESOL);

Certificates Offered:

Computer Application in Schools;

English as a Second or Foreign Language (ESL/EFL)

Credentials Offered:

Preliminary Administrative Services (including internship)

Professional Administrative Services;

Doctorates Offered:

Doctor of Education Degree in Educational Administration and Leadership

Doctor of Education (Ed.D.) in Educational Leadership Specialization in PreK-12 Leadership

Program advisement:

The Charter College of Education's Division of Applied and Advanced Studies in Education offers advisement for master's degree programs in Educational Administration, Educational Foundations, Computer Education and Technology Leadership, New Media Design and Production, Research and Evaluation, and Teaching English to Speakers of Other Languages.  Although the division offers coursework to meet basic and advanced credential requirements, faculty do not plan programs or advise for credentials.

Degrees Offered:

M.A. in Educational Administration, M.A. Degree in Education; Options in: Computer Education and Technology Leadership, Educational Foundations, New Media Design and Production, Research and Evaluation; M.A. in Teaching Speakers of Other Languages (TESOL); B.A. in Urban Learning. The department also participates in an Interdisciplinary Studies Minor in Multimedia that enables students to develop interactive, multimedia products.  For more information, please refer to University Programs.

Certificates Offered:

Computer Application in Schools; English as a Second or Foreign Language (ESL/EFL)

Credential Offered

Administrative Services

The Faculty 

Professors: Lawson Bush V, Adelaide Doyle-Nichols, Stephanie Evans, Anne L. Hafner, Lia D. Kamhi-Stein, Lori Kim, Antony J. Kunnan ,Chogollah Maroufi,   Penelope Semrau, Simeon P. Slovacek, Marguerite Ann Snow. 

Associate Professors: Lois N. Andre-Bechely, Paula Arvedson, Pearl Chen, Albert Jones, Anthony Hernandez, Deborah M. Oh, Carlos Tejeda, Ann Wood.

Assistant Professors:   Manisha Javeri,

Emeriti: Kathryn L. Alesandrini, Webster E. Cotton,Janet Fisher-Hoult, Marilyn W. Greenberg, Fernando Hernandez, Lois V. Johnson, Dorothy L. Keane, Charles F. Leyba, Robert R. Morman, Helen Isabel Nicklin, Lamar Price, Fred Pyrczak, Jr., Patricia Richard-Amato, Julian B. Roth,  Rolando A. Santos, Carleton B. Shay, Patricia Bates Simun, Katherine Sistrom, L. Clinton Taylor, Elfleda J. Tate, Elizabeth Viau, Edwin Wandt.

Undergraduate Programs

Bachelor of Arts Degree in Urban Learning

The Bachelor of Arts degree in Urban Learning is a blended program which combines courses in teacher preparation with major courses emphasizing an interdisciplinary approach to understanding urban learning as a social phenomenon. The major is supported by a depth area in social sciences which focuses on diversity and a choice of either an education minor to prepare students to teach in elementary schools or an education specialist minor for teachers working as interns in special education settings.  Students who complete this degree must complete a minimum of 186 units to graduate.  The requirements are described below.  For additional information concerning this program, see the catalog section on Basic Teaching Credentials.

Faculty

Paula Arvedson (Director), Ann Barbour, Margaret D. Clark, Stephanie Evans, Ambika Gopalakrishnan, Manish Javeri, J. Sabrina Mims, Frederick L. Uy

Advisement

Prospective students must attend an orientation session and meet with an adviser prior to enrolling in any courses.  Students are grouped into cohorts of learning communities to support a climate conducive to life long professional networks and academic success.

Admissions
This major is available to students who:
·      Meet the general university requirements for admission as a first year student or transfer student
·     If a transfer student, attain a GPA of at last 2.75 in the last 90 quarter units of coursework
·      Demonstrate suitable aptitude for teaching in public schools
·      Satisfy all the requirements established by the Charter College of Education and the California Commission for
     Teacher Credentialing for admission into the credential option of choice
Requirements for the Major (180-198 units)

Students who select this major can choose the Blended option or the Directed Electives option. Students in the Blended option must complete a total of 198 units to graduate, of which 112 units must be selected in accord with the Elementary Subject Matter Teacher Preparation program common core requirements. In addition, students must complete 86 units, which consist of 20 units of required major area courses, 20 units of required depth area courses, and 46 units of a minor (either Multiple Subject Teaching or Education Specialist).

Students in the Directed Electives option must complete 180 units to graduate. The Directed Electives option requires completion of 60 units of General Education at the lower division, 12 units at the upper division and 6 units of graduation requirements (i.e., ENGL 102 and either the Introduction to Higher Education EDUC 101 or Transition to Cal State L.A. EDUC 301). It also requires 56 units in the major with the remaining 46 units as recommended electives for preparation for the California Subject Examinations for Teachers (CSET). Students who pass the CSET  exam will have the option of taking other coursework. Students interested in securing a California Multiple Subject Teaching or Special Education Internship Credential should consult the Charter College of Education section in the Academic Programs, College-Based and University Wide chapter for the regulations governing all teaching credential programs.

A grade of C or higher is required in all courses used to meet the major requirements for the Elementary Subject Matter Teacher Preparation Options (Blended and Directed Electives Options).

Blended Elementary Subject Matter Teacher Preparation Option (198 units [68 units, plus 112 Common Core Units])
Common Core Courses (112 units)
University Requirements (2 units)

Writing Proficiency Exam (0)

EDUC 101

Introduction to the Charter College of Education (4) or

EDUC 301

Transition to Cal State L.A. and the Charter College of Education (2)

Note:  EDUC 101 or EDUC 301 must be completed within the first two quarters of enrollment.
Reading, Language And Literature  (24 Units)

Oral Communication (4)

*ENGL101

Composition I (4)

ENGL 102

Composition II (4)

ENGL 250

Understanding Literature (4) or

ENGL 258

Mythology In Literature (4)

ENGL 301

Introduction To Language (4)

ENGL 430

Children's Literature (4)

Critical Thinking (4 Units)

Argumentation (4) or

*PHIL160

Critical Thinking (4) or

*PHIL 250

Introduction to Symbolic Logic (4) or

*POLS 155

Critical Analysis of Political Communication (4)

Mathematics (12 Units)

Foundations of the Real Number System for Elementary and Middle School Teachers (4)

*MATH 115

Elements of Algebra and Statistics for Elementary and Middle School Teachers  (4)

MATH 225

Explorations in Geometry for Elementary and Middle School Teachers (4)

* Basic Subjects courses - all Basic Subjects must be completed within the first 45 units counted toward the baccalaureate degree.
History And Social Science (20 Units)

World Civilization I (4)

HIST 110B

World Civilization II (4)

HIST 202A

United States Civilization (4)

HIST 488

California (4) or

CHS 443

History Of The Chicano People In California (4)

POLS 150

Government And American Society (4)

Science (18 Units)

Life Science for Elementary Teachers  (4)

BIOL 181

Life Science Seminar for Elementary Teachers (2)

NATS 180

Motion and Energy for Elementary Teachers (3)

NATS 181

Structure and Properties of Matter for Elementary Teachers (3)

NATS 182

Topics in Space Science for Elementary Teachers (2)

NATS 183

Earth Science for Elementary Teachers (4)

Visual And Performing Arts (12 Units)

Elementary Classroom Visual Arts (3)

DANC 400

Creative Dance In The Elementary Classroom (3)

MUS 400

Elementary Classroom Music (3)

TA 400

Creative Drama For The Elementary Classroom (3)

Physical Education And Health (8 Units)

Fitness And Wellness In Contemporary Society (4)

KIN 420

Development Of Physical Activity (3)

HS 457

Health Education For School Teachers (1)

Human Development (12 Units)

Child Development (4)

CHDV/PSY 343

Child And Adolescent Cognition (4)

CHDV 350

Social And Emotional Development (4) or

SOC 322

Socialization: Childhood And Adolescence (4)

Students who complete the requirements of the common core and the major will have fulfilled all University and general education requirements.
Major Courses (20 units)
ULRN 460

Assessment and Learning (4)

ULRN 461

Learning and Critical Thinking (4)

ULRN 462

The Role of Play in Learning (4)

ULRN 463

Literacy and the Urban Community (4)

ULRN 469 

Senior Seminar:  Reflection, Assessment and Writing (4)

Social Science Depth Area (20 units)

ICP 481

Intercultural Proficiency in Urban Environments (4) or 

ULRN 464

Contemporary Issues in Knowledge, Culture and Learning (4)

COUN 400A

Lifespan Human Development (4) or    

PSY 412A

Psychology of Human Development  (4)

COUN 484

Conferences with Parents/Primary Caregivers  (4) or           

EDEL 467

School/Family/Community Partnerships in Urban Learning (4) or

EDSP 416

Working with Families of Young Handicapped Children (4)

GEOG 377

Urban Issues (4) or                               

SOC 330

Social Issues in the Urban Setting  (4)

ML 300

Language Diversity in Urban America (4) or

PHIL/ANTH 385

Measurement of Human Difference (4) or

PHIL 323

Human Diversity and Justice (4)

Required Professional Education Minor Courses (46 Units)

A minimum GPA of 2.75 in the last 90 quarter units is prerequisite to enrollment in EDCI 300 or EDSP 300.  See Catalog, Multiple Subject Credential, for additional prerequisites. An overall 3.0 GPA must be attained in all Professional Education courses with a minimum grade of "C" in each course. Students should see both a major adviser and a multiple subject or special education credential adviser regarding completion of the degree and other credential requirements.

Select one of the following minors:
A. Multiple Subject Teaching Credential Minor (46 units)
(For a Multiple Subject Teaching Credential)

Required Prerequisite Courses (2 units)

Introduction to the Teaching Profession  (2)

Complete the following 34 units:

Introduction to Foundations of Urban Learning  (2)
(It is recommended that this course be taken during block one)

EDSP 400

Foundations of Special Education (4)
(It is recommended that this course be taken prior to Block Three)

Block One (Must be completed before Block Two)

Introduction to Instructional Design, Assessment, and Classroom Management (4)

EDEL 405

Proseminar: Language Development in the Elementary Classroom (4)

Block Two (Must be completed before Block Three)

Proseminar: Curriculum and Teaching of Reading/Language Arts (4)

EDEL 417

Proseminar: Curriculum and Teaching of Mathematics (4)

EDEL 418

Proseminar: Curriculum and Teaching of Science (4)

Block Three (Must be completed before Block Four)

Proseminar: Curriculum and Teaching of Writing/Language Arts (4)

EDEL 419

Proseminar: Curriculum and Teaching of Social Science (4)

Directed Teaching Credential Requirements (12 Units)
Block Four (Must attend a mandatory directed teaching meeting prior to enrolling in these courses)

Directed Teaching: Multiple Subject (10)

EDEL 403C

Reflection, Synthesis, and Assessment of Directed Teaching (2)

B. Education Specialist Minor Requirements (Eligibility for a Special Education Internship Credential) (46 units)

Completion of this minor and passage of the CBEST qualify students to be eligible for an internship credential with verification of employment from a cooperating school district.  For a Preliminary Education Specialist Credential, students must complete the additional credential coursework in their area of specialization (i.e., mild/moderate disabilities, moderate/severe disabilities, physical and health impairments or visual impairments).  Students must consult a special education adviser for specific program requirements.

Complete the following:

Introduction to Special Education (4)

EDSP 301

Individuals with Disabilities in Contemporary Society (3)

EDSP 400

Foundations Of Special Education (4)

EDFN 420

Introduction to Foundations of Urban Learning (2)

EDEL 415

Proseminar: Curriculum & Teaching of Reading/Language Arts  (4)

EDEL 417

Proseminar: Curriculum & Teaching of Mathematics  (4)

EDSP 407

Directed Teaching in Special Education (5)

EDSP 408

Cognitive and Linguistic Processes in Individuals with Special Needs (4)

EDSP 409

Assessment for Individuals with Exceptional Needs in Diverse Educational Settings (4)

EDIT 430

Information Technologies in the Classrooms (4) or equivalent

Internship Emphasis Requirement: Specialization (8)

With approval of a Special Education credential adviser, complete 8 units of appropriate course work in area of specialization.

Mild-to-Moderate Disabilities or Moderate-to-Severe Disabilities

EDSP 413

Student Behavior and Social Interaction Skills (4)

EDSP 450

Teaching Students with Mild-to Severe Disabilities (4)

Physical and Health Impairments

EDSP 462

Survey of Physical and Health Impairments (4)

EDEL 416

Proseminar: Curriculum and Teaching of Written Language (4) or

EDSP 413

Student Behavior and Social Interaction Skills (4)

Visual Impairment and Blindness

EDSP 465

Introduction to Vision (3)

EDSP 465L

Functional Low Vision Assessment (1) (taken concurrently with EDSP 465)

EDEL 416

Proseminar: Curriculum and Teaching of Written Language (4)

Elementary Subject Matter Teacher Preparation Option: Directed Electives
(180 units, of which 102 are in the major)

This option is designed for transfer students and students at Cal State L.A., who decide after completing a substantial portion of the regular general education program to seek an elementary school teaching credential.

The Elementary Subject Matter Teacher Preparation option: Directed Electives requires completion of 60 units of General Education at the lower division, 12 units at the upper division theme and 6 units of graduation requirements (i.e., ENGL 102 and either the Introduction to Higher Education EDUC 101 or Transition to Cal State L.A. course, EDUC 301). It also requires 56 units in the major with the remaining 46 units as recommended electives for preparation for the California Subject Examinations for Teachers (CSET). Students who pass the CSET exam will have the option of taking other coursework. This option requires a total of 180 units for completion.

Students in the Elementary Subject Matter Teacher Preparation Option: Directed Electives are subject to the same General Education requirements for nonteaching majors.

Major Courses (56 units)
Breath Area (28 units)

Assessment and Learning (4)

ULRN 461

Learning and Critical Thinking (4)

ULRN 462

The Role of Play in Learning (4)

ULRN 463

Literacy and the Urban Community (4)

ICP 481

Intercultural Proficiency in Urban Environments (4) or

ULRN 464

Contemporary Issues in Knowledge, Culture and Learning (4)

COUN 484

Conferences with Parents/Primary Caregivers (4) or

EDEL 467

School/Family/Community Partnerships in Urban Learning or

EDSP 416

Working with Families of Young Handicapped Children (4)

ULRN 469

Senior Seminar: Reflection, Assessment and Writing (4)

Social Science Depth Area (28 units)

Lifespan Human Development (4) or

PSY 412A

Psychology of Human Development (4)

GEOG 377

Urban issues (4) or

SOC  330

Social Issues in the Urban Setting (4)

ML 300

Language Diversity in Urban America (4) or

PHIL/ANTH 385

Measurement of Human Differences (4) or

PHIL 323

Human Diversity and Justice (4)

POLS 403

State and Local Government (4) or

POLS 404

Urban Government and Politics (4)

HIST 488

California (4)

CHS 406

Latino/a Communities in U.S. Society (4)

HIST 383

Rise of Urban America (4) or

CHS/PAS/AAAS/LAS 408

Comparative Diaspora Studies (4)

Directed Electives (46 units)

With advisor approval students select 46 units from the following courses which are designed to strengthen the students' preparation for the CSET examination.

Students who have passed one or more subtests of the CSET may take, with advisor approval, other courses as electives.

Science and Mathematics

Foundations of the Real Number System for Elementary and Middle School  Teachers (4)

MATH 115

Elements of Algebra and Statistics for Elementary and Middle School Teachers (4)

MATH 225

Explorations in Geometry for Elementary and Middle School Teachers (4)

BIOL 180

Life Science for Elementary Teachers (4)

NATS 180

Motion and Energy for Elementary Teachers (3 )

NATS 181

Structure and Properties of Matter for Elementary Teachers (4)

NATS 182

Topics in Space Science for Elementary Teachers (2)

NATS 183

Earth Science for Elementary Teachers (4)

Reading, Language and Literature, History and Social Science

History of the Chicano People in California (4)

ENGL 207

Beginning Creative Writing (4)

ENGL 301

Introduction to Language (4)

ENGL 430

Children's Literature (4)

HIST 110A

World Civilization I (4)

HIST 110B

World Civilization II (4)

Physical Education, Human Development, Visual and Performing Arts

ART 400

Elementary Classroom Visual Arts (3 )

MUS  400

Elementary Classroom Music (3)

DANC  400

Creative Dance in the Elementary Classroom (3) or

TA 400

Creative Drama for the Elementary Classroom (3)

KIN 420

Development of Physical Activity (3)

CHDV 140

Child Development (4)

CHDV 343

Child and Adolescent Cognition (4) or

CHDV 350

Social and Emotional Development(4)

HS 457

Health Education for School Teachers (1)

Graduate and Postbaccalaureate Programs

Master of Arts Degree in Educational Administration

The Master of Arts degree in Educational Administration offers an Option in Educational Leadership.

Admission to the Program

In addition to general university requirements for admission to graduate study, applicants to a master's degree program must meet the following requirements:

·     Possession of a baccalaureate degree from a regionally' accredited institution of higher education.
·     Positive review of application materials and assignment of permanent advisor.
·     A valid California professional teaching credential or any equivalent credential approved by the California commission on teacher
     credentialing.
·     A 2.75 grade point average in the last 90 quarter units attempted.
·     Two years of successful teaching or service experience in K-12 schools with a California Professional Teaching
     Credential or any equivalent credential approved by the California Commission on Teacher Credentialing.
·     Successful completion of the writing proficiency examination (WPE) or any equivalent inventory approved by the university.
·     Three (3) positive recommendation letters, including one from a practicing school administrator.
·     Meeting of admission standards developed by the division (refer to the current EDAD student handbook).
·     Orientation/screening interviews with program faculty. 
·     A program of study approved by the adviser and division chair.

Requirements for the Degree  (54-58 units)

A minimum of 54 units is required, including at least 29 units in 500-level courses and an acceptable digital portfolio presented through EDAD 590 and Comprehensive Exam, or a thesis or project. There is a limit on credit that may be earned in variable-unit courses. See Restrictions on Credit Earned in Variable Unit Courses in the Charter College of Education section of the Academic Programs: College-based and University-wide chapter of this catalog.

Residency Requirement--at least 32 quarter units for the Master of Arts degree in Educational Administration program must be completed in residence at Cal State LA.

Required Core (32 units):

EDAD

501A

Introduction to Educational Administration (4)

EDAD

561A

Educational Leadership (4)

EDAD

562A

Research and Data Assessment (4)

EDAD

563A

Pluralism, Collaboration, and Social Justice (4)

EDAD

564A

School Law (4)

EDAD

565A

Instructional Leadership (4)

EDAD

566A

School Management (4)

EDAD

567A

School Finance (4)

Educational Leadership Option (19 units)
Required Courses  (19 units)

EDAD

501B

Laboratory for Educational Administration Digital Portfolios (4)

EDAD

561B

Fieldwork in Educational Leadership (2)

EDAD

562B

Fieldwork in Research and Data Assessment (2)

EDAD

563B

Fieldwork in Pluralism, Collaboration, and Social Justice (2)

EDAD

564B

Fieldwork in School Law (2)

EDAD

565B

Fieldwork in Instructional Leadership (2)

EDAD

566B

Fieldwork in School Management (2)

EDAD

567B

Fieldwork in School Finance (2)

EDAD

581

Clinical Internship (3)

Portfolio or Thesis or Project (3-7 units)

*EDAD

590

Reflection and Portfolio Assessment (3) and

EDFN

596

Comprehensive Exam (0) or

EDAD

599A

Thesis or Project Planning (3) and

EDAD

599B

Thesis or Project (2) and

EDAD

599C

Thesis or Project (2)

*To be taken during the last quarter of the program.

Master of Arts Degree in Education: Option in Computer Education and Technology Leadership

This option prepares educators to assume leadership roles in the field of computer education. In particular, the program is designed to prepare computer-using teachers, computer-based trainers, computer/technology coordinators, and other school-based technology experts for K-12 schools and other education and training settings.  Note:  Teachers who plan to teach in public California K-12 classrooms or work as school-level or district-level computer coordinators must obtain a California teaching credential. For some district-level technology coordinator positions, a Level I California Administrative Credential is required.

Admission to the Program

In addition to University requirements for admission to graduate study, applicants must have a minimum 2.75 grade point average in the last 90 quarter units attempted and must have completed a course or courses covering computer literacy and applications in education (EDIT 430 or EDIT 431).  Students must make written application to the Charter College of Education and the Division of Applied and Advanced Studies in Education.

Requirements for the Degree (45 units)

A total of 45 or more units is required, with at least 23 units in 500-level courses.  A comprehensive examination or a thesis or project is required.  There is a limit on credit that may be earned in variable-unit courses.  See Restriction on Credit Earned in Variable Unit Courses earlier in this chapter.

Prerequisites:

EDIT

430

Information Technologies in the Classroom (4) or

EDIT

431

Advanced Computer Applications in Education (4)

Required Courses (29 units)

EDFN

500

Evaluation of Educational Research (4)

EDIT

435

Computer Systems in Education (4)

EDIT

451

Survey of Instructional Media and Technology (4)

EDIT

484

Computer Authoring Tools (4)

EDIT

502

Fundamentals of Computer Education (4)

EDIT

556

Technology Leadership in Schools (5)

EDIT

580

Applied Experience in Instructional Technology (4)

Electives (9, 16 or more units in Instructional Technology)
Select from the following, depending on the choice of thesis, project or comprehensive examination—total units in the program must be 45 or more with 23 units or more at 500-level.

EDIT

472

World Builders (5)

EDIT

490

Special Topics in Instructional Technology (2-5)

EDIT

540

Instructional Graphics Design and Production (5)

EDIT

550

Multimedia Design and Production (5)

EDIT

554

Video Technology in Education (4)

EDIT

557

Computer Assisted and Managed Instruction (5)

EDIT

560

Internet and the World Wide Web in Education (4)

EDIT

565

Distance Learning (5)

EDIT

594

Selected Studies in Instructional Technology (1-5)

Required Professional Education Minor Courses (46)
A minimum GPA OF 2.75 in the last 90 quarter units is prerequisite to enrollment in EDCI 300 or EDSP 300.  See catalog, Multiple Subject Credential, for additional prerequisites. An overall 3.0 GPA must be attained in all professional education courses with a minimum grade of "C" in each course. Students should see both a major adviser and a multiple subject or special education credential adviser regarding completion of the degree and other credential requirements.
Electives Offered in Other Departments

EDAD

545

Seminar:  Technology for Instructional and Organizational Change (3)

EDEL

480

Teaching Problem Solving with LOGO (4)

EDEL

580

Evaluation of Microcomputer Courseware for Elementary Schools:  Mathematics & Science (2)

EDCI

583

Application of Hypermedia in Instruction (4)

EDSP

508

Computer Applications in Special Education (4)

Comprehensive Examination or Thesis or Project (0 or 7 units)

EDFN

596

Comprehensive Examination (0) or

EDFN

599A

Thesis or Project Planning (3) and

EDFN

599B

Thesis or Project (2) and

EDFN

599C

Thesis or Project (2)

Students should expect to take the comprehensive examination (EDFN 596) during the Fall or Spring Quarter and must also comply with college and division requirements.

Master of Arts Degree in Education: Option in Educational Foundations

The Master of Arts degree in Education, Option in Educational Foundations, offers concentrations in social and psychological foundations. This interdisciplinary academic program, which draws on conceptual frameworks and methodologies from the humanities, social sciences, and behavioral sciences, is designed to prepare teachers and other educational professionals (e.g. psychologists, counselors, and administrators working in schools, government, business, or civic agencies) to understand and respond to the social contexts that give meaning to education both in and out of schools. It offers coursework in the educational foundations area and its related disciplines e.g., history of education, philosophy of education, educational sociology, educational psychology and human development. This coursework provides students with opportunities to acquire interpretive, normative, and critical perspectives on education through rigorous study and research experience.

Admission to the Program

In addition to University requirements for admission to graduate study, applicants must have a 2.75 grade point average in the last 90 quarter units attempted. 

Requirements for the Degree  (45 units) 

A minimum of 23 of the 45 units must be in 500-level courses and at least 23 units must consist of education courses. See Restrictions on Credit Earned, in Variable Unit Courses earlier in this chapter.

Required Courses (16 units)

EDFN

500

Evaluation of Educational Research  (4) 

EDFN

505

Qualitative Research in Education (4)

EDFN

506

Comparative Education (4)

EDFN

507

History of Education (4)

Required in Cognate or Theme Area  (8 units)

Select with adviser approval.

Area of Concentration  (8 units) 

Select eight units from one of the two following areas: 

Psychological Foundations

EDFN

510

Advanced Study:  Learning Theory and Education  (4)

EDFN

530

Advanced Study in Human Development  (4)

Social Foundations

EDFN

508

Philosophy of Education (4)

EDFN

525

Educational Sociology  (4) 

EDFN

550

Contemporary Social Theory and Issues in Urban Education (4)

EDFN

551

Action Research in Education (4)

EDFN

552

Policy Studies in Urban Education (4)

Electives in Education (4–13 units)

Select courses in education with adviser approval.

Electives in Cognate Area  (0–10 units)

Select with adviser approval.

Comprehensive Examination or Thesis or Project  (0, 7 units)

EDFN

596

Comprehensive Examination  (0) or

EDFN

599A

Thesis or Project Planning  (3) and

EDFN

599B

Thesis or Project  (2) and

EDFN

599C

Thesis or Project (2)

Students should expect to take the comprehensive examination (EDFN 596) during the Fall or Spring Quarter and must also comply with college and division requirements.

Master of Arts in Education: Option in New Media Design and Production

The New Media Design and Production option prepares school or industry-based specialists who combine skills in applying computer technology with advanced video and multimedia techniques to enhance the learning experience of students at all levels. 

Note:  Teachers who plan to teach in public California K-12 classrooms or work as school-level or district-level computer coordinators must obtain a California teaching credential.

Admission to the Program

In addition to University requirements for admission to graduate study, applicants must have a minimum 2.75 grade point average in the last 90 quarter units attempted and must have completed a course or courses covering computer literacy and applications in education (EDIT 430 or EDIT 431). Students must make written application to the Charter College of Education and the Division of Applied and Advanced Studies in Education.

Requirements for the Degree (45 units)

A total of 45 or more units is required, with at least 23 units in 500-level courses.  A comprehensive examination or a thesis or project is also required.  There is a limit on credit that may be earned in variable-unit courses.  See Restriction on Credit Earned in Variable Unit Courses earlier in this chapter.

Prerequisites

EDIT

430

Information Technologies in the Classroom (4)  (4) or

EDIT

431

Advanced Computer Applications in Education (4)

Required Courses (30 units)

EDFN

500

Evaluation of Educational Research (4)

EDIT

451

Survey of Instructional Media and Technology (4)

EDIT

484

Computer Authoring Tools (4)

EDIT

501

Instructional Design of Mediated Instruction (4)

EDIT

550

Multimedia Design and Production (5)

EDIT

557

Computer Assisted and Managed Instruction (5)

EDIT

580

Applied Experience in Instructional Technology (4)

Electives (8 or 15 or more units in Instructional Technology) or related fields

Select from the following, depending on the choice of thesis, project, or comprehensive examination—total units in program must be 45 or more with 23 units or more at the 500-level.

 
EDIT

435

Computer Systems in Education (4)

EDIT

472

World Builders (5)

EDIT

490

Special Topics in Instructional Technology (2-5)

EDIT

540

Instructional Graphics Design and Production (5)

EDIT

550

Multimedia Design and Production (5)

EDIT

554

Video Technology in Education (4)

EDIT

556

Technology Leadership in Schools (5)

EDIT

560

Internet and the World Wide Web in Education (4)

EDIT

565

Distance Learning (5)

EDIT

594

Selected Studies in Instructional Technology (1-4)

Comprehensive Examination or Thesis or Project (0 or 7 units)

EDFN

596

Comprehensive Examination (0) or

EDFN

599A

Thesis* or Project Planning (3) and

EDFN

599B

Thesis* or Project  (2) and

EDFN

599C

Thesis* or Project (2)

*Students who do a thesis are required to take a second course in educational research methodology such as EDFN 452 (with adviser approval).

Students should expect to take the comprehensive examination (EDFN 596) during the Fall or Spring Quarter and must comply with College and division requirements.

Master of Arts in Education:Option in Research and Evaluation

The Option in Research and Evaluation offers candidates the opportunity to examine theory and practice in educational research and evaluation; to participate in research or evaluation projects in school districts, non-profit organizations or at the university, and to assume leadership roles in research and evaluation. This program incorporates a specialization in research and evaluation into an existing Master's Degree program. The program of study requires the completion of a minimum of 45-quarter units. The four quarter program consists of courses in program evaluation, evaluation of federal and state programs, assessment, and quantitative and qualitative research methods, as well as a practicum. A concentration in evaluating mathematics and science programs is available to students who majored or minored in mathematics or science.

Admission to the Program

In addition to university requirements for admission to graduate study. Applicants must meet the conditions for classified graduate standing and satisfy the following criteria;

"     Have a 3.0 GPA in their last 90 quarter units
"     Have a bachelors degree
"     Submit 2 letters of reference
"     Attend a screening interview with a faculty member

Requirements for the Degree (45 units)

A total of 45 or more units is required, with at least 23 units in 500-level courses. A comprehensive examination or a thesis or project is required. There is a limit on credit that may be earned in variable-unit courses. See restriction on credit earned in variable unit courses earlier in this chapter.
Required courses: (32 units)

Statistics in Education (4)

ULRN 460

Assessment and Learning (4) or

EDCI 511

Advanced Classroom Assessment in the Urban School, (4) (also listed as EDFN 511)

EDFN 500

Evaluation of Education Research (4)

EDFN 505

Qualitative Research in Education (4)

EDFN 521

Program Evaluation Theory and Design (4)

EDFN 541

Evaluation of State and Federal Programs (4)

EDFN 594

Selected Studies in Education (4)

EDFN 595

Field Experience in Evaluation (Practicum) (4)

Electives (5-13 units)

Select 5-13 units from the following lists (electives also include the math and science concentration as part of the selection), depending on the choice of thesis, project, or comprehensive examination-total units in program must be a minimum of 45 units with 23 units or more at 500-level.

Action Research in Education (4)

EDFN 552

Policy Studies in Urban Education (4)

EDFN 594

Selected Studies in Education (4)

EDFN 598

Graduate Directed Study (1-4)

PSY 491

Multivariate Statistics (5)

PSY 515

Advanced Statistical Methods in Psychology (4)

SOC 410

Advanced Statistics (4)

TESL 567B

Current Issues in Language Testing (4)

Mathematics and Science Concentration Electives:

EDCI 552 

Scientific Processes and Authentic Assessment (4)

EDCI 584

learning Theories and Cognitive Science in Math Education (4)

Comprehensive Exam or Thesis/Project (0, 7 units):

EDFN 596

Comprehensive Exam (0) or

EDFN 599A

Thesis or Project Planning (3) and

EDFN 599B

Thesis or Project (2) and

EDFN 599C

Thesis or Project (2)

Students should expect to take the comprehensive exam (EDFN 596) during the fall or spring quarter and must comply with college and division requirements.

Master of Arts Degree in Teaching English to Speakers of Other Languages  (TESOL)

The Master of Arts Degree in Teaching English to Speakers of Other Languages (MA TESOL) prepares teachers for a wide variety of positions both in the U.S. and abroad.  Students may select coursework that prepares them for several career choices, including the following: English as a Second Language (ESL) or English as a Foreign Language (EFL) instruction in the U.S. or in  a non English-speaking setting abroad; K-12, adult education, or post secondary settings; and research in Applied Linguistics. The program emphasizes language acquisition processes, teaching methodology, linguistics, language testing, research, and sociocultural influences.

Admission to the Program

In addition to University requirements for admission to graduate study, applicants must have a 2.75 grade point average in the last 90 quarter units attempted.  Students must first apply for admission to the University in graduate standing.  Then, they must make formal application to the Charter College of Education and the TESOL Program. Once they gain admission to the university with graduate status, they must consult a faculty adviser for program planning. 

Prerequisites
All Students:

·     ENGL 401 English Language in America  (4) or
     TESL 400 Linguistics in Language Education (4)
      with grade of B or better.

·     One year of college level study in a foreign language or equivalent.

For Visa Students (in addition):

·     Minimum 600 (paper-based or 250 computer-based) score on TOEFL, with at least 60 on each of the sections, or 550 score on TOEFL and minimum 5 score on Test of Written English.

Requirements for the Degree  (45 units)

A total of 45 units is required, with at least 23 units in 500-level courses.  A comprehensive examination, or a thesis or project is also required.  There is a limit on credit that may be earned in variable-unit courses.  See Restrictions on Credit Earned in Variable Unit Courses.

Required Core  (32 units)

TESL

560

Theories of Teaching and Learning Second Languages  (4)

ENGL

405

Modern English Grammar  (4) or

TESL

561

Pedagogical Grammar for Teachers of ESL/EFL (4)

TESL

562

Methods for Teaching Second Languages (4)

TESL

564

Teaching English as a Second Language for Academic Purposes (4)

TESL

567A

Language Testing  (4)

TESL

568

Practicum in English as a Second Language (4)*

TESL

570

Educational Sociolinguistics  (4) or

ANTH

470/ENGL 403

Language and Culture  (4)

** EDFN

500

Evaluation of Educational Research  (4)

*May be waived for students with substantial ESL/EFL teaching experience who successfully demonstrate their teaching competency (must be certified by a TESOL program faculty member).

** Students who choose to write a thesis are required to obtain an adviser’s approval and must take a second course in statistics, EDFN 452.

Electives

Select remaining units from the following, with adviser approval:

ANTH

470/ENGL 403

COMD

456

EDCI

453, 549

EDSP

408

EDFN

452

EDIT

430

ENGL

400, 403, 405, 504, 505

TESL

561, 565, 566, 567B*, 569, 570, 571, 572, 573AB*, 574, 575, 597, 598

*May be repeated once for credit with prior approval of a TESOL adviser.

Comprehensive Examination or Thesis or Project  (0, 7 units)

TESL

596

Comprehensive Examination  (0) or

TESL

599A**

Thesis or Project Planning  (3) and

TESL

599B**

Thesis or Project  (2) and

TESL

599C**

Thesis or Project (2)

*Students should expect to take the comprehensive examination (TESL 596) during the Fall or Spring Quarter and must comply with school and division requirements.

**Students who do a thesis are required to obtain adviser approval and are required to take a second course in statistics (EDFN 452). Selection of an appropriate thesis or project topic may allow students to substitute thesis or project units for other course work in the program, with adviser approval.

Certificate Programs

Certificate Program in Computer Applications in Schools

The credit certificate program in Computer Applications in Schools is designed to prepare teachers to use computers in their classrooms and to take leadership roles in their schools.  Those who complete the program will be prepared to teach  students about computers; to incorporate computers in their instruction; to select and modify instructional software; to evaluate and select hardware; to create multimedia and hypermedia and to use computers to manage classrooms and schools.  Completion of this credit certificate program requires 28 units in core and elective courses with a minimum B  (3.0) average.  Refer to the Graduate and Postbaccalaureate Study: General Information chapter of this catalog for general regulations governing all certificate programs.

Requirements for the Certificate  (28 units)
Prerequisite

EDIT 430

Information Technologies in the Classroom (4)  or

EDIT 431

Advanced Computer Applications in Education (4)

Core (16 units)

EDIT 435

Computer Systems in Education (4)

EDIT 451

Survey of Instructional Media and Technology  (4)

EDIT 484

Computer Authoring Tools  (4)

EDIT 501

Instructional Design of Mediated Instruction (4)

Electives (12 or more units)

Recommended electives (at least 2 courses must come from the following list)

EDEL

480, 580

EDCI

583

EDIT

472, 556, 560

EDSP

508

The Following electives are also available

EDIT

490, 540, 550, 554, 557, 565, 580, 594

EDAD

545

Certificate Program in English as a Second or Foreign Language  (ESL/EFL)

This program is designed to prepare students to teach English as a second language (ESL) in post-secondary settings in the U.S. or to teach English as a foreign language (EFL) abroad.  Specifically, the program is designed for (A) students who hold a master's degree in a discipline other than ESL or applied linguistics and wish to be certified to teach ESL in a community college or university and (B) students who plan to teach EFL abroad.

Admission to the Program

Apply for formal admission to the program through the Division of Applied and Advanced Studies in Education.

Requirements for the Certificate (minimum 32 units)

In addition to course requirements, a passing grade for UNIV 400, Writing Proficiency Examination (WPE), is required for issuance of the certificate.  A minimum B (3.0) grade point average is required in all course work on the program.  Refer to the Graduate and Postbaccalaureate Study  chapter of this catalog for general regulations governing all certificate programs.

Required Courses  (32 units) 

The following sequence is recommended:

TESL

560

Theories of Teaching and Learning Second Languages  (4)

TESL

561

Pedagogical Grammar for Teachers of  ESL/EFL (4)

TESL

562

Methods for Teaching Second Languages (4)

TESL

564

Teaching ESL for Academic Purposes (4)

TESL

567A

Language Testing (4)

TESL

568

Practicum in English as a Second Language (4)

TESL

572

ESL/EFL Course, Syllabus, and Materials Design (4)

ENGL

401

English Language in America  (4)

Optional Electives
Select with adviser approval.

ANTH

470/ENGL 403

COMD

456

EDCI

453, 549

EDFN

452

EDSP

408

ENGL

400, 403, 405, 504, 505

EDIT

430

TESL

565, 566,567B*,  569, 570, 571, 573AB*, 574597, 598

* May be repeated once for credit with prior approval of a TESOL adviser.

Credential Programs

Preliminary Administrative Services Credential

Regulations, policies, and procedures governing the program for the Preliminary Administrative Services credential, available from the division office, were developed in accordance with guidelines developed by the California Commission on Teacher Credentialing.  The program is based on a set of competencies necessary for successful performance as a California school administrator.

Admission to the Program

In addition to general university requirements for admission to graduate study, applicants to the Preliminary Administrative Services Credential program must meet the following requirements:

·     Possession of a baccalaureate degree from a regionally accredited institution of higher education.

·     A 2.75 grade point average in the last 90-quarter units attempted.

.     Positive review of application materials and assignment of permanent advisor.

·     Two years of successful teaching experience in K-12 schools with a California Professional Teaching Credential or any
     equivalent credential approved by the California Commission on Teacher Credentialing.

·     Successful completion of the Writing Proficiency Examination (WPE) or any equivalent inventory approved by the university.

·     Three (3) positive recommendation letters, including one from a practicing school administrator.

·     Meeting of admission standards developed by the division (refer to the EDAD student handbook).

·     Orientation/screening interviews with program faculty.

·     A program of study approved by the advisor and division chair.

Upon completion of the program, receiving division recommendation and submitting an application and attendant fees, candidates receive a Certificate of Eligibility for the Preliminary Administrative Services Credential. The certificate authorizes one to seek initial employment as an administrator, but does not authorize ongoing administrative service. The certificate of eligibility is converted to the Preliminary Administrative Services credential upon confirmation of employment as an administrator for all administrative and supervisory services from prekindergarten through grade 12 in California public schools. This credential is valid for 5 years and must be replaced by a professional administrative services credential before it expires..

Minimum Credential Requirements  (54 units) 

The following requirements are subject to change without notice.  Students should consult the division for current requirements.  Minimum requirements for issuance of the Preliminary Administrative Services Credential include: 

·     Residency Requirement: At least 32 quarter units for the Preliminary Administrative Services credential program must be
     completed in residence at Cal State LA.

·     All courses for completing the credential must be completed within 7 years from when the first course is taken.

·     Fifty-four units of acceptable postbaccalaureate course work as listed below. 

·     Completion of the required courses. 

·     A passing score on the California Basic Educational Skills Test  (CBEST). 

·     Three years of successful full-time classroom teaching experience or equivalent K-12 school
     experiences that are approved by the California Commission on Teacher Credentialing.

·     Completion and successful presentation of a professional digital portfolio.

·     A valid California Professional Teaching Credential or any equivalent credential approved by the
     California Commission on Teacher Credentialing.

Required Courses (54 units)
Recommended Sequence:

EDAD

501A

Introduction to Educational Administration (4)

EDAD

501B

Laboratory for Educational Administration Digital Portfolios (2)

EDAD

561A

Educational Leadership (4)

EDAD

561B

Fieldwork in Educational Leadership (2)

EDAD

562A

Research and Data Assessment (4)

EDAD

562B

Fieldwork in Research and Data Assessment (2)

EDAD

563A

Pluralism, Collaboration, and Social Justice (4)

EDAD

563B

Fieldwork in Pluralism, Collaboration, and Social Justice (2)

EDAD

564A

School Law (4)

EDAD

564B

Fieldwork in School Law (2)

EDAD

565A

Instructional Leadership (4)

EDAD

565B

Fieldwork in Instructional Leadership (2)

EDAD

566A

School Management (4)

EDAD

566B

Fieldwork in School Management (2)

EDSP

567A

School Finance (4)

EDAD

567B

Fieldwork in School Finance (2)

EDAD

581

Clinical Internship (3)

*EDAD

590

Reflection and Portfolio Assessment (3)                      And

EDAD

596

Comprehensive Exam (0)

*To be taken during the last quarter of the program

Professional Administrative Services Credential

The purpose of the program is to provide education and training for new administrators.  The program is based on a set of competencies considered necessary for successful performance as a California school administrator.  The credential licenses holders to perform all administrative and supervisory services in grades prekindergarten-12 in California public or private schools.

There are two tracks under this program:

Track 1: CCTC Standards-Based program

Track 2: CCTC Mastery of Performance Assessment program

Prerequisites: 

·     A master’s degree.

·     A Preliminary or Clear Administrative Services credential issued under present or prior
     regulations.

·     Passing score on UNIV 400, the Writing Proficiency Examination  (WPE) or acceptable
     alternative by petition.

·     Passing score on California Basic Educational Skills Test  (CBEST); and

·     Completion of written examinations and inventories required by the division.

·     At least on year of experience as an administrator if applying for Track 2.

Track 1: Standards- Based Program
Minimum Credential Requirements  (24-36 units)

·      Residency Requirement: Students must complete 18 units at Cal State LA within the required
     courses for the credential.

·      All courses fulfilling the required program for credential must be competed within 8 years of
     applying for the      credential;

·     Twenty-four to thirty-six units of postbaccalaureate course work as listed below;

·     Satisfaction of all program standards;

·     Completion of written examinations and inventories required by the division;

·     A minimum of two years of successful, full-time school administrative experience in the public
     schools or in private schools of equivalent status; and

·     Written verification from your employing school district, or an official of the appropriate county
     office of education, or successful completion of your program plan.

Required Core (15-19 units)

EDAD

552

Seminar: Instructional  and Organizational Change in Socio-Culturally Diverse Schools (6)

EDAD

545

Seminar: Technology for Instructional and Organizational Change (3)

EDCI

535

Instructional Strategies for Teaching Cultural Awareness (4)

EDSE

590

Teaching in Multicultural Secondary Classrooms (4) or

  

Demonstration of Cross Cultural, Language and Academic (CLAD) competencies.

EDAD

594

Development of the Induction Plan (3)

EDAD

595

Seminar: Candidate Assessment (3)

Elective Courses (6-21 units)

EDAD

533

Legal Research in EDAD (3)

EDAD

539

Leadership through Personnel and Contract Administration (3)

EDAD

543

Advanced Fiscal Management (3)

EDAD

582

Practicum (3, 3, 3) (May be repeated up to 12 units)  or

  

120 hours of administrative non-university activities. 

Other electives may be selected with the approval of adviser.

Track 2: Mastery of Performance Assessment Program
Minimum credential requirements (16 units)

·     Successful completion of sixteen units of courses as listed below;

·     Satisfaction of all program standards;

·     Completion of written examinations and inventories required by the division;

·     A minimum of two years of successful, full-time school administrative experience
     in the public schools or in private schools of equivalent status.

Required Courses (16 units):

EDAD 596A

Reflection and Assessment for Mastery of Fieldwork Performance Standards (6)

EDAD 596B

Portfolio Assessment for Mastery of Fieldwork Performance Standards (6)

EDAD 598

Graduate Directed Study (4)

Doctoral Program

Doctor of Education Degree in Educational Administration and Leadership

Please note: No new students are being accepted into this program. . A new independent Ed.D. in Educational Leadership is being proposed. For more information, please contact the Dean's Office at (323) 343-4300.

The doctoral program in Educational Administration and Leadership, offered jointly by the University of California, Irvine (UCI) and California State University, Los Angeles, combines the unique resources of the two institutions.  The program is a rigorous, research-based advanced professional degree which prepares leaders for the K-12, community college, and other higher education institutions. The program develops educational leaders who can apply the critical skills of analysis, inquiry, research and evaluation to advance educational practice and to contribute to the study of educational reforms.

Admission to the Program

(a)     completion of a Master's Degree in education or a related field from an accredited
         institution of higher education;
b)      a minimum grade point average of 3.0 or above in coursework taken for the baccalaureate
         degree; for candidates who do not meet this requirement, the GPA in coursework completed
         during Master's Degree study will also be considered;
(c)     three outstanding letters of recommendation from individuals familiar with the applicant's ability
         to perform graduate-level work;
(d)     submission of scores on the Graduate Record Examination  (GRE)
(e)     a personal statement and writing sample; and
(f)      an interview with at least one member of the Program's Joint Graduate Admissions Committee.

Additional admission requirements:

Candidates will be required to (a) meet the general admissions requirements of the UCI Graduate Division and (b) be recommended for admission by the Program's Joint Graduate Admissions Committee that will be composed of program faculty appointed by the program's Joint Executive Committee. Selection of candidates for admission will be made by the Joint Admissions Committee on the basis of such standards of excellence and criteria as the following:

Note:   There will be no foreign language requirement as a criterion for admission. Students whose research plans require second language skills, for example, based on interviews with English language learners and their family members, will be advised to develop those skills before beginning dissertation research.

Requirements for the Degree (80 units: 48 CSU units and 32 UCI Units)

A minimum of 80 quarter units is required, including at least 48 units in courses offered by CSULA and 32 units offered by UCI.

Required Content Core 16 CSU units (24 units are taken at UCI)

EDAD 601

Seminar: Organizational Theory, Planning and Application (4)

EDAD 603

Seminar: Philosophy and Ethics of Educational Leadership (4)

EDAD 605

Seminar:  History of Educational Innovations and Current Educational Reform Movements (4)

EDAD 607

Seminar:  Issues in Educational Policy and Reform (4)

Required Research Core 12 CSU units (8 units are taken at UCI)

EDFN 600A

Seminar: Field Research Study I (4)

EDFN 600B

Seminar: Field Research Study II (4)

EDFN 602

Seminar: Applications to Education of Social and Psychological Methods (4)

Electives (20 units): (Prior approval of adviser is required)

A research course or directed reading specific to the methods required for the Dissertation (4) and 4 elective courses (16 units)

Dissertation (12 units)

EDAD 699

Doctoral Dissertation (12)

Residence Requirements

Each student will be required to be in residence both at UCI and at CSULA for at least three quarters (or the semester equivalent at campuses using a semester calendar). Being in residence means that the student enrolls in at least 4 units of study at the campus.

Student Fees

Students will register and pay fees consistent with provisions of statewide agreements reached between the University of California and California State University systems. If for the duration of a single academic term a joint doctoral student will be enrolled only in courses at UCI or on a CSU campus participating in the Joint program, it will normally be the case that the student will register and pay fees at that institution for that term. All fees are calculated at the UC rate.

Financial Aid and Graduate Support

Student aid and graduate support will be primarily the responsibility of the home campus. Fellowships or teaching assistantships will normally be granted to the students by the home campus. However, research grants might be administered so as to provide support for participation by students enrolled in the program having a different home campus.

Doctor of Education (Ed.D.) in Educational Leadership Specialization in PreK-12 Leadership

The doctoral program in Educational Leadership with a Specialization in PreK-12 Education is designed to prepare educators to lead reform efforts in California's Pre-Kindergarten through 12th grade schools. The degree program is designed specifically for working professionals in the field of education. The Ed.D. in Educational Leadership has three emphases: School and System Redesign, Urban Teaching and Learning, and Students' Special Needs, Supports and Services.

Admission to the Program
For admission to the program, applicants must have:
1.       An earned baccalaureate degree and master's degree from accredited institution of higher education with a cumulative
    grade point average of 3.0 in upper division courses and 3.25 or above in graduate study. Official transcripts are required.
2. A professional resume.
3.      Demonstrated excellence in writing as demonstrated by samples of academic and professional documents.
4.      Submission of Graduate Record Examination (GRE) scores on the three sections of the General Test; GRE scores from the
    previous five (5) years are acceptable as valid for this purpose.
5.      Three confidential letters of recommendation attesting to the leadership and scholarship potential of the applicant. One
    letter must be from a university faculty member who is familiar with the applicant's work. One letter must be from a person
    who has supervised the applicant in an employment setting and the final letter must address the applicant's fit for the selected
    emphasis area.
6.      A written statement of professional purpose that reflects an understanding of the future challenges facing schools and the
    community they serve.
Requirements for the Degree (60 semester units)

A total of 60 semester units is required, with at least 30 in 600-level courses and including at 12 dissertation units. Students must pass a qualifying examination and complete a dissertation. Only students who have been admitted to the doctoral program may enroll in doctoral courses, without prior approval of the Doctoral Program Director. There is a limit on credit that may be earned in variable-unit courses. See Restrictions on Credit Earned in Variable Unit Courses in the Charter College of Education section in the Academic Programs: College-based and University-wide chapter in the catalog.

Required Core Courses (24 units)

Organization Theory and Leadership for Change (3)

EDAD 605

Advocacy, Community Engagement and Governance: The Social and Political Contexts of Education (3)

EDCI 660

Equity, Access, and Achievement in Urban Public Schools: The Impact of Curriculum on Teaching and Learning (3)

EDFN  641A

Using Quantitative Methods to Analyze Inequitable Schooling Outcomes and Target Improvement (3)

EDFN 641B

Exploring Teaching, Learning and Leadership for Urban Education Using Qualitative Research (3)

EDFN 641C

Practitioner Research Embedded in School Communities (3)

EDSP 600

Understanding and Using Research to Answer Questions About Diverse Urban Schools (3)

EDSP 604

Race, Language, Gender and Disability:  Educational Equity, School Policy, and  the Law (3)

Required Emphasis Courses (6 units)
Select from the following based on emphasis:

EDAD 604

Culturally and Linguistically Responsive Institutions (3)

EDCI 675

Advanced Pedagogical Strategies for Achieving Equity (3)

EDCI 677

Curriculum Leadership for Linguistically and Culturally Diverse Urban Students (3)

EDFN 614

Evaluation Methods for Urban Educational Leadership (3)

EDSP 640

Research on Exceptional Students From Diverse Cultural And Linguistic Backgrounds (3)

EDSP 660

Seminar: Research on Learning Disabilities and Behavior Disorders (3)

Required LAB Courses (15 to 27 units)
Select from the following based on emphasis:

EDHI 603

Introduction to Doctoral Research (2)

EDHI 605F 1

Faculty Research LAB (2)

EDHI 605C 2

Community Research LAB (2)

EDHI 605D 3

Dissertation Research LAB (2)

EDHI 605E 4

Research on Exceptional Students From Diverse Cultural And Linguistic Backgrounds (3)

1. Repeated until Advanced to Candidacy.
2. Will be taken twice.
3. Will be taken along with EDAD 699
4. As needed; may be repeated up to 8 times.
General Electives (3 units):
To complete the 60 semester units, select, with advisor approval, additional classes from the emphasis courses above, or any of the following:

Research Methods in Single Subject Design (3)

EDAD 606

Seminar: Designing Future Learning Systems (3)

EDCI 635

Teachers, Leadership, and Power In Urban Schools (3)

EDFN 615

Seminar: Assessment and Data Driven Decision Making (3)

EDIT 600

Educational Technology Leadership (3)

EDSP 640

Research on Exceptional Students from Diverse Cultural and Linguistic Backgrounds (3)

TESL 600

Language Planning and Policy (3)

Dissertation Courses (12 units)
EDFN 626 1

Designing and Writing the Doctoral Dissertation Proposal (3)

EDAD 699 2

Dissertation Research (3)

EDAD 695 3

Guided Study for the Dissertation (3)

1. May be repeated for credit.
2. Must be taken 3 times for a total of 9 units.
3. Units do not count toward degree completion. Course may be repeated until proposal defense.
Additional Course(s) (TBD)

Graduate Directed Study (1-8)

EDFN - Undergraduate Level

Educational Foundations (EDFN)

Upper Division Courses

EDFN 380 Education and Development in the Third World (4) (also listed as LAS 380 and PAS 380)

Prerequisite: Completion of Basic Subjects (Block A) and one course from Block D.  Comparative analysis of the systems of education in the Third World with particular emphasis to their educational problems and issues, and their relationship to economic development and social change.

EDFN 400-level Courses

All 400-level courses may be applied toward master’s degree requirements except the following, subject to limits established by the department and approval of the graduate adviser

EDFN 413 Psychological Foundations of Education  (4)

Psychological research and theory in human learning and development related to educational processes.

EDFN 414 Social Foundations of Education  (3)

Social issues related to educational processes in the U.S.

EDFN 420 Introduction to Foundations of Urban Learning (2)

This course provides foundational knowledge in education by examining cultural, historical, political, philosophical, and sociological perspectives of schooling.

EDFN 438 Traditional Asian-American Values in American School Setting  (4)

Traditional Asian-American values as they relate to values found in American schools; ways in which these values reinforce or impede the teaching-learning process.

EDFN 440 Schooling for a Diverse, Urban Society

Foundational knowledge of education by examination of cultural, historical, political, philosophical, and sociological perspectives of schooling; introducing critical, reflective frameworks for analyzing contemporary American schools; and focusing on issues impacting diverse, urban families and school communities.

EDFN 452 Statistics in Education  (4)

Prerequisite:  One year of algebra.  Introduction to descriptive and inferential statistics basic to understanding and conducting educational research, including measures of central tendency, variability, covariability, sampling theory, interval estimation, testing statistical hypotheses.

EDFN 490 Problems in Educational Foundations  (2–5)

Prerequisite:  Instructor consent.  Investigation of unique problems in educational foundations.  Specific subjects announced in Schedule of Classes.  May be repeated for credit as subject matter changes.

EDFN 499 Undergraduate Directed Study  (1–4)

Prerequisite:  Instructor consent to act as sponsor.  Project selected in conference with sponsor before registration; progress meetings held regularly; final report submitted.  May be repeated for credit.

EDIT - Undergraduate Level

Instructional Technology (EDIT)

All 400-level courses may be applied toward master’s degree requirements, subject to limits established by the division and approval of the graduate adviser.

There is a special fee associated with registering for laboratory classes that carry this designation.  Details appear in the Schedule of Classes.

Upper Division Courses
EDIT 300 Demonstration of Technology Competencies (1)
Hands-on demonstration of technology competencies with computer hardware and software including word processing, spreadsheets, database managers, desktop publishing, multimedia, e-mail, the Internet. Overview of CSULA and the Charter College of Education electronic technology resources.
EDIT 420 Human Side of Computers and Information Technology (4)
Computers and information technology studied as part of the larger culture through critical analyses and focus on the human communications, aesthetic, ethical, pedagogical, social, cultural, cognitive, educational, policy and historical issues involved. (Cross-listed with COMM 420)

EDIT 430 Information Technologies in the Classroom (4)

Prerequisites: CS 160 or its equivalent or EDIT 300 and completion of EDCI 300 or EDSP 300 or graduate standing.  Using computers and electronic media to analyze data, communicate, collaborate, and solve problems in education; evaluation of electronic media for education; designing lessons, curricula, and creating learning environments using electronic media.  Using technology in the assessment process.

EDIT 431 Advanced Computer Applications in Education (4)

Prerequisite: EDIT 430 or permission of instructor. The use of advanced computer tools in the K-12 school curriculum. Seminar 3 hours, activity 2 hours.

EDIT 435 Computer Systems in Education  (4)

Prerequisite:  EDIT 430.  Computing systems and their uses in education including computer hardware, operating systems local area networks, peripherals, and telecommunications equipment.  Lecture 3 hours, laboratory 2 hours.

EDIT 451 Survey of Instructional Media and Technology  (4) 

Prerequisite:  EDIT 430.  Introduction to the M.A. programs in instructional technology, careers in instructional technology, selected learning theories, an introduction to instructional media design, an introduction to portfolios, and basic instructional technology software and hardware tools.

EDIT 456 Computer Applications in Schools  (4)

Computer applications in the areas of learning, teaching, and instructional management; problem-solving approach to design, development, and evaluation of computer education within teaching discipline and grade level.  Lecture 3 hours, laboratory 2 hours.

EDIT 472 World Builders (5)

Prerequisite:  EDIT 430 or equivalent.  Students use computers to access educational information and post graphics on the World Wide Web. Students explore future learning styles and broaden learning structures through the use of technology.

EDIT 484 Computer Authoring Tools  (4)

Prerequisite:  EDIT 430.  Computer authoring tools and their uses in developing educational software;  hands-on experience with various authoring tools.

EDIT 490 Special Topics in Instructional Technology  (2–5)

Prerequisite:  Instructor consent.  Investigation of unique problems and new  developments in instructional technology as announced in Schedule of Classes.  May be repeated for credit as subject matter changes.

Teaching English to Speakers of Other Languages (TESL)

TESL 400 Linguistics in Language Education (4)

This introductory course examines key sociocultural and educational issues related to language learning and use and covers key concepts in linguistics such as phonology, morphology, syntax, and semantics.

Urban Learning (ULRN)

ULRN 460 Assessment and Learning (4)

Basic principles and applications of educational assessment. Topics include learning goals and objectives, multidimensional assessment strategies, including formal (e.g., standardized tests) and informal (e.g., rubrics), measures, use of data to guide instruction, and communicate results.

ULRN 461 Learning and Critical Thinking (4)

Perspectives and practices to integrate inquiry, problem-solving, critical thinking, metacognition, and self-regulation into urban learning settings. Views of learning, intelligence and their growth through multiple learning styles are also examined.

ULRN 462 The Role of Play in Learning (4)

Dynamics of the role of group and individual play in children's learning with a focus on increased understanding of human development and behavior. Observation for two hours per week required.

ULRN 463 Literacy and the Urban Community (4)

Basic concepts of emerging literacy in the urban community: family literacy, language acquisition, phonemic awareness and techniques for integrating early reading, writing, listening, and speaking skills. Field site application through community-based experiences and service learning. Lecture 2 hours, activity 2 hours.

ULRN 464 Contemporary Issues in Knowledge, Culture and Learning (4)

Theoretical approaches to understanding the construction of knowledge in and through culture. Contemporary Issues and problems in a diverse learning community.

ULRN 469 Senior Seminar: Reflection, Assessment, and Writing (4 units)

Capstone activities for students in urban teaming major. Involves papers, reflections, and final project integrating the outcomes of the teaming experience.

EDAD Graduate Level Courses

All 400-level courses may be applied toward master’s degree requirements, subject to limits established by the division and approval of the graduate adviser.

Classified graduate standing is required for admission, except that postbaccalaureate students may enroll in 500-level courses that are required in a credential program.

Educational Administration (EDAD)

EDAD 501A Introduction to Educational Administration (4)

Co-requisite: Must be taken concurrently with aEDAD 501B. This course examines professional changes in the transition to leadership roles and investigates and integrates the Educational Administration performance standards required by the CCTC candidate assessment portfolios.

EDAD 501B Laboratory for Educational Administration Digital Portfolios (2)

Co-requisite: Must be taken concurrently with EDAD 501A. Students develop and implement technology skills and knowledge needed to create Educational Leadership digital portfolios for culminating assessment in student performance and competence as required by the CCTC. A minimum of twenty hours of laboratory is required.

EDAD 505 Leadership Use of Research Methodology (4)

Prerequisites: Completion of EDAD 508 with a grade of B or better and EDAD 580A with a credit grade. This course is designed for prospective administrators to acquire knowledge and skills for the use of information technology to facilitate education research.

EDAD 508 Leadership for Organizational Transformation (4)

Prerequisite: EDAD 430. Corequisite: Must be taken with EDAD 580A concurrently. Theories, research, and practice in leadership, administrative process redesign, and technology for organizational transformation. Candidates plan portfolios that include a plan for professional and academic growth.

EDAD 516 Leadership in Current, Social and Political Issues (4)

Prerequisites: Completion of EDAD 508 with a grade of B or better and EDAD 580A with credit grade. This course is designed for prospective administrators to acquire knowledge and skills related to social, political, and historical forces affecting education and their effect on leadership trends, legislation, research and societal issues.

EDAD 520 Instructional Leadership (4)

Prerequisites: Completion of EDAD 508 with a grade of B or better and EDAD 580A with credit grade. This course is designed for prospective administrators to acquire  curricular skills in implementation and evaluation of instructional programs. Some course sections may require service learning.

EDAD 521 Leadership in Human Resource Development (4)

Prerequisites: Completion of EDAD 508 with a grade of B or better and EDAD 580A with credit grade. This course is designed for prospective administrators to acquire leadership skills in attracting, developing and instructing personnel.

EDAD 530 Leadership in School Law  (4)

Prerequisites: Completion of EDAD 508 with a grade of B or better and EDAD 580A with credit grade. This course is designed for prospective school administrators to acquire knowledge and skills in legal issues related to diverse student populations and related school practices; cultural democracy emphasized.

EDAD 533 Legal Research in Educational Administration  (3)

Prerequisite: Effects of laws, legal materials, judicial decisions on school operations.  Techniques of legal research and its relation to school administration.

EDAD 536 Special Seminar:  Problems in School Administration  (1–5)

Prerequisite:  Administrative Services credential.  Theoretical and practical aspects of special problems in school administration; specific topic announced in Schedule of Classes.  Course does not meet credential requirements.  May be repeated to maximum of 5 units.

EDAD 537 Teacher Leadership in the Urban School: Issues, Trends, and New Directions (4) (Also listed as EDCI 537)

Prerequisite: Level I credential, enrollment in an induction or Master of Arts in Education program. This course presents a new paradigm in teacher leadership to enable teachers to explore the rewards and responsibilities of effective leadership in urban school settings. It also serves as a foundational course for teachers seeking National Board Certification.

EDAD 539 Seminar: Leadership through Personnel  & Contract Administration  (3)

Prerequisites: Admission to EDAD Professional Credential Program. Examination of the practices and procedures affecting employer-employee relationships in the collective bargaining process and contract administration.

EDAD 540 Leadership in School Finance  (4)

Prerequisites: Completion of EDAD 508 with a grade of B or better and EDAD 580A with credit grade. This course is designed for prospective administrators to acquire knowledge and skills in the fundamentals of school finance and the essential leadership strategies related to managing financial issues related to diverse student populations and related school practices.

EDAD 543 Seminar:  Advanced Fiscal Management  (3)

Prerequisites:  EDAD 539.  Theory and practices of school business and facility management including accounting, purchasing, and supply management; evaluation, maintenance, and function of educational facilities and their interrelationships.  Lecture (3 units) required; 10 hours of administrative-related field activities required.

EDAD 545 Seminar: Technology for Instructional and Organizational Change  (3)

Prerequisites:  Admission to EDAD Professional Credential Program, computer literate and computer competent.  Principles related to the management of information systems and instructional technologies for effective educational leadership.

EDAD 552 Seminar:  Instructional and Organizational Change in Socio-Culturally Diverse Schools  (3)

Prerequisite:  Admission to EDAD Professional Credential Program.  A hands-on approach to relevant organizational theories for creating change to meet the needs of socio-culturally diverse schools and communities.

EDAD 561A Educational Leadership (4)

Corequisite: Must be taken concurrently with EDAD 561B. This course prepares the candidate to understand the role of instructional leaders in a shared vision of learning, personal ethics, and leadership capacity.

EDAD 561B Fieldwork in Educational Leadership (2)

Corequisite: Must be taken concurrently with EDAD 561A. Students develop and implement enriched fieldwork experiences that are designed to facilitate the application of theoretical concepts of EDAD 561A, in practical settings. A minimum of 20 hours of fieldwork experience under a qualified supervisor is required.

EDAD 562A Research and Data Assessment (4)

Corequisite: Must be taken concurrently with EDAD 562B. This course prepares the candidate to understand the role of instructional leaders as critical consumers of research and data assessment to improve student achievement utilizing appropriate data and technological applications.

EDAD 562B Fieldwork in Research and Data Assessment (2)

Corequisite: Must be taken concurrently with EDAD 562A. Students develop and implement enriched fieldwork experiences that are designed to facilitate the application of theoretical concepts of EDAD 562A, in practical settings. A minimum of 20 hours of fieldwork experience under a qualified supervisor is required.

EDAD 563A Pluralism, Collaboration, and Social Justice (4)

Corequisite: Must be taken concurrently with EDAD 563B. This course prepares the candidate to understand the role of instructional leaders in the political, social, and cultural context of the school, collaboratively working with diverse families in a pluralistic community-setting.

EDAD 563B Fieldwork in Pluralism, Collaboration, and Social Justice (2)

Corequisite: Must be taken concurrently with EDAD 563A. Students develop and implement enriched fieldwork experiences that are designed to facilitate the application of theoretical concepts of EDAD 563A, in practical settings. A minimum of 20 hours of fieldwork experience under a qualified supervisor is required.

EDAD 564A School Law (4)

Corequisite: Must be taken concurrently with EDAD 564B. This course prepares the candidate to understand the roles of instructional leaders and school law in meeting the needs of diverse population, including individuals with disabilities.

EDAD 564B Fieldwork in School Law (2)

Corequisite: Must be taken concurrently with EDAD 564A. Students develop and implement enriched fieldwork experiences that are designed to facilitate the application of theoretical concepts of EDAD 564A, in practical settings. A minimum of 20 hours of fieldwork experience under a qualified supervisor is required.

EDAD 565A Instructional Leadership (4)

Corequisite: Must be taken concurrently with EDAD 565B. This course prepares the candidate to understand the role of instructional leaders in curriculum and instructional programs that promote success for all students from diverse backgrounds.

EDAD 565B Fieldwork in Instructional Leadership (2)

Corequisite: Must be taken concurrently with EDAD 565A. Students develop and implement enriched fieldwork experiences that are designed to facilitate the application of theoretical concepts of EDAD 565A, in practical settings. A minimum of 20 hours of fieldwork experience under a qualified supervisor is required.

EDAD 566A School Management (4)

Corequisite: Must be taken concurrently with EDAD 566B. This course prepares the candidate to understand the role of instructional leaders in the management of the school, including human resources administration.

EDAD 566B Fieldwork in School Management (2)

Corequisite: Must be taken concurrently with EDAD 566A. Students develop and implement enriched fieldwork experiences that are designed to facilitate the application of theoretical concepts of EDAD 566A, in practical settings. A minimum of 20 hours of fieldwork experience under a qualified supervisor is required.

EDAD 567A School Finance (4)

Corequisite: Must be taken concurrently with EDAD 567B. This course prepares the candidate to understand the role of instructional leaders in the fiscal and economic context of the school, ensuring equitable distribution of resources and support for all students.

EDAD 567B Fieldwork in School Finance (2)

Corequisite: Must be taken concurrently with EDAD 567A. Students develop and implement enriched fieldwork experiences that are designed to facilitate the application of theoretical concepts of EDAD 567A, in practical settings. A minimum of 20 hours of fieldwork experience under a qualified supervisor is required.

EDAD 570 School Leadership and Technology (4)

Prerequisites: Completion of EDAD 508 with a grade of B or better and EDAD 580A with credit grade. This course is designed for prospective educational administrators to acquire functional knowledge about the selection of technology for school site use.

EDAD 580A  Fieldwork I (2 Units)

Corequisite: Must be taken with EDAD 508 concurrently.  This course is designed for prospective administrators and offers the opportunities for a variety of administrative fieldwork experiences.  A minimum of 30 hours of fieldwork under a qualified superior is required. (Graded CR/NC).

EDAD 580B Fieldwork II (2)

Prerequisite: Completion of EDAD 508 with a B or better and EDAD 580A with credit.  Successful completion of all EDAD core courses taken previously. Students develop and implement enriched field activities that are focused on specific content of EDAD core courses.  A minimum of 30 hours of fieldwork und a qualified supervisor is required.  (Graded CR/NC).

EDAD 581 Clinical Internship (3)

Prerequisites: 505,  508, 516, 520, 521, 525.  Administrative, supervisory and curricular experience at school or district levels.  May not be repeated for credit.

EDAD 582 Practicum:  Field Work  (3)

Prerequisites:  Admission to EDAD Professional Credential Program; EDAD 594.  Practical experience in applying principles, practices and procedures of school sites and district offices.  May be repeated to maximum of 12 units for credit.

EDAD 584 Field Work in Central Office Administration and Supervision  (3)

Prerequisites:  Admission to central office administration option, division approval.  Intensive and extensive participation in general school administration; areas of emphasis determined in consultation with adviser.  Graded CR/NC. May be repeated to maximum of 12 units for credit.

EDAD 587 Internship in Educational Administration  (3)

Prerequisites:  Admission to internship program, approval of both division and school district.  Participation in school administration and supervision in school district where student is employed; supervision by on-site administrator and university instructor; regular seminar sessions.  Graded CR/NC.  May be repeated to maximum of 12 units for credit.

EDAD 590 Reflection and Portfolio Assessment  (3)

Prerequisite:  Successful completion of all EDAD courses and advancement to candidacy.  This is a capstone course designed for prospective administrators to demonstrate evidence of knowledge and skills reflective of the candidates present competence and assessment of professional and academic growth achieved during the program. 

EDAD 594 Seminar:  Development of Induction Plan  (3)

Prerequisite:  Admission to EDAD Professional Credential Program.  The candidate, University adviser and district mentor develop an individualized induction plan for the support and professional development of the beginning administrator.

EDAD 595 Seminar:  Candidate Assessment  (3)

Prerequisite:  Completion of induction plan.  The candidate, the University adviser and the district mentor assess the induction plan for the candidate to be recommended for the Professional Administrative Services Credential.

EDAD 596A Reflection and Assessment for Mastery of Fieldwork Performance Standards (6)

Pre-requisite: Verification of at least one year of experience as an administrator with a California Preliminary Administrative Services Credential. Corequisite: Must be taken concurrently with EDAD 596B. Designed for beginning administrators to complete the first half requirement for the Mastery of Fieldwork Performance Standards Option. Assessment and reflection of performance required for the Professional Administrative Services Credential. A minimum of 30 hours of fieldwork is required.

EDAD 596B Portfolio Assessment for Mastery of Fieldwork Performance Standards (6)

Pre-requisite: Verification of at least one year of experience as an administrator with a California Preliminary Administrative Services Credential. Corequisite: Must be taken concurrently with EDAD 596A. Designed for beginning administrators to complete the second half requirement for the Mastery of Fieldwork Performance Standards Option. Assessment and reflection through performance evidences required for the Professional Administrative Services Credential. A minimum of 30 hours of fieldwork is required.

EDAD 598 Graduate Directed Study  (1–4)

Prerequisites:  A B (3.0) grade point average in all graduate work in education, consent of division chair and of instructor to act as sponsor.  Independent directed study of advanced topics in field; regular conferences with sponsor.  May be repeated for credit.

EDAD 599A, Thesis or Project Planning (3)

Prerequisites: EDFN 452 and 500, or EDFN 553, or COUN 529, advancement to candidacy, written approval of thesis chair.  Prior to completion, student will have completed draft of thesis or project proposal, selected a thesis committee, and submitted draft of thesis or project proposal to thesis committee.  Graded CR/NC.

EDAD 599B, Thesis or Project (2)

Prerequisites: EDAD 599A, written approval of thesis committee chair.  Prior to completion, student will have submitted a final draft to thesis or project proposal to thesis committee.  Graded CR/NC.

EDAD 599C, Thesis or Project (2)

Prerequisites: EDAD 599B, written approval of  thesis committee chair. Completion of thesis of project under direct supervision of  thesis committee.  Graded CR/NC.

Doctoral Courses in in Educational Administration (EDAD)

EDAD 601 Organizational Theory and Leadership for Change (3*)

Prerequisite: Admission to doctoral program. Historical and structural analysis of educational, organizations; urban learning systems as they relate to organizational theory, change leadership, and school reform. 

EDAD 603 Seminar: Philosophy and Ethics of Educational Leadership (4)

Philosophy, ethics, and moral values of educational leadership for school administrators. Theory and philosophy of educational change. Research about ethical and moral leadership schools.

EDAD 604 Culturally and Linguistically Responsive Institutions. (3*)

Prerequisite: Admission to doctoral program. Examines how historical, social, and cultural influences construct understanding of schooling and human development; applies critical pedagogy to issues of class. race/ethnicity, gender, language and equity-minded leadership for educational institutions.

EDAD 605 Advocacy, Community Engagement and Governance: The Social and Political Contexts of Education (3*)

Prerequisite: Admission to doctoral program. Examines research on the role of social movements, civic activism and community-based organizing in building advocacy and leadership for school reform analysis of interagency and intergovernmental politics and practices.

EDAD 606 Designing Future Learning Systems (3*)

Prerequisite: Admission to doctoral program. Analyzes contemporary developments in science, technology, asset allocation and relationships that improve learning; explores design options for futuristic learning systems, applies future thinking to planning learning systems for 2025.

EDAD 607 Seminar: Issues in Educational Policy and Reform (4)

In-depth study of topics relevant to educational reform and policy-making, such as: substantive nature of selected reforms, ethical and value choices they entailed, programmatic strategies used in implementing them, and methods used to evaluate them.

EDAD 608 Legislative Action and Educational Policy (4)

Prerequisite: Admission to the Ed.D. program in Education. Examination of legal processes governing educational policy, including significant laws, legal principles, recent litigation, controlling relationships of schools to student and teacher rights and duties, administrative behavior, etc. Focuses on connections between legislative/judicial action and social, political and economic forces affecting education.

EDAD 624 Organization and Administration of the School (4)

Prerequisite: Admission to the Ed.D. program in Education. The study of school systems and administrative roles in the light of organizational and administrative theory.

EDAD 625 School Finance (4)

Prerequisite: Admission to the Ed.D. program in Education. Explores methods of financing public education. Identifies budgeting and accounting techniques used by school districts in support of the instructional process and considers legal requirements and public reactions to the financing of education.

EDAD 626 Designing and Writing the Doctoral Dissertation Proposal (3*)

Prerequisite: Admission into doctoral program. Incorporates a writing workshop approach to help students develop effective academic writing strategies, describe the design of the dissertation, prepare a timeline, and write required chapters of a dissertation proposal. May be repeated once for credit. Graded ABC/NC.

EDAD 668 Diversity in Educational Administration. (4)

Prerequisite: Admission to the Ed.D. program in Education. Provides an understanding of school administrative and management issues related to the increasing diversity in schools. Theories about underrepresentation, diversity, legislation, harassment, and institutional participation reviewed. Cultural background, communication patterns, social networks, leadership, and administrative styles are considered.

EDAD 698 Graduate Directed Study (1-8)

Prerequisite: Consent of an instructor to act as sponsor.  Independent directed study of advanced topics in field; regular conferences with sponsor. May be repeated for up to 8 units of credit.

EDAD 690 Doctoral Seminar: Special Topics in Research and Evaluation for Urban Educational Leadership Pre-K-12: Scholarship and Inquiry; Institutional Inquiry Models; Assessment Design and Implementation; Program Development and Evaluation; Research in Special Education (4)

EDAD 691 Doctoral Seminar: Special Topics in Socio-cultural Issues for Urban Educational Leadership Pre-K-12: School Culture and Achievement; Culturally Responsive Schools; Critical and Social Theory; Social/cultural Demographics and Achievement Implications; Language and Culture; Social stratification and Inequity; Global Learning (4)

EDAD 692 Doctoral Seminar: Special Topics in Educational Leadership for Urban Educational Leadership Pre-K-12: Contemporary Issues of Leadership: Resources, Budgets, and Equity; Democracy and Governance; Contemporary Legal Issues; Teacher Leadership and Learning Organization; Problems of Transformation (4)

EDAD 693 Doctoral Seminar: Special Topics in Classroom Innovations for Urban Educational Leadership Pre-K-12: Culturally Responsive Classrooms/Schools; Issues of Student Placements and Inclusion; Research in Gifted Education; Technology and Media (4)

EDAD 695 Guided Study for the Dissertation (3*)

Prerequisites: Admission into doctoral program and EDAD 624. Faculty coaching and structured activities to support completion of dissertation proposal and advancement to candidacy; conducting pilot studies, students refine literature review, research questions, design, and methods of data collection. May be repeated up to 3 times. Graded ABC/NC.

EDAD 699 Doctoral Dissertation (4)

Prerequisites: Advancement to candidacy for Ed.D. degree and consent of an instructor to act as sponsor. Continuous enrollment required while student is working on dissertation. May be repeated for credit.

*Semester Units

All 400-level courses may be applied toward master’s degree requirements, subject to limits established by the division and approval of the graduate adviser.

Classified graduate standing is required for admission, except that postbaccalaureate students may enroll in 500-level courses that are required in a credential program.

Educational Foundations (EDFN)

EDFN 500 Evaluation of Educational Research  (4)

Criteria for evaluation of educational research; critical analysis of representative research reports.  Survey of educational research methods, planning a research study, organization of a research report.  Credit allowed for only one of EDFN 500, and 553

EDFN 505 Qualitative Research in Education (4)

Introduction to qualitative research theory and methodology in education; interpretation, data collection, and analysis; practitioner research.

EDFN 506 Comparative Education  (4)

Prerequisite:  EDFN 414.  Selected foreign educational systems within context of their respective cultures.  Particular attention to multilingual/multicultural and urban educational issues. 

EDFN 507 History of Education  (4)

Prerequisite:  Four units chosen from HIST 110ABC or 202AB.  Historical analysis of current educational issues with particular attention to multilingual/multicultural and urban education problems. 

EDFN 508 Philosophy of Education  (4)

Prerequisite:  PHIL 151 or 152 recommended.  Selected current philosophies of education and their applications to educative process.  Particular attention to philosophical analysis of issues related to multilingual/multicultural and urban education. 

EDFN 510 Advanced Study:  Learning Theory and Education  (4)

Prerequisite:  EDFN 413.  Recent significant developments in learning theory with emphasis on classroom application.

EDFN 511 Advanced Classroom Assessment in the Urban School (4) (Also listed as EDCI 511)

Prerequisite: Level I credential, enrollment in an induction or Master of Arts degree in Education program, or permission of instructor. This course is an advanced treatment of the field of classroom assessment emphasizing authentic methodologies focusing on urban classroom settings.

EDFN 521 Program Evaluation Theory and Design (4)

Prerequisites: EDFN 500 or equivalent and EDFN 452. A comprehensive introduction to program evaluation theory; methodological designs and approaches used for evaluation purposes.

EDFN 525 Educational Sociology  (4)

Prerequisite:  EDFN 414.  Application of insights of social sciences to education in areas of cultural anthropology, sociology, political theory, economics. 

EDFN 530 Advanced Study in Human Development  (4)

Prerequisite:  EDFN 413 or consent of the instructor.  Recent significant contributions in human development research and theory; emphasis on the implications of human development for education.

EDFN 541 Evaluation of State and Federal Programs (4)

Prerequisites: EDFN 500 or equivalent and EDFN 452. A survey of issues dealing with conducting evaluations of federal and state programs, including grant proposals, surveys and human subjects principles.

EDFN 550 Contemporary Social Theory and Issues in Urban Education (4)

Introduction to and examination of conceptual frameworks and methods of contemporary social theories (e.g., social reproduction theory, postmodernist/postructuralist theory, feminist theory, postcolonial theory, critical race theory, and critical pedagogy as related to issues of class, race/ethnicity, gender, power, and equity in urban schooling.

EDFN 551 Action Research in Education (4)

This course explores Action Research as a critical, action-oriented inquiry designed to link with strategies of the change process. The site for change can be a classroom, a work site, an institution, etc. Action research is seen as a way to explore questions that arise in your own practice and/or school; it is seen as a new approach to knowledge generation, professional development, transformational learning and educational change.

EDFN 552 Policy Studies in Urban Education (4)

This course explores traditional and alternative approaches to the study of policy for urban educational contexts covering key concepts such as power relationships in policy environments, policy-making processes, policy texts, and implementation practices.

EDFN 553 Educational Research and Decision Making  (4) 

Methods and tools of research and evaluation with implications for educational decision-making.  Credit allowed for only one of EDFN 500,and 553

EDFN 594 Selected Studies in Education  (1–5)

Prerequisite:  Consent of division chair.  Intensive study of designated problems in education.  May be repeated for credit as subject matter changes.

EDFN 595 Field Experience in Evaluation (Practicum) (4)

Prerequisites: EDFN 452, EDFN 500 or equivalent, EDFN 521, EDFN 541. Provides students with practical experience through completion of a direct interaction with professional staff responsible for evaluation of program(s) and/or assessment of students in the local area. Graded CR/NC.

EDFN 596 Comprehensive Exam (0)

Graded CR/NR

EDFN 597 Graduate Research  (1–4)

Prerequisites:  EDFN 500, instructor consent to act as sponsor, division approval of project prior to registration.  Independent research under guidance of faculty.  May be repeated for credit.  Graded CR/NC

EDFN 598 Graduate Directed Study  (1–4)

Prerequisites:  A B (3.0) grade point average in all graduate work in education, consent of division chair and of instructor to act as sponsor.  Independent directed study of advanced topics in field; regular conferences with sponsor.  May be repeated for credit. 

EDFN 599A Thesis or Project Planning  (3)

Prerequisites:  EDFN 452 or another adviser approved research course, and 500 or 553, advancement to candidacy, written approval of thesis chair.  Prior to completion, student will have completed draft of thesis or project proposal, selected a thesis committee, and submitted draft of thesis or project proposal to thesis committee.  Graded CR/NC.

EDFN 599B Thesis or Project  (2)

Prerequisites:  EDFN 599A, written approval of thesis committee chair.  Prior to completion, student will have submitted a final draft of thesis or project proposal to thesis committee.  Graded CR/NC.

EDFN 599C Thesis or Project (2)

Prerequisites: EDFN 599B, written approval of thesis committee chair.  Completion of thesis or project under direct supervision of thesis committee. Graded CR/NC

Doctoral Courses in Educational Foundations (EDFN)

EDFN 600A Seminar: Field Research Study I (4)

First in a series of two field-based research courses focusing on development and conduct of a qualitative field study involving framing a research question, review of relevant literature, data collection and analysis, and in-depth reading and discussion on a particular topic. Issues particular to site-based, action research.

EDFN 600B Seminar: Field Research Study II (4)

Second in a series of field-based research courses, focusing on development and conduct of a field study involving refinement of the research question, data collection and analysis, and in-depth reading and discussion on a particular topic. Focus on issues of ethnographic research.

EDFN 602 Seminar: Applications to Education of Social and Psychological Research Methods

Prerequisite: EDFN 452 or Soc 410 or equivalent. Sociological and psychological research methods applicable to issues facing school administrators. Emphasis on intermediate level quantitative research methods.

EDFN 614 Evaluation Methods for Urban Educational Leadership (3*)

Prerequisite: Admission into doctoral program. A comprehensive survey of program evaluation principles, methodologies, designs, effective use of evaluation data for decision making, and state and federal evaluation requirements for educational leaders.

EDFN 615 Seminar: Assessment and Data Driven Decision-Making (3*)

Prerequisite: Admission into doctoral program. Educational assessment in various contexts, including classroom, school, district, and state levels. Topics include assessment measures, data analysis and application, as well as state and federal reporting requirements.

EDFN 623A Field Study Methods for Educational Organizations I (5)

Prerequisite: Admission to UCR/CSU Joint Doctoral Program; completion of EDFN 641ABC or equivalent. Course covers skill development including participant observation, field relations, data collection and analysis, and generation of hypotheses.

EDFN 623B Field Study Methods for Educational Organizations II (5)

Prerequisite: Admission to UCR/CSU Joint Doctoral Program; completion of EDFN 641ABC or equivalent. Course covers research applications including literature reviews and analysis techniques.

EDFN 641A Using Quantitative Methods to Analyze Inequitable Schooling Outcomes and to Target Improvement (3*)

Prerequisite: Admission to doctoral program. Statistical analysis for education using national datasets of schooling outcomes; contingency tables/Chi Square analysis, T-test, analysis of variance, correlation and regression, and design applications including higher order factorials, repeated measures.

EDFN 641B Using Quantitative Research to Explore Teaching and Learning for Diverse Urban Settings (3)

Prerequisite: Admission to Doctoral Program. Traditions and methods of qualitative research; knowledge and skills to understand, design and conduct qualitative research; using qualitative data and analyses to identify and understand educational issues and problems.

EDFN 641C Practitioner Research Embedded in School Communities (3*)

Prerequisite: Admission to doctoral program. Prerequisites: EDFN 641A and 641B. Students engage in field-based studies relevant to school communities that may be qualitative, quantitative, or mixed method and that foster organizational learning and problem solving through systematic inquiry and reflection.

*Semester Units

EDIT - Graduate Level Courses

All 400-level courses may be applied toward master’s degree requirements, subject to limits established by the division and approval of the graduate adviser.

Classified graduate standing is required for admission, except that postbaccalaureate students may enroll in 500-level courses that are required in a credential program.

Instructional Technology (EDIT)

EDIT 501     Instructional Design of Mediated Instruction (4)

Prerequisites:  EDIT 430, 451.  Learning theories, instructional design models, planning effective instruction, screen display strategies, text and graphic integration, and systematic approach to design of mediated instruction.

EDIT 502 Fundamentals of Computer Education (4)

Prerequisites: EDIT 451, EDFN 500. Issues, trends, theories, and research related to the integration of computers and related technology into K- 12 classrooms. Seminar 4 hours.

EDIT 540 Instructional Graphics Design and Production  (5) 

Prerequisites:  EDIT 430, 451, 484.  Theory and practice in design and production of instructional computer graphics for slides, prints and videos and computer displays.  Principles of instructional design of graphics for mediated instruction.   Seminar 5 hours.

EDIT 550  Multimedia Design and Production (5) 

Prerequisites:  EDIT 430, 451and 484..  Analysis, design and production of multimedia for education and training.  Hands-on experience with Adobe Photoshop and Adobe Premiere for digital video editing.  Students need access to web.  Lecture 5 hours.

EDIT 554 Video Technology in Education  (4)

Prerequisite:  EDIT 451.  Educational value and utilization of video technology in instructional settings; review and application of research; exploration of future uses of the medium.

EDIT 556  Technology Leadership in Schools (5) 

Prerequisite:  EDIT 435, 451and 501.    Planning and developing technology resources for schools and school districts, staff development, funding technology in schools.  School reform and technology. 

EDIT 557 Computer Assisted and Managed Instruction (5)

Prerequisites:  EDIT 430, 451, 484 and 501.  Fundamentals of information systems and current research for the design, development, and implementation of computer-assisted and managed instruction including tutorial, drill and practice, simulation, gaming and testing.   

EDIT 559 Advanced Instructional Television Design and Production (4)

Prerequisite: EDIT 451.  Instructional design of educational TV/video; studio production techniques; educational research on video production; future of educational TV/video; teleconferencing and editing techniques. Lecture 3 hours, laboratory 2 hours.

EDIT 560 Internet and the World Wide Web in Education (4)

Prerequisite:  EDIT 430 (or EDIT 447 and CS 160) and EDIT 435, or permission of instructor.  Using telecommunications and network hardware and software for accessing the internet.  Using the World Wide Web to find, develop and use curricular applications.  Using the internet as a research tool.

EDIT 565 Distance Learning (5)

Issues related to distance learning at all levels of education.  Relevant technologies, instructional design, theory, research, and model distance learning programs.  Includes hands-on use of technology.

EDIT 580 Applied Experience in Instructional Technology (4)

Prerequisites: Advancement to candidacy in MA in Education: Option in Instructional Technology or Computer Education. Examination of several instructional technology field settings. Supervised practicum with instructional technology manager.

EDIT 594 Selected Studies in Instructional Technology (1–4)

Prerequisites:  Consent of division chair;  appropriate prerequisite.  Advanced specialized topics involving instructional technology.  May be repeated for credit as subject matter changes.

Doctoral Courses in Instructional Technology (EDIT)

EDIT 600 Educational Technology Leadership (3*)

Prerequisite: .Admission into doctoral program or consent of instructor. Examines history of technology in educational contexts; analyzes the complex interrelationships between educational technology theory, research, and policy; explores ways leadership can address innovation and the challenge of equal access.

*Semester Units

TESL - Graduate Level Courses

All 400-level courses may be applied toward master’s degree requirements, subject to limits established by the division and approval of the graduate adviser.

Classified graduate standing is required for admission, except that postbaccalaureate students may enroll in 500-level courses that are required in a credential program.

Teaching English to Speakers of Other Languages (TESL)

TESL 560 Theories of Teaching and Learning Second Languages  (4)

Prerequisite:  ENGL 401 or TESL 400.  Addresses major questions in the teaching and learning of second languages, such as how first language acquisition compares with second, the role of affective/cultural variables and theories underlying teaching methods.

TESL 561 Pedagogical Grammar for Teachers ESL/EFL

Prerequisite:  ENGL 401, TESL 560.  Consideration of the role of grammar in second/foreign language teaching and survey of the structure of English grammar for ESL/EFL teachers; strategies for presenting grammatical forms to non-native speakers.

TESL 562 Methods for Teaching Second Languages (4)

Prerequisite:  TESL 560.  Current instructional methods for teaching ESL/EFL to students at beginning through advanced levels (K-12, Adult).

TESL 564 Teaching English as a Second Language for Academic Purposes  (4)

Prerequisites:  TESL 560, 562.  Teaching techniques for preparing ESL students for university-level academic study.

TESL 565 Using Computers in the Language Classroom (4)

Prerequisites: TESL 560; EDIT 430 or equivalent.  This course explores the uses of computers in the language classroom (ESL & foreign language), including language learning through word processing, language practice, home-oriented & educational software, and the Internet.

TESL 566 English Phonetics for Second Language Teachers  (4)

Prerequisites:  ENGL 405, TESL 562.  The phonetics of English and the phonetic phenomena that occur in the major languages of ESL learners in the U.S.  A detailed study of sounds of American English and other “Englishes.”

TESL 567A Language Testing  (4)

Analysis of testing and evaluation in second language programs; emphasis on evaluating effectiveness of teacher-made tests and current standardized test instruments used for assessing language proficiency. 

TESL 567B Current Issues in Language Testing  (4)

Prerequisite:  TESL 567A.  Current specialized issues in language testing. Designed to explore topics from both theoretical and practical perspectives. Specific topics vary according to trends in the field. May be repeated to a maximum of 8 units for credit, with prior approval of a TESOL adviser.

TESL 568 Practicum in English as a Second Language  (4)

Prerequisite:  TESL 564.  Supervised field experience in teaching English as a second language. 

TESL 569 Language Planning and Language Policy  (4)

Prerequisite:  TESL 560.  Survey of approaches to ESL/EFL language planning and policy including language maintenance, shift and standardization in multilingual and multicultural communities in the U.S. and abroad.

TESL 570 Educational Sociolinguistics  (4)

Influences of community, home, and school on language acquisition process.  Language policy, social and linguistic change, language variations described; current status assessed; related cultural and pedagogical issues raised.

TESL 571 Seminar:  Discourse Analysis in the Language Classroom  (4)

Prerequisite: TESL 560.  A sociolinguistic analysis of interactional patterns, expectations, and communication strategies in the language classroom; emphasis on current studies with some direct experience in discourse analysis as a legitimate research method.

TESL 572 ESL/EFL Course, Syllabus and Materials Design (4)

Prerequisites:  ENGL 401, TESL 560, 562.  Survey of approaches to ESL/EFL course and syllabus design including materials selection, adaptation, development, and evaluation.

TESL 573A Seminar:  Issues in Classroom Second Language Acquisition  (4)

Prerequisites:  EDFN 452 or 500, TESL 560.  Current research as it illuminates the second language acquisition process in classrooms.  May be repeated to a maximum of 8 units for credit, with prior approval of a TESOL adviser.

TESL 573B Current Issues in Second Language Research (4)

Prerequisite:  TESL 573A.  Current specialized issues in second language research.  Designed to explore topics from both theoretical and practical perspectives.  Specific topics vary according to trends in the field.  May be repeated to a maximum of 8 units for credit, with prior approval of a TESOL adviser.

TESL 574 Educational Psycholinguistics  (4)

Prerequisite:  TESL 560.  Survey of psycholinguistic research related to language learning and teaching.  Addresses issues of comprehension, production, and acquisition.  Related pedagogical issues are raised.

TESL 575 EFL/ESL Reading-Writing Connections  (4)

Prerequisites: TESL 560, TESL 562.  This course examines EFL/ESL reading/writing theory and pedagogy in adult EFL/ESL classrooms and English for academic purposes classrooms in Intensive English Programs and community colleges.

TESL 594 Special Topics (4)

Prerequisite:  Instructor consent, division approval prior to registration.  May be repeated for credit.

TESL 596 Comprehensive Examination (0)

Graded CR/NC.

TESL 597 Graduate Research (1-4)

Prerequisite: EDFN 500, Instructor consent to act as sponsor, division approval of project prior to registration.  Independent research under guidance of faculty.  May be repeated for credit.  Graded CR/NC.

TESL 598 Graduate Directed Study (1-4)

Prerequisite: B (3.0) grade point average in all graduate work in education, consent of division chair and of instructor to act as sponsor.  Independent directed study of advanced topics in TESOL, regular conferences with sponsor.  May be repeated for credit.

TESL 599A Thesis of Project Planning (3)

Prerequisites: EDFN 452 or another adviser approved research course, and 500 or 553, advancement to candidacy, written approval of thesis chair.  Prior to completion, student will have completed draft of thesis or project proposal, selected a thesis committee, and submitted draft of thesis of project proposal to thesis committee.  Graded CR/NC.

TESL 599B Thesis or Project (2)

Prerequisites: TESL 599A, written approval of thesis committee chair.  Prior to completion, student will have submitted a final draft of project of thesis committee.  Graded CR/NC.

TESL 599C Thesis or Project (2)

Prerequisites: TESL 599B, written approval of thesis committee chair.  Completion of thesis of project under direct supervision of thesis committee.  Graded CR/NC.

TESL 900 Graduate Studies (0)

Prerequisite: TESL 599ABC, instructor consent to act as sponsor, division approval.  Graded CR/NC.

Doctoral Courses in Teaching English to Speakers of Other Languages (TESL)

TESL 600 Language Planning and Policy (3*)

Prerequisite: Post-master's degree standing and permission of instructor, program director/coordinator and division chair. Overview of language acquisition in educational settings; language planning with specific reference to local, state, national, and international educational contexts; historical, social, and theoretical perspectives on language policy and planning.

*Semester Units