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Education (EDUC) Advanced Topics in Economic and Legal Aspects of Business Regulation

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Education (EDUC) Advanced Topics in Economic and Legal Aspects of Business Regulation ECON 488 SE M IN A R IN Eco N om I cs A ND Law O F BU S INE ss RE G UL A TI O N (4) Education (EDUC) Advanced topics in economic and legal aspects of business regulation. Prerequi- sites: ECON 204 and 205. EDUC 150 PR os PE C TI V E TE ac HER S (3) ECON 494 SPE C I A L TO PI cs IN Eco N om I cs (1-4) Focuses on realities of the classroom from the teacher’s point of view. Includes Course of lectures on a single topic or set of related topics not ordinarily covered child development, teachers’ roles and responsibilities, and the culture of schools in the economics curriculum. May be repeated for credit with a different topic. in a changing society. Includes an apprenticeship with a teacher. Grade only. Prerequisite: consent of the instructor. Prerequisite: consent of instructor. Offered only spring semester. For high schools only. ECON 495 SPE C I A L STUDIE S (1-4) Open to economics majors only. Prerequisite: consent of the instructor. EDUC 238 INTR O T O CHILDREN ’S SC H oo L (1) An introduction to the theory and practice of early childhood education at the ECON 496 TUT O RIN G Eco N om I cs (2) campus child care center. Emphasis is on developmentally appropriate practice as Intended for advanced students working as tutors in economics courses. Cr/NC expressed through curriculum and guidance techniques. One-hour lecture and two only. Prerequisite for first semester of tutorial work: concurrent enrollment in ECON hours of observation/participation in the Children’s School is required for seven 497. weeks. ECON 497 SE M IN TE ac HIN G Eco N om I cs (2) EDUC 239 PA RENT EDU ca TI O N CL ass (2) A faculty-directed seminar in teaching methods and concepts for students tutoring The Parent Education Class facilitates value clarification and the objective study in economics. Cr/NC only. of parent-child behavior. Topics include the developmental stages of children, ECON 499 INTERN S HIP (1-4) parental expectations and styles, and different techniques for guiding children’s behavior. ECON 501 Eco N om I cs O F MA RKET S A ND INDU S TRIE S (3) Price theory and resource allocation as applied to the analysis of market demand EDUC 250 TE ac HIN G IN A CH A N G IN G WO RLD (3) behavior and firm/industry production decisions. For the purpose of market This course is designed to provide an introduction to the classroom from teach- demand estimations and forecasts, the course covers basic macroeconomic ers’ points of view. Areas of content include child and adolescent development, concepts (GDP and Price indexes, etc.). For the purpose of understanding industry teachers’ roles and responsibilities, the culture of schools in a changing society, performance, the course covers the basics of regulations. Prerequisite: a B.A. or as well as an apprenticeship with a practicing teacher. Particular emphasis will B.S. degree. be on teacher decision making. Institutional changes that could improve teacher and student performance will also be explored. Each student will spend 30 hours ECON 595 SPE C I A L STUDIE S (1-4) observing and participating in an assigned public school classroom. Grade only. Independent study designed in consultation with instructor. Subject matter vari- able. Students must complete the standard SSU form. Prerequisite: consent of EDUC 291 MENT O RIN G IN SC H oo L Bas ED PR og R ams (4) instructor. Open to students who are tutoring in the community. Course is nationally certified by the College Reading and Learning Association, National Association for Devel- opmental Educators, and American College Personnel Association. Focus is on the profiles of tutees and tutors and how their individual and mutual relationships are affected: learning styles and strategies, self-esteem, perceived locus of control, communication, stress/anxiety, use/misuse of tutoring strategies, diversity, social/ family, and educational systems. A wide variety of techniques and skills are used and developed by class participants to empower their tutees and to enhance their own effectiveness as a tutor/human being. Cr/NC only. Certificate received upon successful completion of training. Instructor permission required to enroll in the course. EDUC 295 Comm UNITY IN vo L V E M ENT PR og R am (1-4) CIP involves students in the community, performing such tasks as tutoring. Students receive 1 to 4 units, depending on the specific tasks performed. A total of 6 units of CIP credit may be applied toward a degree. Cr/NC only. Recommend to have EDUC 250 as prerequisite, but not required. 30 hours fieldwork is mandatory. EDUC 300 EN G LI S H GR amma R I (1) EDUC 328 TE ac HIN G T O IN S TRU C TI O N A L OB JE C TI V E S (2) Guidance in lesson preparation, with emphasis on direct delivery, self-evaluation and analysis of presentations. Grade only. Prerequisites: functional Spanish lan- guage skills and participation in the mini-corps program, or consent of instructor. EDUC 329 THE MI G R A NT EXPERIEN C E (2) An examination of the migrant plight in our society and educational system through study of the literature and by a direct, active contact with the migrant community. Grade only. Prerequisites: functional Spanish language skills and participation in the mini-corps program, or consent of instructor. Sonoma State University 2008-2010 Catalog Course Descriptions Page 299 EDUC 331 PR ac TI C U M IN CHILD STUDY (3) EDUC 495 SPE C I A L STUDIE S (1-4) An intensive study of the development and learning of young children through EDUC 509 OR G , AD M IN A ND SUPER V I S I O N O F RE A DIN G (3) observation and participation in exemplary programs. May be applied toward a Child Development Permit. Satisfies field experience prerequisite for admission to EDUC 510 SDAIE IN CO NTENT -ARE A CL ass E S (3) Multiple Subject Credential program. Grade only. EDUC 511 PR O FE ss I O N A L INDU C TI O N PL A N : SUP DE V (1) EDUC 385 RI S K MA N ag E M ENT (1-3) EDUC 538 DE V O F LA N G A ND THINKIN G : INF A N C Y -MID CLD (3) EDUC 386 PUR C H as IN G A ND AUXILL A RY PR og R ams (1-3) EDUC 568 Eva LU A TI O N IN EDU ca TI O N (3) EDUC 389 PA YR O LL A ND PER so NNEL MA N ag E M ENT (1-3) EDUC 570 THE REFLE C TI V E EDU ca T O R (3) EDUC 390 SELE C TED TO PI cs IN EDU ca TI O N (1-4) This is the first in a series of three graduate core courses in the School of Education. Students will take this course at the beginning of the M.A. program. EDUC 395 Comm UNITY IN vo L V E M ENT PR og R am (1-4) The focus of this course is on philosophical, historical, social, and psychologi- CIP involves students in the community, performing such tasks as tutoring, coach- cal perspectives in education. Students will examine these perspectives while ing, and reading for the blind. Students receive 1 to 4 units, depending on the being encouraged to examine and reflect upon their own professional practices specific tasks performed. A total of 6 units of CIP credit may be applied toward a in education. In this course, students will begin to construct a reflective program degree. Cr/NC only. portfolio that they will continue to modify throughout their M.A. program. The EDUC 404 Com PUTER US E S IN EDU ca TI O N (2) portfolio is intended to be cumulative throughout the graduate core courses. Survey and practice of computer applications to enhance student learning. Review Grade only. Prerequisite: admission to M.A. in education program. of current and projected uses of computers and affiliated technologies in educa- EDUC 571 RE S E A R C H PA R A DI gms IN EDU ca TI O N (3) tion, through an introduction to current research, professional organizations, and a This is the second in the series of three graduate core courses, and is designed variety of instructional software and hardware. Grade only. to be taken midway in the master of arts degree program. This course focuses EDUC 405C STUDENT TE ac H (MULT SU B J /ECE) (14-14) on students as critical consumers of research and includes among its goals the development of skills in the analysis and critique of educational research. The EDUC 414 SE M IN STUDENT TE ac HIN G (1) course addresses research and field needs of practicing educators as opposed to EDUC 417 SC H oo L A ND Soc IETY (3) the needs of professional researchers and serves to acquaint students with basic A critical examination of current issues in today’s schools and future directions in principles and techniques of educational research. It also provides students with education through the perspectives of history, philosophy, sociology, anthropology, an opportunity to integrate knowledge of these principles through analyses of ac- and the politics of education. Content includes trends, movements, and issues tion research projects that may serve as the foundation for the culminating master of the development of our present-day school systems and current educational of arts degree project.
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