ECON 488 Se m i n a r in Eco n om i cs a n d Law o f Bu s i n e ss Re g u l a t i o n (4) (EDUC) Advanced topics in economic and legal aspects of business regulation. Prerequi-

sites: ECON 204 and 205. EDUC 150 Pr os p e c t i v e Te ac h e r s (3)

ECON 494 Sp e c i a l To p i 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 . 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 Sp e c i a l St u d i e s (1-4) Open to economics majors only. Prerequisite: consent of the instructor. EDUC 238 In t r o t o Ch i l d r e n ’s Sc h oo l (1) An introduction to the theory and practice of early childhood education at the ECON 496 Tu t o r i n 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 h i n g Eco n om i cs (2) EDUC 239 Pa r e n t Ed u ca t i 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 In t e r n s h i p (1-4) parental expectations and styles, and different techniques for guiding children’s behavior. ECON 501 Eco n om i cs o f Ma r k e t s a n d In d u s t r i e s (3) Price theory and resource allocation as applied to the analysis of market demand EDUC 250 Te ac h i n g in a Ch a n g i n g Wo r l d (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 Sp e c i a l St u d i e 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 Me n t o r i n g in Sc h oo l Bas e d 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 u n i t y In vo l v e m e n t 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 l i s h Gr amma r I (1)

EDUC 328 Te ac h i n g t o In s t r u c t i o n a l Ob j e c t i 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 Th e Mi g r a n t Ex p e r i e n 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 2008-2010 Catalog Course Descriptions Page 299 EDUC 331 Pr ac t i c u m in Ch i l d St u d y (3) EDUC 495 Sp e c i a l St u d i e s (1-4) An intensive study of the development and learning of young children through EDUC 509 Or g , Ad m i n a n d Su p e r v i s i o n o f Re a d i n 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 n t e n t -Ar e a Cl ass e s (3)

Multiple Subject Credential program. Grade only. EDUC 511 Pr o f e ss i o n a l In d u c t i o n Pl a n : Su p De v (1)

EDUC 385 Ri s k Ma n ag e m e n t (1-3) EDUC 538 De v o f La n g a n d Th i n k i n g : In f a n c y -Mid Cl d (3)

EDUC 386 Pu r c h as i n g a n d Au x i l l a r y Pr og r ams (1-3) EDUC 568 Eva l u a t i o n in Ed u ca t i o n (3)

EDUC 389 Pa y r o l l a n d Pe r so n n e l Ma n ag e m e n t (1-3) EDUC 570 Th e Re f l e c t i v e Ed u ca t o r (3) EDUC 390 Se l e c t e d To p i cs in Ed u ca t i 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 u n i t y In vo l v e m e n t 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 p u t e r Us e s in Ed u ca t i 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 d i gms in Ed u ca t i 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 St u d e n t Te ac h (Mu l t 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 St u d e n t Te ac h i n g (1) course addresses research and field needs of practicing educators as opposed to EDUC 417 Sc h oo l a n d Soc i e t y (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, , 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. Grade only. Prerequisite: EDUC 570. practice; development of an individual philosophy of education through examina- tion and evaluation of educational philosophies from early Greek through modern/ EDUC 572 Su p e r v i s e d St u d y f o r Cog n a t e Pr o j e c t (3) post-modern thought; analysis of American society and its effect on the function- EDUC 573 Su p e r v i s e d St u d y : In d i v i d u a l Ex am (3) ing of schools; the role of explicit and implicit cultural assumptions in educational EDUC 574 In t r o d u c t i o n t o Cl ass r oom Re s e a r c h a n d Na t i o n a l contexts; and the influence of federal, state, and local governing agencies, the Boa r d Cer tification (1-3) knowledge industry, and special-interest groups on education. Grade only. Satis- This is an introductory course that supports teachers preparing for the National fies GE, category D1 (Individual and Society). Board for Professional Teaching Standards certification. National Board (NB) EDUC 443A Obs e r v /Pa r t c i p in Mu l t i c u l t Se t t i n gs (2) certification is available for general and special education teachers and counselors of students from preschool through grade 12 in a variety of areas. The purpose EDUC 464 Fl d Pr ac in Re a d i n g /La n g Ar t s (0-2) of this course is to provide an overview of the NB certification process. Specifi- EDUC 471 Ed u ca t i o n a l Com p u t i n g (0-2) cally, students become familiar with the National Board’s five core propositions,

EDUC 481 De v e l Cr e a t Cl s r m (3) certificate area standards, and assessment measures and procedures required for certification. In addition, students will learn about the application process and EDUC 484 In t r o t o Multimedia a n d We b Au t h o r i n g (3) potential sources of funding. The units from this course can be applied to an M.A. Students learn to use technology to improve teaching and learning in any setting degree in Education at Sonoma State University. or organization where education and communication are critical. Multimedia authoring and web design using graphics, text, and sound to convey information EDUC 575A Co n d u c t i n g Re s e a r c h o n Te ac h i n g (3) and ideas is an integral part of the class. These technology tools include Hyper- This is a second of three courses that support teachers working toward National Studio, PhotoShop, Netscape, Claris Home Page, HTML, Macintosh computers Board certification. It is also intended for any student interested in conducting and scanners. Teaching and learning projects that are innovative and consistent action research in schools and classrooms. Students examine exemplary teaching with exemplary instruction practices form the core activities of the class. These practices and learn about strategies for action research, self-assessment, and projects focus on the development of learning and information modules created reflection on teaching practice. Using their own classrooms as sites for ongoing with HyperStudio and the design of educational websites. Grade only. Prerequisite: action research, students apply various research methodologies and engage in permission of the instructor. data collection through observation, videotaping, and examination of artifacts. In addition, students analyze data and share findings through descriptive, analytical, EDUC 490 Se l e c t e d To p i cs in Ed u ca t i o n (1-4) and reflective writing. Those pursuing National Board certification will also focus A course designed according to the interest of a particular faculty member, provid- on analysis and assessment of National board portfolio entries and develop action ing opportunities for diversification in content and reading. Grade only. plans for their National Board portfolios. The units from this course can be applied to an M.A. degree in Education at Sonoma State University.

Page 300 Course Descriptions Sonoma State University 2008-2010 Catalog EDUC 575B Co n d u c t i n g Re s e a r c h o n Te ac h i n g (4) Education: Curriculum and Teaching (EDCT) This is a second of three courses that support teachers working toward National

Board certification. It is also intended for any student interested in conducting EDCT 490 Se r v i c e Le a r n i n g :Ed u c Te c h n o l og y (3) action research in schools and classrooms. Students examine exemplary teaching EDCT 544 Cu r i c u l u m , Te ac h i n g , a n d Le a r n i n g in t h e Co n t e n t practices and learn about strategies for action research, self-assessment, and Ar e as (3) reflection on teaching practice. Using their own classrooms as sites for ongoing Examination of curriculum, teaching, and learning in the context of a particular action research, students apply various research methodologies and engage in content area as taught in K-12 schools. This course extends and applies the more data collection through observation, videotaping, and examination of artifacts. In general theories, practices, and research in curriculum, teaching, and learning addition, students analyze data and share findings through descriptive, analytical, established in EDCT 585 and 586. Intended for students in the appropriate Subject and reflective writing. Those pursuing National Board certification will also focus Area Cohort Track in the Curriculum, Teaching, and Learning M.A. program. Pre- on analysis and assessment of National board portfolio entries, and develop action requisites: EDCT 585 and 586. plans for their National Board portfolios. The units from this course can be applied to an M.A. degree in Education at Sonoma State University. EDCT 552 Ed u ca t i o n a l Te c h n o l og y Pr a x i s (3) The Educational Technology Praxis is the prerequisite course for the Educational EDUC 576 Re s e a r c h , Re f l e c t i o n , a n d Pr o f e ss i o n a l Pr ac t i c e (4) Technology area of emphasis within the Master of Arts in Curriculum, Teaching, This course is designed for teachers to enhance their professional practice and Learning. It is a practical course that requires participants to integrate existing through research and reflection. Working collaboratively, teachers complete their skills and knowledge of information technology and educational technology into portfolios required for National Board certification. In preparation for Assessment instructional practice. Center exercises, teachers engage in extensive review of current and historical perspectives on teaching and learning in their certificate areas. The units from this EDCT 556 Te c h n o l og y , Pe d agog y , a n d Soc i e t y (3) course can be applied to an M.A. degree in Education at Sonoma State University. This course relates pedagogical theories to technology integration strategies at various levels of education. It also considers wider societal and cultural impact EDUC 578 Pr o j e c t Co n t i n u a t i o n (1-3) issues (e.g. child development and the Web, gender/class/race issues, lifestyle and Designed for students working on their thesis or master’s project but who have health implications, teacher control, and facilitation issues). otherwise completed all graduate coursework toward their degree. This course cannot be applied toward the minimum number of units needed for completion EDCT 557 Pr o j e c t Mgm t f o r Ed u c Te c h n o l og y (3) of the master’s degree. Prerequisite: permission of the graduate coordinator. Cr/ This course considers how a small-scale Educational Technology action research NC only. project can be conducted in an education environment. Educational Technology action research case studies will be reviewed to offer practical tools and applied EDUC 588 Ed u ca t i o n a l Cu r r i c u l u m (3) research strategies to students prior to conducting their own Educational Technol- EDUC 595 Sp e c i a l St u d i e s (1-4) ogy thesis project. Independent study designed in consultation with an instructor. Grade only. Prereq- EDCT 559 Ed u ca t i o n Me d i a a n d In t e r n e t Re so u r c e De v e l o p m e n t (3) uisite: Students must complete the standard SSU form and secure the required This course provides a practical forum for teachers, corporate trainers, and other approvals during the first week of classes. educators to investigate how Internet and multimedia applications can be used EDUC 598 De v e l o p i n g a Th e s i s /Pr o j e c t (3) to support education. The course will advance from usability and design issues This is the final course in the graduate core courses in education. This course to development and publication of personally developed educational resources. develops students’ abilities to carry out a thesis or project and provides basic Prerequisite: EDCT 551 or instructor approval. information for planning and implementing the master of arts degree proposal. The EDCT 560 In s t r u c t i o n a l De s i g n a n d Te c h n o l og y (3) main goal is to provide students with knowledge to begin their thesis or project. Instructional Design and Technology is a practical course that offers participants Time is provided students to assess progress in the program and to complete training in advanced instructional design methods and relates these to learning portfolio development. Grade only. Prerequisite: completion of all M.A. coursework theories and pedagogical practices introduced in other Educational Technology or taken in final semester of M.A. coursework. courses. Advanced techniques will concentrate on evaluating and using a range of EDUC 599 Su p e r v i s e d Re s e a r c h f o r Th e s i s /Pr o j (3) interactive instructional design authoring tools. Supervised Research provides students with guidance in the completion of their EDCT 585 Cu r r i c u l u m De v e l o p m e n t : Th e o r y , Pr ac t i c e , a n d research project. Under the direction of the committee chair, and in consultation Eva l u a t i o n (3) with all committee members, students will complete the thesis or project that was Analyses of sociopolitical, economic, and cultural influences on curriculum developed in EDUC 598 Developing a Thesis/Project. Following completion of the development, instructional processes, and learner achievement in a variety of research project, students will participate in a formal presentation of their work to instructional settings. Study of the structures of various disciplines, the roles of faculty and colleagues. Cr/NC. Prerequisite: completion of EDUC 598. Advance- participants, and other variables in staff and curriculum development. Evaluation ment to candidacy approved. of alternative theoretical models for constructing and changing curricula. Grade only. This course is required in the Curriculum, Teaching, and Learning program. Prerequisites: consent of instructor and approval of the School of Education.

Sonoma State University 2008-2010 Catalog Course Descriptions Page 301