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					TEACHER EDUCATION
College of Education


Department Chair
Catherine C. DuCharme                                          View the CSU, Long Beach Catalog on-line at www.csulb.edu
Department Office                                              by clicking on "Academics" and then "CSULB Catalog."
Penelope Houston, Office Manager
ED1-13, (562) 985-4506                                                 he Department of Teacher Education offers professional
24-Hour Information Line (Recorded Message)
(562) 985-1632
Multiple Subject/CLAD Credential Program Coordinator
                                                               T       education course work that leads to the (a) Multiple
                                                                       Subject Credential and the (b) Single Subject Credential.
                                                               (Please consult the “Single Subject Teacher Education” section
                                                               of the University Catalog for information on admission criteria
Patricia Burn, (562) 985-4577                                  and program requirements for the Single Subject Credential
Office of Field Programs/Student Teaching                      program). The department also offers a Master of Arts in Edu-
Karen Nakai, Director                                          cation with options in either Elementary or Secondary Educa-
                                                               tion. Advanced credentials are offered including the Early
Brian Trimble, Administrative Assistant
                                                               Childhood Specialist Credential and the Reading and Lan-
ED1-51, (562) 985-4508
                                                               guage Arts Specialist Credential. All College of Education
Alternative Certification Pathways                             courses including graduate level (500/600) are assumed to be
Greta Nagel, Coordinator, (562) 985-4018                       traditional grading only unless stated otherwise.
Faculty                                                        Multiple Subject Credential Program (code 200)
Professors                                                         As of fall 2001, the Multiple Subject and Single Subject Cre-
John Attinasi                                                  dential programs will have to meet a new technology standard
Jean M. Casey                                                  adopted by the California Commission of Teacher Credential-
Carole A. Cox
                                                               ing. See your program advisor for new program requirements.
Catherine DuCharme
V. Yvonne Gold (Emeritus)                                          A teacher with a Multiple Subject Credential is authorized to
Claude Goldenberg                                              teach grades pre-K through 12 in self-contained classrooms.
Rita H. Jones (Emeritus)                                       The Multiple Subject Credential Program (MSCP) at CSULB
Ruth Knudson                                                   prepares students to be credentialed in the State of California
Albert H. Koppenhaver (Emeritus)                               for elementary and middle school instruction. The program
Marina C. Krause                                               allows for daytime field experiences in elementary classrooms
Mary Jo Lass (Emeritus)                                        and includes methodology courses and student teaching.
Helen P. Newcastle (Emeritus)
                                                               Courses for the MSCP can be completed in one summer and
Consuelo Nieto
David Ramirez                                                  two semesters or three semesters, depending upon prerequi-
Laura I. Rendon                                                sites (based on full-time attendance unit loads – see the cur-
Norma B. Tarrow (Emeritus)                                     rent copy of the Schedule of Classes for full-time unit load
Maryellen Vogt                                                 requirements). Part-time attendance is allowed, but program
                                                               requirements must be met within seven years from the date of
Associate Professors
                                                               admission to the program.
Kaye W. Anderson
Ella Glenn Burnett                                                 Six Multiple Subject Credential Program (MSCP) tracks are
Felipe Golez                                                   offered:
Candace Kaye                                                   • Basic Multiple Subject Credential Program
Ping Liu                                                       • Cross-cultural Language and Academic Development
Richard F. Marrs (Emeritus)
                                                                   (CLAD) Emphasis Multiple Subject Credential Program
Greta Nagel
Karen Nakai                                                    • Bilingual Cross-cultural Language and Academic Develop-
Olga Rubio                                                         ment (BCLAD) Emphasis Multiple Subject Credential
Linda C. Whitney                                                   Program. BCLAD may be added as an emphasis to any
Assistant Professors                                               credential. Spanish emphasis is offered on campus. Asian
                                                                   Language emphases in Vietnamese, Cambodian (Khmer),
Carol Lord
Sylvia Maxson                                                      Korean and Chinese are offered through a consortium of
Steve Turley                                                       CSU campuses in the Los Angeles area. See Asian
                                                                   BCLAD faculty for requirements. BCLAD in Mexico
Distinguished Teachers in Residence                                provides a Multiple Subject Credential with Spanish BCLAD
Erin Gruwell                                                       emphasis during a year in Querétaro, Mexico. CSULB and
Huong Nguyen                                                       six other CSU campuses statewide offer this credential in
                                                                   conjunction with the Office of International programs. See



                                                       2001/2002 CSULB Catalog • Teacher Education • 615
   teacher Education BCLAD faculty or the Center for               • Phase Two - Students complete core requirements and
   International Education for requirements. BCLAD may                subject matter competency.
   also be added to CLAD through State Examinations 4, 5,          • Phase Three - Students complete student teaching.
   and 6.
                                                                   Subject Matter Competency
• Multiple Subject Teaching Internship Program
                                                                       All students admitted to the MSCP must meet Subject
• Middle Level (CLAD) Emphasis Multiple Subject Credential
                                                                   Matter Competency before beginning Student Teaching. At
   Program
                                                                   CSULB, Subject Matter Competency can be accomplished
• Integrated Teacher Education Program (ITEP)                      in one of two ways: (a) pass the Multiple Subject Assessment
Integrated Teacher Education Program (ITEP)                        for Teachers (MSAT) exam, or (b) submit verification of sub-
                                                                   ject matter competency from an approved subject matter
   See the Liberal Studies section of this catalog.
                                                                   preparation program. For more information about the Sub-
Preliminary Multiple Subject Credential                            ject Matter Competency requirements, please contact the
                                                                   Credential Processing Center at (562) 985-4109.
    Students completing any of the six tracks of the MSCP will
be recommended for the Preliminary Multiple Subject Creden-        Student Teaching
tial, which is issued for a five-year period. To renew this cre-       The culminating field experience (EDEL 482, 482B, 482C
dential, the holder must meet requirements for the                 or 572A and 572B) is the final phase of the MSCP. A sepa-
Professional Clear Credential.                                     rate application for this phase is required, and must be sub-
Professional Clear Credential                                      mitted in person to the Multiple Subject Field Programs Office
                                                                   located in ED1 –50 and 51. Applications for Student Teach-
    Candidates for the Professional Clear Credential must          ing must be submitted one semester prior to the first assign-
meet an approved fifth-year program, and be recommended            ment. Application packets are distributed at the Student
by an institution which offers a multiple subject credential. A    Teaching Application meetings. Student Teaching Applica-
minimum of thirty post-baccalaureate units must be taken.          tion meetings are held during the first two weeks of each se-
The only exception to the post-baccalaureate requirement is        mester. Dates are announced in methods courses and are
for second semester undergraduate seniors who successfully         posted throughout the ED-1 and ED-2 buildings well in ad-
petition in advance of obtaining the baccalaureate degree to       vance of the actual meeting dates. Deadlines for submitting
have a maximum of twelve units taken in the senior year count      applications to student teach are:
toward post-baccalaureate studies.
                                                                       Summer/Fall: March 1
    The following three courses are required for the Profession-
                                                                       Spring: October 1
al Clear Multiple Subject Credential: (a) H/SC 411A, (b) EDP
350, and (c) ETEC 444, ENGL 337, or MATH 278. These                Student Teaching Tracks
courses may be taken within the five years after receiving the         Student Teaching is a full-day experience with one assign-
Preliminary Multiple Subject Credential, however, they may be      ment in a primary classroom (grades K-3) and one assign-
taken as an undergraduate student. If they are taken at the        ment in an intermediate classroom (grades 4-6), with at least
undergraduate level, they will not count toward the thirty unit    one grade level separation (e.g., 2,4; 3,5). All students must
post-baccalaureate requirement for the Professional Clear          have one placement in a K-3 classroom where they can gain
Multiple Subject Credential. For further information, please       experience with early literacy instruction utilizing a balanced
contact the Credential Processing Center at (562) 985-4109.        and comprehensive approach to reading. One student
                                                                   teaching assignment must be in a public school. It is possi-
The following sections apply to all MSCP tracks:                   ble to complete student teaching during one regular semes-
Admission                                                          ter or two consecutive summers, one entire summer (limited
                                                                   availability), or one summer and part of one regular semester.
    Before beginning the MSCP, students should be admitted
to the University. Apply for admission if you are (a) a graduat-       It is possible for student teaching to be completed while
ing senior at CSULB, (b) transferring from another institution,    employed as an emergency permit teacher within the CSULB
or (c) returning to the University after an absence of one or      service area. See the Field Programs Office for details.
more semesters. Admission to the University, however, does         Student Teaching Admission Requirements
not constitute admission or acceptance to the MSCP. A sepa-        1. Admission to one of the MSCP tracks;
rate application must be submitted to the MSCP Admissions
                                                                   2. Passage of the California Basic Educational Skills Test
Office in order to be considered for acceptance into the
                                                                       (CBEST);
MSCP.
                                                                   3. Have completed program prerequisites and core require-
Multiple Subject Credential Program Structure                          ments in Phases 1 and 2 of one of the MSCP tracks.
   The MSCP is separated into three successive phases. Stu-            Students must pass all five methods courses with no
dents may not advance to the next phase before completing              grade lower than a “C” and an overall GPA of 3.0 or
the previous one.                                                      higher in the program;
• Phase One - Students complete program prerequisite(s)            4. Passage of the Multiple Subject Assessment for Teachers
    and submit applications to the MSCP Admissions Office.             (MSAT) is required of all non-Liberal Studies majors. This
    Students must be accepted to one of the MSCP tracks                exam may be waived by submitting verification of
    before advancing to Phase Two.                                     successful completion of an approved subject matter




616 • Teacher Education • 2001/2002 CSULB Catalog
    preparation program and all subject matter competency           Track One – Basic Multiple Subject Credential
    requirements must be completed prior to student teach-          Program
    ing;
                                                                     A teacher with a Multiple Subject Credential is authorized to
5. A tuberculosis skin test or chest x-ray valid through
                                                                  teach pre-K through 12 in multiple subject self-contained class-
    completion of student teaching;
                                                                  rooms.
6. Have received a grade of “C” or higher in EDEL 420 if
                                                                     Prerequisite: EDEL 380 (3 units)
    student wishes to student teach at the kindergarten level;
                                                                     Core: EDEL 442, 452, 462, 472, 475 (15 units)
7. Have submitted a certificate of clearance or proof of filing
    with Sacramento;                                                 Student Teaching: EDEL 482 (16 units)
8. Have applied for a Grad Check for the Liberal Studies            Track Two – Cross-cultural Language and
    Certificate (non-Liberal Studies majors only). Must meet        Academic Development (CLAD) Emphasis
    with the Liberal Studies Department prior to this applica-
    tion.                                                            The CLAD emphasis credential is highly recommended by
                                                                  our partnering school districts to meet the increasingly diverse
9. Have submitted a student teaching application, and an
                                                                  student population.
    internship application if applying for an internship.
                                                                     Prerequisite: EDEL 380 (3 units)
Multiple Subject Credential Program Tracks – Program                 Core: EDEL/LING 429 or EDP 428 or FCS 409, EDEL/EDP/
Requirements                                                      LING 431, EDEL 442, 452, 462, 472, 475 (21 units)
   All candidates are required to comply with all program poli-      Student Teaching: EDEL 482 (16 units)
cies and procedures detailed in the MSCP Handbook which is
available for purchase at the Campus Copy Center (562) 985-         Track Three – Bilingual Cross-cultural Language
5050.                                                               and Academic Development (BCLAD) Emphasis
Admission Requirements                                               Bilingual students (English and Spanish, Cambodian [Kh-
1. Attend a MSCP group advisement meeting either before or        mer], Vietnamese, Korean, or Chinese [Mandarin or Can-
    while enrolled in EDEL 380.                                   tonese]) in this track must be admitted to the Bilingual
                                                                  Cross-cultural Language and Academic Development (BCLAD)
    Students are recommended to obtain program brochures
                                                                  Emphasis Multiple Subject Credential Program. Ability to con-
    for the specific program tracks which contain a schedule
                                                                  verse fluently in a Language of Emphasis is required.
    of group advisement meetings.
                                                                     Undergraduates should complete the liberal Studies bacca-
2. Complete all prerequisites for the specific MSCP track.
                                                                  laureate program with an appropriate concentration. Spanish
3. Submit a negative tuberculosis skin test or chest X-ray        BCLAD students should take the Bilingual Spanish-English con-
    taken within the last three years.                            centration; Asian BCLAD students should take the Language
4. Submit one photocopy of all university and/or college          Other than English or U.S. Multicultural Studies concentration.
    transcripts.                                                     All candidates must fulfill both CLAD and BCLAD program
5. Submit proof of having taken the California Basic Educa-       requirements.
    tional Skills Test (CBEST)                                       Prerequisite: EDEL 380 (3 units)
6. Submit three letters of recommendation.                           Core: EDP/LING 485 or EDEL/EDP/EDSE 439; EDEL/LING
7. Submit a typed personal statement describing why you           429 or EDP 428 or FCS 409; EDEL/EDP/LING 431; EDEL 442,
    have chosen teaching as a career, what you hope to            452B, 462, 472, 475 (24 units)
    accomplish as a teacher, and how you view the role of the        Student Teaching: EDEL 482B or 482C (for students on
    teacher.                                                      emergency bilingual permit, 16 units). Students must be super-
8. Attend an oral interview with a department faculty advisor.    vised in both primary language and English language develop-
9. Submit the MSCP application packet along with documents        ment settings.
    verifying that the above prerequisites will be completed         BCLAD students in Academy for Teacher Preparation (ATP)
    prior to the semester methods courses will be taken, as       pathways: EDP/LING 485 or EDEL/EDP/EDSE 439 (3 units);
    follows:                                                      EDEL 452B (1 unit); EDEL 473 (1 unit); and supervised practi-
    Summer/Fall: January 1 – March 1, June 15-July 15 (see        cum EDEL572 (12 units) in both primary language and English
    note)                                                         language development settings.
    Winter/Spring: August 1 – October 1                               Also required are BCLAD Examinations #5 and #6. For
     THE ABOVE DEADLINES ARE STRICTLY ENFORCED                    Spanish BCLAD, Examination #5 may be waived by Latino
                                                                  studies coursework (3 units, either CHLS 340 or 350). For
    NOTE: Students enrolled in one or more prerequisite
                                                                  Asian BCLAD, see coordinator for appropriate course listing.
    courses in summer session will be allowed to submit
                                                                  Liberal Studies Bilingual Spanish-English Concentration cours-
    MSCP application packets June 15- July 15.
                                                                  es are recommended preparation for these requirements. Ex-
    Students who complete prerequisites by the end of the         amination #6 fulfills the CLAD foreign language requirement.
    summer may be admitted and begin taking methods im-
                                                                     The BCLAD program offers a limited number of special bilin-
    mediately in the fall semester if all other admissions re-
                                                                  gual sections of EDEL methods courses each semester; these
    quirements are met. Students must receive a grade of "B"
                                                                  sections are marked FA in the footnote. These sections are of-
    or higher in EDEL 380.
                                                                  fered in the evening and contain demonstrations and assign-



                                                     2001/2002 CSULB Catalog • Teacher Education • 617
ments in Spanish and English. These sections provide en-             Track Six – Integrated Teacher Education Program
richment opportunities for bilingual candidates to practice
                                                                     For Integrated Teacher Education Program (ITEP) require-
primary language pedagogy. BCLAD students may take any
                                                                   ments, please see the Liberal Studies secton of this catalog.
section of EDEL 442, 462, 472, and 475. The culture compo-
nent for the BCLAD is fulfilled in the Liberal Studies Bilingual   Early Childhood Specialist Credential (code 430)
concentration. Students completing a non-Liberal Studies              This advanced credential program is integrated with vari-
bachelor’s degree or those with a degree obtained from an-         ous field experiences. Course requirements for the master’s
other university must complete the equivalent of the culture/      degree, Elementary Education Option with a specialization in
history (CHLS 340 or 350 or BCLAD Examination #5). All             Early Childhood Education closely coincide with those of this
BCLAD candidates must pass BCLAD Examination #6                    advanced credential program. All courses in this program are
(speaking, listening, reading and writing) in the language of      applicable toward Child Development Permits.
emphasis prior to completion of the program.
                                                                   Admission Requirements
  Track Four – Multiple Subject Teaching Intern-                   1. Admission to the University;
  ship CLAD/BCLAD                                                  2. A minimum GPA of 2.85 on the last 60 semester units of
    Student Teaching/Internship: EDEL572A-B (16 units) Stu-            course work;
dents must be supervised in both primary language and En-          3. Pass the Writing Proficiency Examination (WPE) or CBEST;
glish language development settings.
                                                                   4. Possess a valid basic teaching credential or be in the
    Prerequisite: EDEL 380 (3 units)                                   process of completing the Multiple Subject Credential
    Core: EDEL/LING 429 or EDP 428 or FCS 409, EDEL/                   Program;
EDP/LING 431, EDEL 442, 452, 462, E472, 475 (21 units)             5. Provide three letters of recommendation;
    Student Teaching/Internship: EDEL 572A-B (16 units)            6. Verification of successful experiences with young children;
    Additional requirements for BCLAD: EDEL 452B (1 unit);         7. Submit a personal statement of teaching philosophy;
EDEL 473 (1 unit); EDP/LING 485 or EDEL/EDP/EDSE 439;
                                                                   8. Complete a personal interview with the Director of the
and BCLAD Examinations #5 and #6. Examination #5 may
                                                                       Graduate Program in ECE;
be waived by coursework (3 units). Examination #6 fulfills the
CLAD foreign language requirement.                                 9. Complete a self-assessment of competency in Early
                                                                       Childhood Education;
  Track Five – Middle Level Emphasis                               10. File an approved individual program plan developed with
    The Multiple Subject Credential with CLAD and Middle               an advisor.
Level Emphases is a state-approved professional program to         Prerequisite
prepare new teachers for careers in the middle school. A
                                                                      ED P 301.
teacher with a Middle Level Emphasis certification is autho-
rized to teach in any classroom or organizational configura-       Requirements
tion in grades 6-8. In addition, holders of the MSCP/CLAD          1. All of the following courses (37 units): EDEL 420, 421, 422,
Middle Level credential are authorized to teach multiple-sub-         452 or 462, EDEL/EDSE 500A or 501, EDEL 522, 523,
ject matter in grades twelve and below. This credential is            EDEL/EDSE 530, EDEL 621, 682 (4 units), and 526 or EDP
intended to provide specialized preparation for teaching lin-         604;
guistically diverse middle level students, including those ac-
                                                                   2. Verification of two years of successful teaching experi-
quiring English as a second (or multiple) language.
                                                                      ence, including a minimum of 90 hours in each of the
    The Middle Level program requires field experience in             following areas, is required of all candidates prior to
middle schools and includes specialized methodology                   completing the Specialist Credential program - a. pre-
courses and student teaching. The Middle Level specific               school; b. kindergarten or the primary grades (1-3); c.
courses can be completed in two semesters and are offered             multicultural settings.
to a cohort of students who progress through the EDMS
courses as a group. Many of the courses are held at a local        Reading Certificate (code 410)
middle school site.                                                    The Reading Certificate provides classroom teachers with
    Prerequisite: EDEL 380 with a grade of “B” or better.          advanced preparation in reading/language arts assessment
    Core: EDEL/LING 429 or EDP 428 or FCS 409; EDEL/               and instruction, as well as theory and research in teaching
EDP/LING 431; EDEL 442,452; EDMS 455, 456A, 456B, 459.             reading, grades K-12. Some candidates may wish to com-
Note: EDMS 459 is taken during the semester of student             plete the 12-unit Reading Certificate program as a terminal
teaching. (21 units)                                               objective, while others may wish to complete it as a prerequi-
    Student Teaching: EDMS 483 A-B (12 units)                      site to the Reading/Language Arts Specialist Credential Pro-
                                                                   gram.
    Core: EDEL 442, 452; EDMS 455, 456A, 456B, 459. Note:
EDMS 459 is taken during the semester of student teaching.             Before completion of requirements for the Reading Certifi-
(18 units)                                                         cate, the candidate must provide verification of three years of
                                                                   full-time teaching experience in any grades preschool through
    Student Teaching: EDMS 483A-B (12 units)
                                                                   adult, exclusive of student teaching, internship teaching, or
                                                                   teaching while holding an emergency credential or permit.




618 • Teacher Education • 2001/2002 CSULB Catalog
Admission Requirements                                                 2. One of the following (3 units): EDP 500 (comprehensive
1. Bachelors degree and Multiple Subject or Single Subject                exam track) or EDP 696 (thesis track)
   Credential, or equivalent; CLAD certification strongly              3. The following (3 units): EDEL 530
   recommended;                                                        4. One of the following chosen in consultation with an advisor
2. ENGL 481 or ENGL 482, or current equivalent course in                  (3-6 units): EDEL 695 and Written Comprehensive Exami-
   children’s or adolescent literature;                                   nation (3 units) or EDEL 698 Thesis (6 units)
3. a minimum grade point average of 3.0 in the last 60 units of        Specialization Requirements:
   university course work;                                             1. One of the following (3 units): EDEL 500A or 501
4. three letters of recommendation, at least one from a                2. All of the following (9 units): EDEL 540, 560, 570
   supervisor;                                                         3. The following (3 units): EDEL 625
5. an autobiography and statement of intent;                           4. Advisor-approved elective (3 units)
6. interview with program faculty;
                                                                         Early Childhood Education Specialization (30-36 units)
7. for secondary teachers, EDEL 452 or equivalent is strongly
   recommended.                                                        Prerequisites
Requirements                                                              EDP 301, or HDEV 307I, or PSY 361 or equivalent, EDEL
                                                                       420, and EDEL 482 or one year of documented and approved
   EDEL/EDSE 540, 551, 558, 559.
                                                                       teaching experience.
Reading and Language Arts Specialist Credential                        Core Requirements
(coded 410)
                                                                       1. One of the following (3-6 units): EDP 400; or EDP 419 and
   The Reading/Language Arts Specialist Credential prepares               EDP 420
teachers to become school and district literacy leaders and
                                                                       2. One of the following (3 units): EDP 500 (comprehensive
supervisors. The reading/language specialist’s role is multifac-
                                                                          exam track) or EDP 696 (thesis track)
eted, including diagnostician, teacher of intervention for chil-
dren or youth with delayed literacy development, collaborator          3. The following (3 units): EDEL 530
with other school and district specialists, provider of profes-        4. One of the following chosen in consultation with an advisor
sional development for classroom teachers, and reading pro-               (3-6 units): EDEL 695 and Written Comprehensive Exami-
gram coordinator or facilitator.                                          nation (3 units) or EDEL 698 Thesis (6 units)

Admission Requirements                                                 Specialization Requirements
   Successful completion of the Reading Certificate program,           1. All of the following (12 units): EDEL 421, 422, 522, 621
or a valid Reading Certificate, or equivalent.                         2. Two of the following (6 units): EDEL 523, 526, 622, or EDP
Requirements                                                              604

    EDEL/EDSE 544, EDEL/EDSE 554, EDEL/EDSE 556, EDEL/                   Reading and Language Arts Specialization (33-36 units)
EDSE 651; advisor-approved elective (3)
                                                                       Prerequisites
Note: All courses required for the Reading/Language Arts Spe-
                                                                          A valid multiple subject or elementary teaching credential;
cialist Credential can be applied to the MA in Elementary or
                                                                       CLAD certification is strongly recommended. ENGL 481 or
Secondary Education: Specialization in Reading. See Catalog
                                                                       ENGL 482 or approved equivalent (can be taken concurrently
program description and the faculty advisor in the Department
                                                                       with program requirements); submit a program application,
of Teacher Education for more information.
                                                                       transcripts showing posted degree and last 60 semester units
Master of Arts in Education                                            or 90 quarter units; 3 letters of recommendation from educa-
                                                                       tors, one of which is from a supervisor; and an autobiographical
  Option in Elementary Education (code 5-3110)                         essay.
Requirements                                                           Program Requirements
    A minimum of 30 units (33 units for Reading) is required           1. All of the following (27 units): EDEL 540, 544, 551, 554, 556,
with at least 21 units in the 500/600 level series at this Universi-      558, 559, 651, and EDP 595/LING 595 (Please contact
ty. In consultation with the Advisor of Curriculum and Instruc-           advisor prior to beginning coursework)
tion, Early Childhood Education, Reading and Language Arts,            2. One advisor-approved elective (3 units)
or Middle Level Education or designated faculty, students will         3. One of the following chosen in consultation with the program
select a comprehensive examination track, thesis track, or                advisor (3-6 units): EDEL 695 and Written Comprehensive
project track.                                                            Examination (3 units) or EDEL 698 Thesis (6 units)
  Curriculum and Instruction Specialization (30-36 units)                Middle Level Education Specialization (30-33 units)
 Prerequisite:
                                                                       Prerequisites
   A valid multiple subject or elementary teaching credential.
Core Requirements:                                                        A valid multiple or single subject or other valid California
                                                                       teaching credential; one year of middle level teaching experi-
1. One of the following (3-6 units): EDP 400; or EDP 419 and
                                                                       ence or middle level student teaching; and one of the following:
    420
                                                                       EDP 302, PSY 361 or HDEV 307I.



                                                         2001/2002 CSULB Catalog • Teacher Education • 619
Core Requirements (12 units)                                         6. Personal-Professional Attributes
1. EDP 400, EDEL 530, and EDP 500 (comprehensive exam                   Applicants are required to submit a typed essay of not less
   track), or EDP/LING 595 (project track)                              that three pages, double spaced. The essay shall address
2. One of the following in consultation with the program advisor        the following; how the program will help them make a con-
   (3-6 units): EDEL 695 and Written Comprehensive Examina-             tribution to the profession; experience in the profession;
   tion (3 units) or EDMS 695 Project (3-6 units)                       and any other information relevant to their personal/profes-
                                                                        sional plans. In addition, students will complete a struc-
Specialization Requirements (18 units)                                  tured interview with the designated program advisor;
1. Two of the following (6 units): EDMS 455, 456A, 456B, or 459      7. An approved plan of study completed with the Curriculum
2. All of the following (9 units): EDMS 582, 584, 693                   and Instruction, Early Childhood Education, Reading and
3. One of the following (3 units): EDEL 540, 560, 570                   Language Arts, or Middle Level Education graduate
                                                                        advisor be on file in the Graduate Office;
Clear Conditional Admission                                          8. A student must be enrolled in regular session or the in
1. Completion of program prerequisites.                                 summer session in which advancement to candidacy
2. A GPA of 2.85 or higher in the last 60 semester units of             takes place. Please refer to the “Graduate Degrees and
     coursework taken. Lower division and/or extension courses          Other Post Baccalaureate Studies” section of the catalog
     taken after obtaining the bachelor’s degree are excluded           for University advancement-to-candidacy requirements.
     from this calculation.
3. University master’s degree policy requires students to take
                                                                       Option in Secondary Education (code 5-3140)
     the Writing Proficiency Examination (WPE) during the first      Requirements
     semester of residence. Students who have met this                  A minimum of 30 units for Curriculum and Instruction Spe-
     requirement during the baccalaureate degree program at          cialization and a minimum of 33 units for Reading and Lan-
     CSULB or at another CSU campus are exempt.                      guage Arts Specialization is required with at least 21 units in
4. To qualify for University admission in conditionally classified   the 500/600 level series at this University. In consultation with
     or classified graduate standing, a student must be accepted     the advisor of Curriculum and Instruction or Reading and Lan-
     into a graduate degree program on a conditional basis or as     guage Arts or designated faculty, students will select a com-
     clear conditional status.                                       prehensive exam track or thesis track.
Please Note:
                                                                       Curriculum and Instruction Specialization (30-33 units)
    Prior to admission to the master’s program, students may
take up to, but no more than, 9 units of coursework which may        Prerequisite
apply to the master’s program. There is no minimum number of            A valid secondary education or single subject teaching
units required for admission to the program.                         credential.
    In accordance with University policy of “Graduate Transfer
Units by Extension”, up to 6 units of approved extension/con-
                                                                     Core Requirements
tinuing education or transfer credit may be used on a graduate       1. One of the following (3 to 6 units): EDP 400; or 419 and
student’s program. At the option of the college/school or depart-       420
ment offering a graduate degree requiring a total of 30 units,       2. One of the following (3 units): EDP 500 (comprehensive
this limit may be raised to 9 units of extension/continuing educa-      exam track) or EDP 696 (thesis track)
tion credit if taken at CSULB or at another CSU campus.              3. The following (3 units): EDSE 530
    Students must contact the advisor of Curriculum and Instruc-     4. One of the following chosen in consultation with an advisor
tion, Early Childhood Education, Reading and Language Arts,             (3-6 units): EDSE 695 and Written Comprehensive Exami-
or Middle Level Education Specialization no later than complet-         nation (3 units) or EDEL 698 Thesis (6 units)
ing 6 units to plan an official program.
    Students interested in the Specialization in Reading Lan-
                                                                     Specialization Requirements
guage Arts must contact the advisor of Graduate Reading in the       1. One of the following (3 units): EDSE 500A or EDSE 501
Department of Teacher Education prior to enrolling in any class-     2. The following (6 units): EDSE 540, 625
es.                                                                  3. One of the following alternatives:
Advancement to Candidacy Requirements                                  Alternative I (9 units)
1. All University requirements must be met;                            Two of the following (6 units): EDSE 435, 436, 457 and one
2. Transcripts showing posted degree and the last 60 semester        advisor approved 500/600 level elective course (3 units)
   units or 90 quarter units;
                                                                       Alternative II (9 units)
3. Completion of all admission requirements for the Elementary
   Master’s Program Option;                                             Nine units of advanced course work in the Single Subject
                                                                     area of concentration. The area of selection is limited to the
4. A minimum 3.0 overall grade-point average and a 3.0 grade
                                                                     areas identified as appropriate by the California Commission
   point average in all units undertaken for the program (at
                                                                     on Teacher Credentialing.
   least 6 units) with no incomplete grades;
                                                                     NOTE: At least 3 units must be at the 500/600 level series to
5. Satisfactory completion of the Writing Proficiency Examina-
                                                                        meet the 21 unit program requirement.
   tion (WPE);



 620 • Teacher Education • 2001/2002 CSULB Catalog
  Reading and Language Arts Specialization (33-36 units)              Advancement to Candidacy Requirements
Prerequisites                                                         1. All University requirements must be met;
   A valid secondary education or single subject teaching             2. Transcripts showing posted degree and the last 60 semes-
credential; CLAD certification is strongly recommended.                  ter units or 90 quarter units;
ENGL 482 or approved equivalent (can be taken concurrently            3. Completion of all admission requirements for the Secondary
with program requirements); submit a program application,                Master’s Program Option;
transcripts showing posted degree and last 60 semester units          4. A minimum 3.0 overall grade-point average and a 3.0 grade
or 90 quarter units; 3 letters of recommendation from educa-             point average in all units undertaken for the program (at
tors, one of which is from a supervisor; and an autobiographi-           least 6 units) with no incomplete grades;
cal essay.                                                            5. Satisfactory completion of the Writing Proficiency Examina-
Program Requirements                                                     tion (WPE);
1. All of the following (27 units): EDSE 540, 544, 551, 554,          6. Personal-Professional Attributes: Applicants are required to
   556, 558, 559, 651, and EDP 595/LING 595 (Please                      submit a typed essay of not less that three pages, double
   contact advisor prior to beginning coursework)                        spaced. The essay shall address the following; how the
                                                                         program will help them make a contribution to the profes-
2. One advisor-approved elective (3 units)
                                                                         sion; experience in the profession; and any other informa-
3. One of the following chosen in consultation with the                  tion relevant to their personal/professional plans. In
   program advisor (3-6 units): EDSE 695 and Written                     addition, students will complete a structured interview with
   Comprehensive Examination (3 units) or EDSE 698 Thesis                the designated program faculty advisor;
   (6 units)
                                                                      7. An approved plan of study completed with the Curriculum
Clear Conditional Admission                                              and Instruction or Reading and Language Arts graduate
1. Completion of program prerequisites.                                  advisor be on file in the Graduate Office;
2. A GPA of 2.85 or higher in the last 60 semester units of           8. A student must be enrolled in regular session or the in
    coursework taken. Lower division and/or extension                    summer session in which advancement to candidacy takes
    courses taken after obtaining the bachelor’s degree are              place. Please refer to the “Graduate Degrees and Other
    excluded from this calculation.                                      Post Baccalaureate Studies” section of the catalog for
                                                                         University advancement-to-candidacy requirements.
3. University master’s degree policy requires students to take
    the Writing Proficiency Examination (WPE) during the first
                                                                      Elementary Education Courses (EDEL)
    semester of residence. Students who have met this
    requirement during the baccalaureate degree program at            (Lower Division)
    CSULB or at another CSU campus are exempt.
                                                                      100. Introduction to Teaching and Learning in Diverse
4. To qualify for University admission in conditionally classi-       Contemporary Classrooms (1)
    fied or classified graduate standing, a student must be           Prerequisite: Acceptance in the Integrated Teacher Education Pro-
    accepted into a graduate degree program on a condition-           gram. This course will provide members of the Integrated Teacher
    al basis or as clear conditional status.                          Education Program (ITEP) with an introduction to teaching as a
                                                                      profession. The course will address the qualities of an effective
Please Note:                                                          teacher, components and purposes of an effective professional
      Prior to admission to the master’s program, students may        protfolio, and critical issues in diverse contemporary classrooms In
                                                                      this course, students will initiate development of their ITEP Reflec-
   take up to, but no more than, 9 units of coursework which
                                                                      tive Practioner Workbook. Ten hours of field experience. Traditional
   may apply to the master’s program. There is no minimum             grading only.
   number of units required for admission to the program.
                                                                      200. Introduction to the Education Profession (3)
      In accordance with University policy of “Graduate Trans-        Prerequisite: Enrollment in the Integrated Teacher Education Pro-
   fer Units by Extension”, up to 6 units of approved exten-          gram and completion of, or concurrent enrollment in, EDEL 100.
   sion/continuing education or transfer credit may be used           Forty hours of field experience. This course provides an overview of
                                                                      the teaching profession for students enrolled in the Integrated
   on a graduate student’s program. At the option of the col-         Teacher Education Program. Students will be exposed to the phi-
   lege/school or department offering a graduate degree re-           losophies of education, the history of education in America, the
   quiring a total of 30 units, this limit may be raised to 9 units   sociology of education, contemporary issues in education, and the
   of extension/continuing education credit if taken at CSULB         role of education in American society. Traditional grading only.
   or at another CSU campus.
      Students must contact the advisor of Curriculum and In-         Upper Division
   struction or Reading and Language Arts Specialization no           300. Democratic Teaching in a Digital Age (3)
   later than completing 6 units to plan an official program.         Prerequisites: EDEL 100 and 200 (or their approved counterparts)
                                                                      and EDP 180. This course will examine the cultural, linguistic, and
      Students interested in the Specialization in Reading Lan-
                                                                      technological issues impacting diverse classrooms. Students will
   guage Arts must contact the advisor of Graduate Reading            identify and apply effective teaching strategies such as differentiat-
   in the Department of Teacher Education prior to enrolling in       ed instruction, multiple methods of assessment, integration of ap-
   any classes.                                                       propriate use of technology and equitable classroom management.
                                                                      Students' use of case study methodology to profile an elementary
                                                                      student with specific treatments of the cultural context and instruc-
                                                                      tional issues addressed in the course. 25 hours of fieldwork are
                                                                      required. Traditional grading only.




                                                       2001/2002 CSULB Catalog • Teacher Education • 621
                                                                        in the learning process. Discussion of methods of child study, on-
Elementary Education Courses (EDEL)                                     going authentic assessment, selection of materials, and reflective
                                                                        practice. Ten hours of field work required.
340. Subject Matter Overview for Multiple Subjects (3)
Prerequisites: Baccalaureate degree and CBEST passed. Over-             429. Language, Learning, and the Developing Child: A Cross-
view of content from seven areas: History and Social Studies, Hu-       Cultural Perspective (3)
man Development, Literature and Language Studies, Math,                 Explores the communicative-linguistic, cognitive, physical, and
Physical Education, Science, Visual and Performing Arts. Analysis       socio-emotional development of the child from the prenatal to ado-
and practice in short essay writing and test-taking strategies.         lescent period across diverse cultures with an emphasis on lan-
Course may be repeated to a maximum of 6 units.                         guage acquisition and the learning process. Traditional grading
                                                                        only. Not open to students currently enrolled in the Liberal Studies
360. Mathematical Concepts of Numbers and Geometry (3)
                                                                        program. (Same course as LING 429, FCS 409, and EDP 428).
Not open to students with credit in EDEL 361 or EDEL 362. Unifying
concepts of mathematics for elementary teachers. Includes the           *430. Social and Cultural Diversity in Educational Settings (3)
development of concepts of number, number operations, number            Experiential opportunity to examine personal attitudes toward dis-
properties, problem solving, geometric configurations, construc-        tinct groups of persons, to develop multicultural competencies,
tions, relationships and applications with metric measures. Tradi-      and examine racism. Study of cultural, historical, social, and psy-
tional grading oy.                                                      chological factors that promote equal human worth. Same course
                                                                        as ED P 432.
379. Sociolinguistics and Schooling (3)
Prerequisites: LING 329 or equivalent. Study of language variation      431. Cultural and Linguistic Diversity in Schools (3)
as it connects to standard language development in society and          This course addresses the multiple forms of diversity present in
individuals. Analysis of key sociolinguistic concepts, such as: dia-    schools, including issues surrounding cultural, ethnic, racial, lin-
lect, speech event, linguistic repertoire, language community, pre-     guistic, faith, special needs, gender, sexual orientation, and socio-
scriptive and descriptive grammar. Analysis of verbal and written       economic difference. Emphasis is on multicultural education,
classroom language. Connection between variation and develop-           language minority education, and the promotion of learning for all
ment in speaking, reading and writing. Traditional grading only.        students. The course treats concepts of culture, education equity,
Same course as LING 379.                                                stereotyping, and cultural and linguistic contact. History, policy
                                                                        and practice regarding cultural and linguistic minorities in the Unit-
380. Schooling in a Democratic Society (3)                              ed States. Models of English Language Development and bilin-
This course is an introduction to the concepts and issues related to    gual education. Special focus on educational initiatives to address
K-8 education in a democratic society within historical, social,        the rich ethnic diversity of California schools. Not open to Liberal
philosophical, legal, and political contexts. Students will develop     Studies Majors. Same course as ED P 431 and LING 431. Tradi-
personal knowledge and understanding of 1) the competing pur-           tional grading only.
poses and values of schools in society, 2) the nature of teaching
and the teaching profession, 3) the impact of local, state, and fed-    439. SDAIE: Specially Designed Academic Instruction in
eral government policies on the schools, and 4) contemporary edu-       English (3)
cational issues. Course content and assignments will be related to      Theories of second language acquisition and practical application:
field experiences (a minimum of 40 hours in a self-contained class-     methods of teaching content to English language learners, reading
room). Traditional grading only.                                        and writing strategies, and curriculum development with applica-
                                                                        tion to K-12. Traditional grading only. Same course as ED P 439
380A. Introduction to Elementary Education for Interns (1-3)            and EDSE 439.
Prerequisite: Employed as teacher of record in a regular self-con-
tained classroom in a participating school district. Not open to stu-   *442. Teaching Language Arts, K-8 (CLAD/RICA) (3)
dents with credit for EDEL 380. Curriculum, instruction,                Prerequisite: Admission to the Multiple Subject Credential Program
assessment, classroom management, and professionalism in ele-           or Education Specialist Program. Content, methods, and assess-
mentary teaching. Explore concepts and issues related to United         ment for teaching language arts to all students, including English
States (California) elementary education including historical, philo-   language learners, speakers of non-mainstream English, and stu-
sophical, and legal implications of teaching in a culturally diverse    dent with special needs, in culturally diverse, literature based
society; the roles and functions of educators; implications of child    classrooms: first and second language acquisition and English
development and learning; and the principle of educational equity.      language development, relationships among reading, writing, and
This field-based course is offered in one-unit modules. Content is      oral language, spelling instruction, and structure of the English
spiraled with emphasis on the immediate needs of beginning              language. Minimum ten hours of field work in elementary class-
teachers with intern credentials. Course may be repeated to a           rooms with at least 25% of students classified as ELL/LEP. Tradi-
maximum of 3 units. Traditional grading only.                           tional grading only.
*420. Teaching and Learning in the Kindergarten and Primary             444. Content Curriculum in Linguistically and Culturally
Grades (3)                                                              Diverse Elementary Schools (3)
Teaching and learning in the kindergarten and primary grades with       Prerequisite: Junior standing. Course presents an overview of ele-
an emphasis on experiential approaches, multi-task classroom            mentary school content curricula, including Language Arts, Mathe-
management, and an integrated curriculum. Discussion of the na-         matics, Social Science, Science, Physical Education, and Fine
ture of the learning process, motivation, the value of error, and the   Arts. California curriculum guidelines and Frameworks are empha-
use of portfolios for documenting student growth. Practical sug-        sized. Required for students enrolled in the Multiple Subjects Cre-
gestions for implementing current research findings in curricular       dential Program with a Middle Level Emphasis. Traditional grading
areas along with meeting the diverse needs of children in the           only.
classroom. Analysis of kindergarten and primary grade programs.         *452. Teaching Reading, K-8 (CLAD/RICA) (3)
Ten (10) hours of field work required.                                  Prerequisite: Admission to the Multiple Subjects Credential Pro-
*421. History and Philosophy of Early Childhood Education (3)           gram or Education Specialist Credential Program. Content, meth-
Historical, philosophical and psychological foundations of early        ods, and assessment for teaching reading to all students,
childhood education and their relationships to current trends.          including English language learners, speakers of non-mainstream
Overview of the field of early childhood education. Analysis of vari-   English, and student with special needs, in culturally diverse, liter-
ous programs. Ten (10) hours of fieldwork required.                     ature-based classrooms: phonemic awareness, phonics, vocabu-
                                                                        lary development, comprehension, diagnosis, and the role of
*422. Curriculum for Young Children (3)                                 independent reading for proficient and delayed readers, the use of
Theory and practice related to the education of preschool and kin-      technology in literacy development. Minimum ten hours of field-
dergarten children. Emphasis on theoretical constructs of devel-        work in elementary classrooms with at least 25% of student classi-
opmentally appropriate curriculum, child-initiated learning,            fied as ELL/LEP. Traditional grading only.
emergent curriculum, anti-bias approaches, and the value of play




 622 • Teacher Education • 2001/2002 CSULB Catalog
*452B. Teaching Reading in Spanish and English, K-8                   455. Teaching and Learning in the Culturally and
(BCLAD) (1-3)                                                         Linguistically Diverse Middle School (3)
Prerequisite: Admission to the Multiple Subject Credential            Prerequisite: Admission to the MSCP Middle Level Emphasis
BCLAD (bilingual) Program. Theory, research, and instructional        Program. Course focuses on teaching in linguistically and cultur-
methodology for teaching reading in two languages and transfer        ally diverse middle schools (grades 6-8). Topics include history,
of literacy skills from first to second language. Traditions in       philosophy, foundations of middle school education, middle
teaching reading in Spanish and English as primary languages          school reform; the young adolescent, middle school curriculum,
and English as a second language. Relationships among: emer-          learning theories in practice, assessment, interdisciplinary teach-
gent literacy, phonic- and syllabically-based approaches, primary     ing, team dynamics, classroom management and organization,
language literacy development, literature-based programs, read-       peer coaching, theories and models of second language acquisi-
ing across the curriculum, and other paradigms of literacy. Exam-     tion including SDAIE, and technology. Traditional grading only.
ination of teacher beliefs, assumptions, theories, instructional      456. Teaching Core Subjects in Culturally and Linguistically
practices, assessment and evaluation of literacy development
among language minority children; materials selection and micro-
                                                                      Diverse Middle Schools (6)
                                                                      Prerequisite: Admission to MSCP Middle Level Emphasis Pro-
computers in reading instruction. Minimum of ten hours of field
                                                                      gram. Focuses on content and methodology of teaching Lan-
experience required in classrooms where a non-English primary
                                                                      guage Arts, mathematics, social science, and science at the
language is used for instruction. Course is three units except in
                                                                      middle level. Includes collaborative teaming with a credentialed
Track Four - Multiple Subject Teaching Internship Program (TIP) -
                                                                      teacher in a core or interdisciplinary middle school classroom.
CLAD/BCLAD, when it is one unit. Traditional grading only.
                                                                      Curriculum development, content knowledge, SDAIE strategies,
452C. Biliteracy: Teaching English and Chinese K-8 (3)                and appropriate middle school pedagogy are emphasized. Tradi-
Prerequisites: Admission to the Multiple Subject Credential Pro-      tional grading only.
gram or permission of instructor. Course Description: Content,
methods, and assessment for teaching literacy in English and
                                                                      458. Newspaper in Education (1-3)
                                                                      Use of the daily newspaper as an instructional tool in the class-
Chinese bilingual setting: comprehension , phonics, vocabulary
                                                                      room. Newspaper articles, features and editorials as a means of
and other decoding skills, and writing and related encoding skills
                                                                      providing current content and bases for improvement of reading
including spelling, grammar, handwriting, etc. (in English and
                                                                      skills, interests, critical thinking and problem-solving. Under-
Chinese, where applicable). Ten hours of fieldwork in elementary
                                                                      standing mass media. Same course as EDSE 458.
bilingual and sheltered English/Chinese classroom. Course lec-
tures, activities and assignments will be in English and Chinese.     459. The Middle School Teacher as Advisor (3)
Traditional grading only.                                             Prerequisite: Admission to MSCP Middle Level Emphasis Pro-
453A. Developing Language and Literacy (2)                            gram. Focus is on the advisor/advisory role of teachers in the
                                                                      middle school, the development of service learning programs,
Prerequisites: Admission to the Integrated Teacher Education
                                                                      and the function of collaboration among teachers, agencies, pro-
Program; concurrent enrollment in LING 329 or permission of
                                                                      fessionals, and other stakeholders. Required during the semester
instructor. Theory, research, and practice of teaching reading/
                                                                      of middle level student teaching. Course may be taken by cre-
language arts to all students, including English language learn-
                                                                      dentialed, inservice middle school teachers. Traditional grading
ers, speakers of non-mainstream English, and students with spe-
                                                                      only.
cial needs; development of children’s first and second language;
print concepts; letter recognition; phonological awareness and        *462. Teaching Mathematics in Culturally and Linguistically
other linguistic processes related to reading; phonics and other      Diverse Classrooms (1-3)
word identification strategies; spelling and writing development;      Prerequisite: Admission to the Multiple Subjects Credential Pro-
vocabulary; and ongoing assessment. Minimum ten hours of              gram. Learning theories, research, and instructional practices of
directed fieldwork in elementary classrooms with at least 25% of      teaching mathematics to culturally and linguistically diverse stu-
students classified as LEP. Traditional grading only. Course is not   dents. Emphasis on specially designed academic instruction in
repeatable.                                                           English for mathematics, characteristics of effective, equitable
                                                                      mathematics programs, multicultural mathematics materials, and
453B. Teaching Reading and Language Arts K-8 (2)                      alternatives to traditional assessment. A minimum of ten hours of
Prerequisites: Admission to the Integrated Teacher Education          fieldwork assignments in a classroom where at least 25% of the
Program or consent of the instructor; EDEL 453A. Concurrent           students are classified as ELL/LEP. Traditional grading only.
enrollment in ENGL 481 or consent of the instructor. Current
models of teaching reading/language arts to all students, includ-     471. Teaching Social Studies in Diverse Classrooms (2)
ing English language learners, speakers of non-mainstream En-         Prerequisites: Admission to Methods Phase of the Integrated
glish, students with special needs, proficient and delayed            Teacher Education Program (ITEP). This course is a co-requisite
readers and writers; vocabulary, comprehension, and developing        with C/LA 471 and EDEL 473. Theory, research, content, and
independent reading; spelling instruction and writing; text struc-    standards-based teaching for diverse students. Emphasis on
ture; content area literacy; study skills; ongoing assessment.        integrating curriculum, inquiry learning, social participation and
Lesson and unit design using literature, literary response and        ethics/values in a democratic society with access to the core cur-
analysis, instructional resources, and technology in the K-8 class-   riculum for all students. A minimum of ten hours of field work in
room. Minimum ten hours of directed fieldwork in elementary           public school classrooms with at least 25% of the students classi-
classrooms with at least 25% of students classified as LEP. Tradi-    fied as ELL/LEP. Traditional grading only.
tional grading only.                                                  *472. Teaching Social Studies in Culturally and
453C. Problems in Literacy Development: Diagnosis and                 Linguistically Diverse Classrooms (3)
Instruction (1)                                                       Prerequisite: Admission to the Multiple Subjects Credential Pro-
Prerequisites: Admission to the Integrated Teacher Education          gram. Theory, research, content and teaching strategies embed-
Program or consent of the instructor; EDEL 453A, B; concurrent        ded in this course will promote equal learning opportunities,
enrollment in EDEL/C/LA 400. Teaching children with delayed           including effective approaches to teaching culturally, linguistical-
literacy development; planning, organizing, and managing read-        ly, racially, ethnically, gender, intellectually, educationally and
ing and writing instruction based on assessment, diagnosis, and       socio-economically diverse students in contemporary elementary
evaluation of individual student needs. Includes ten hours of di-     and middle schools. Emphasis on integrating curriculum, inquiry
rected fieldwork and development of case study. Traditional           learning, social participation and ethics/values in a democratic
grading only.                                                         society with access to the core curriculum for all students. In-
                                                                      structional methods and content will be consistent with state and
                                                                      national standards. A minimum of ten hours of fieldwork in public
                                                                      school classrooms with at least 25% of the students classified as
                                                                      ELL/LEP. Traditional grading only.




                                                       2001/2002 CSULB Catalog • Teacher Education • 623
                                                                           482D. Student Teaching in Culturally and Linguistically
Elementary Education Courses (EDEL)                                        Diverse Classrooms (6)
473A. Content Area Teaching in Diverse Classrooms –                        Prerequisites: Admission to Multiple Subject Credential CLAD
                                                                           Student Teaching. Integrated student teaching assignment for
ITEP (1)
                                                                           one semester in a public school in grades K-6 with assignments
473B. Content Area Teaching in Diverse Classrooms –                        at the primary and intermediate level. Emphasis on teaching ex-
Spanish (1)                                                                periences with children of limited English proficiency. Weekly
                                                                           seminar. Credit/No Credit grading only, with an equivalent grade
473C. Content Area Teaching in Diverse Classrooms –
                                                                           of “A” or “B” required for credit. Course is repeatable for a maxi-
Chinese (1)                                                                mum of 12 units.
473D. Content Area Teaching in Diverse Classrooms –                        *490. Special Topics in Elementary Education (1-3)
Vietnamese (1)                                                             Topics of current interest in elementary education selected for
473E. Content Area Teaching in Diverse Classrooms –                        intensive study. May be repeated under different topics but only
Cambodian (Khmer) (1)                                                      six units may be applied toward advanced degrees. Topics will
                                                                           be announced in the Schedule of Classes.
473F. Content Area Teaching in Diverse Classrooms –
Korean (1)                                                                 A. Manipulatives for the Mathematics Classroom (3)
Prerequisite: Admission to any Multiple Subject Program pathway.           *497. Independent Study (1-3)
Pre- or co-requisite: EDEL 452, 453A & B, 462, 472 or equivalent.          Prerequisites: Consent of instructor and department chair. Inde-
Supplement to methods courses in CLAD/BCLAD programs. Theo-                pendent study undertaken under the supervision of a faculty
ry, research and practice for teaching all content areas in multilin-      member. May be repeated for credit to a maximum of six units
gual and multicultural contexts. Specific vocabulary, bilingual and        with no more than three units applicable to credential or major
sheltered classroom discourse for bilingual education, pre-view/           requirement.
review, specially-designed academic instruction in English
(SDAIE), sheltered instruction and English language development).
Presentation of thematic, multi-disciplinary lessons in social sci-        Graduate Division
ence, mathematics, natural science, language arts and other sub-
jects, specifically for English learners in culturally diverse settings.   500A. Reflective Processes For Beginning Teachers (3)
Supplement to methods courses in specific areas. Traditional grad-         Prerequisite: Currently teaching and hold credential or consent
ing only. Course may be repeated to a maximum of 2 units with              of instructor. To enhance effectiveness and success in beginning
different topics.                                                          years of teaching (less than four years). Emphasis on acquisition
                                                                           and application of reflective processes. Acquire skills to identify
*475. Teaching Science K-8 (CLAD) (1-3)                                    and resolve personal and professional problems; delve into the
Prerequisite: Admission to the Multiple Subjects Credential Pro-           current literature and research; engage in group processes; cre-
gram. Objectives, strategies, materials and methods for teaching           ate, identify and evaluate alternative solutions and apply these to
elementary school science. Development of sequenced lessons,               your own problems and situations. Same course as EDSE 500A.
integration across content areas; understanding of how children
learn science; the development of inquiry-and experiential-based           501. Enhancing Teacher Effectiveness: Strategies for
units which address the needs of all learners along with specially         Mentoring and Leadership (3)
designed academic instruction in English. A minimum of ten hours           Prerequisite: A minimum of three (3) years teaching experience.
of fieldwork assignments in classrooms where at least 25% of the           To enable experienced teachers to acquire skills and understand-
students are classified as ELL/LEP. Traditional grading only.              ings to improve their own instructional and professional effective-
Course fee required.                                                       ness, become mentor teachers, and develop strategies for
                                                                           teacher leadership and supervision. Enhance ability to analyze
482. Student Teaching in Culturally and Linguistically Diverse             and improve instruction and guide other teachers in using these
Classrooms (8)                                                             skills. Conduct applied research on these topics. (Same course
Prerequisite: Admission to Multiple Subject Credential CLAD Stu-           as EDSE 501).
dent Teaching. All day teaching assignment for one semester in a
public school in grades K-6 with assignments at the primary and            522. Parent Education and Involvement in Educational
intermediate level. Emphasis on teaching experiences with chil-            Environments (3)
dren of limited English proficiency. Weekly seminar. Credit/No             Analysis of trends, issues, programs and practices pertaining to
Credit grading only, with an equivalent grade of “A” or “B” required       parent education and involvement in educational settings. Em-
for credit. Course is repeatable for a maximum of 16 units in the          phasis on early childhood education in multicultural settings.
same semester.                                                             Discussion of effective two-way communication between school
                                                                           and home, working with volunteers, involving parents as decision
482B. Student Teaching in Bilingual Classrooms (8)                         makers in school policies, and coordinating community support
Prerequisite: Admission to Multiple Subject Credential BCLAD Stu-          services for children and families. Analysis of federal and state
dent Teaching. All day teaching assignment for one semester in a           programs which mandate parent involvement, parent education
public school in grades K-6 with assignments at the primary and            programs, and working with culturally diverse families. Ten (10)
intermediate level, or one semester of teaching in a designated            hours of field work required.
bilingual classroom (classroom must be within the supervision radi-
us of CSULB). Emphasis on teaching experiences with children of            523. Leadership, Advocacy and Supervision of Early
limited English proficiency and on primary language instruction.           Childhood Programs (3)
Weekly seminar. Credit/No Credit grading only, with an equivalent          Discussion of types of ECE programs, program development and
grade of “A” or “B” required for credit. Course is repeatable for a        implementation, different management approaches and leader-
maximum of 16 units in the same semester.                                  ship styles. Analysis of position statements and state documents
                                                                           pertaining to ECE programs. Discussion of promoting profession-
482C. Student Teaching in Bilingual Classrooms (8)                         alism, the change process, and advocacy for young children and
Prerequisite: Admission to Multiple Subject Credential BCLAD Stu-          their families. Ten hours of field work required.
dent Teaching. All day teaching assignment for one semester in a
public school in grades K-6 in a designated bilingual classroom            526. Advanced Study of Infant and Toddler Programs (3)
under an emergency credential (classroom must be within the su-            Prerequisites: ED P 301, EDEL 422 or consent of instructor. Cur-
pervision radius of CSULB), with assignments at the primary and            riculum and teaching of infant and toddler programs. Analysis
intermediate levels. Emphasis on teaching experiences with chil-           and application of current research on infant and toddler devel-
dren of limited-English proficiency and on primary language in-            opment to group learning settings. Ten (10) hours of fieldwork
struction. Weekly seminar. Credit/No Credit grading only, with an          required.
equivalent grade of “A” or “B” required for credit. Course is re-
peatable for a maximum of 16 units in the same semester.


 624 • Teacher Education • 2001/2002 CSULB Catalog
530. Intercultural Education: US and Global Dimensions (3)              560. Problems of Teaching Elementary Mathematics (3)
Study to enhance teacher intercultural competence through a criti-      Prerequisites: teaching experience. Advanced study and re-
cal analysis of issues of cultural diversity and global interdepen-     search in elementary school mathematics. Emphasis on content,
dence. Students will investigate the current literature and             methods and materials. Includes individual research.
research and reflectively apply findings to the resolution of inter-    570. Advanced Studies in Teaching Social Studies (3)
action and equality problems in education and to the infusion of        Prerequisites: ED P 400, 500, or 696. Intensive study of selected
multicultural and international concepts, skills and attitudes into     topics in the teaching of social studies in the elementary school
the K-12 curriculum. Same course as EDSE 530.                           from the perspective of the research and methodologies of the
540. Advanced Studies in Literacy (3)                                   social sciences.
Prerequisite: A valid teaching credential or admission to an ap-        572A. Multiple Subject Internship (1-8)
porved masters, certificate, or advanced credential program; or         Prerequisite: Admission to Track Four - Multiple Subject Teacher
consent of instructor. Emphasizes advanced study of literacy re-        Internship Program (TIP) - CLAD/BCLAD or eligible for an Intern
search, theory, and practice. Includes research survey of issues        Credential and admitted to the Multiple Subject Credential Pro-
of first and second language acquisition and development, lan-          gram. TIP students must take a minimum of 12 units, typically
guage structure, and curriculum trends in reading and writing           three units in each of two semesters to a maximum of six units
pedagogy. Traditional grading only. Same course as EDSE 540.            per year for two years. All other interns take a maximum of 16
544. Foundations of Literacy Research (3)                               units. Total number of units will be determined by specific pro-
Prerequisite: California Reading Certificate or consent of instruc-     gram. Credit/No Credit grading only.
tor. Introduction to critical analysis of literacy research, with em-   572B. Multiple Subject Internship (1-8)
phasis on classic and contemporary studies. Includes                    Prerequisite: Admission to Track Four - Multiple Subject Teacher
experimental designs, descriptive studies, case studies, correla-       Internship Program (TIP) - CLAD/BCLAD or eligible for an Intern
tional research, ethnographies, and the teacher-as researcher.          Credential and admitted to the Multiple Subject Credential Pro-
Same course as EDSE 544.                                                gram. TIP students must take a minimum of 12 units, typically
545. Seminar: Current Issues, Trends, and Applied Theory in             three units in each of two semesters to a maximum of six units
Reading/Language Arts Pedagogy (3)                                      per year for two years. All other interns take a maximum of 16
Prerequisite: EDEL 452 or EDSE 457. Credentialed teaching expe-         units. Total number of units will be determined by specific pro-
rience or consent of the instructor. Current trends in the teaching     gram. Credit/No Credit grading only.
of reading in K-12. Emphasis on applied theory to support impor-        572J. Multiple Subject Internship (1-8)
tant trends such as Early Intervention and Literacy Programs. Is-       Prerequisite: Admission to Track Four - Multiple Subject Teacher
sues of Language and Cultural Diversity, Adolescent Reading,            Internship Program (TIP) - CLAD/BCLAD or eligible for an Intern
Adult Literacy, Family Literacy issues. Traditional grading only.       Credential and admitted to the Multiple Subject Credential Pro-
Same course as EDSE 545.                                                gram. TIP students must take a minimum of 12 units, typically
551. Assessment and Instruction in Reading and Writing (3)              three units in each of two semesters to a maximum of six units
Prerequisites: Admission to Reading Certificate Program or con-         per year for two years. All other interns take a maximum of 16
sent of instructor. A comprehensive study of reading and writing        units. Total number of units will be determined by specific pro-
assessment and instruction. Examination and evaluation of proce-        gram. Credit/No Credit grading only.
dures, strategies and materials effective in designing appropriate      572K. Multiple Subject Internship (1-8)
reading and writing instruction with an emphasis on early detec-        Prerequisite: Admission to Track Four - Multiple Subject Teacher
tion and correction of reading difficulties. Fieldwork required.        Internship Program (TIP) - CLAD/BCLAD or eligible for an Intern
Same course as EDSE 551. Traditional grading only.                      Credential and admitted to the Multiple Subject Credential Pro-
554. Reading/Language Arts Curriculum: Leadership and                   gram. TIP students must take a minimum of 12 units, typically
Supervision (3)                                                         three units in each of two semesters to a maximum of six units
Prerequisite: California Reading Certificate or consent of instruc-     per year for two years. All other interns take a maximum of 16
tor. Examines varied roles and responsibilities of the Reading/         units. Total number of units will be determined by specific pro-
Language Arts Specialist including intervention, curriculum devel-      gram. Credit/No Credit grading only.
opment, supervision, program development, and leadership. Tra-          621. Research Seminar in Early Childhood Education (3)
ditional grading only. Same course as EDSE 554.                         Prerequisites: ED P 400 and teaching experience. Discussion
556. Theoretical Models and Processes of Reading (3)                    and analysis of research in the field of early childhood education.
Prerequisite: California Reading Certificate or consent of instruc-     Emphasis on appropriate assessment of young children and
tor. Exploration and analysis of current and historic theoretical       qualitative research design. Ten (10) hours of field work required.
models of the reading process, and examination of their influence       622. Seminar in Early Childhood Care and Education:
on curriculum and instructional issues in reading and language          International Perspectives (3)
arts. Traditional grading only. Same course as EDSE 556.                Discussion of early childhood programs in various countries
558. Language Study for Reading Teachers (3)                            around the world. Analysis of social, political, and economic in-
Prerequisites: EDEL 540 and admission to the Reading Certificate        fluences on policies related to the care and education of young
program or consent of instructor. The relationships among pho-          children. Discussion of the role of international and national
nology, morphology, semantics, syntax, and pragmatics, and the          agencies providing support for child welfare and education.
teaching of reading. The focus is on developing phonemic aware-         625. Advanced Analysis of Instruction Through Reflective
ness, phonics, decoding strategies, vocabulary, spelling, gram-         Strategies (3)
mar skills, and comprehension in emergent and developing                Prerequisites: Teaching experience in grades K-12, EDEL\EDSE
readers, including English language learners. Includes evaluation       500A or EDEL\EDSE 501, ED P 500 or ED P 696. Advanced
of instructional materials. Traditional grading only. Same course as    study of instructional process through the study of theory and
EDSE 558.                                                               research on teaching. Applied to the observation, diagnosis,
559. Practicum in Teaching Reading/Language Arts (3)                    analysis, and evaluation of the instructional process in grades
Prerequisites: EDEL 551 and admission to the Reading Certificate        K-12. The focus is practical application of theory and research to
program or consent of instructor. Includes methods and interven-        improve instructional effectiveness through analysis and reflective
tion approaches for meeting the needs of struggling readers at          strategies. Same course as EDSE 625.
both early and intermediate levels of reading acquisition, and the
tutoring or small-group instruction of these students. Classroom
field experience is required. Traditional grading only. Same
course as EDSE 559.




                                                          2001/2002 CSULB Catalog • Teacher Education • 625
Elementary Education Courses (EDEL)                                   Education Middle School Courses (EDMS)
651. Advanced Diagnosis and Intervention in Reading/                  455. Teaching and Learning in the Culturally and
Language Arts (3)                                                     Linguistically Diverse Middle School (3)
Prerequisites: EDEL 551 or equivalent; valid California Reading       Prerequisite: Admission to the MSCP Middle Level Emphasis
Certificate or consent of instructor. Includes clinical practicum     Program. Course focuses on teaching in linguistically and cultur-
and seminar on diagnosing and providing appropriate interven-         ally diverse middle schools (grades 6-8). Topics include history,
tion for children with delayed literacy development. Traditional      philosophy, foundations of middle school education, middle
grading only. Same course as EDSE 651.                                school reform; the young adolescent, middle school curriculum,
681. Advanced Field Experiences in Early Childhood (4)                learning theories in practice, assessment, interdisciplinary teach-
                                                                      ing, team dynamics, classroom management and organization,
Prerequisite: Approval by Early Childhood Education (ECE) area
                                                                      peer coaching, theories and models of second language acquisi-
committee. Supervised field experiences required of candidates
                                                                      tion including SDAIE, and technology. Traditional grading only.
for the ECE specialist credential who do not have teaching expe-
riences in (1) pre-school; and (2) kindergarten or primary grades;    456A. Teaching Language Arts/Social Science in the Middle
and (3) a multicultural setting. Applications should be made by       Grades (3)
October 1 for the spring semester, and by March 1 for the fall        Prerequisite: Admission to the MSCP Middle Level Emphasis
semester and summer session. May be repeated for a maximum            Program, or consent of the instructor. Focuses on content and
of 8 units. Credit/No Credit grading only. A maximum of four (4)      methodology of teaching language arts and history-social sci-
units only for credit toward a master’s degree program.               ence, and science at the middle level. Includes collaborative
682. Exit Assessment of Competencies in Early Childhood               teaming with a credential teacher in a core or interdisciplinary
Education (4)                                                         middle school classroom. Curriculum development, content
                                                                      knowledge, SDAIE strategies, and appropriate middle school
Prerequisite: Completion of all requirements for the Early Child-
                                                                      pedagogy are emphasized.Traditional grading only
hood Specialist Credential. During this advanced field work as-
signment, the candidate receives a final assessment of                456B. Teaching Science and Mathematics in Middle Grades
competencies demonstrated at the pre-school, kindergarten or          (3)
primary levels. Applications should be made by October 1 for          Prerequisites: Admission to the MSCP Middle Level Emphasis
the spring semester, and by March 1 for the fall semester and         Program, or consent of instructor. Focuses on content and meth-
summer session. Credit/No Credit grading only.                        odology of teaching mathematics and science at the middle lev-
693. Developing Teacher Leadership in Middle Level                    el. Includes an overview of elementary school content curricula
Education (3)                                                         in these content areas. Curriculum development, standards and
                                                                      frameworks, content knowledge, SDAIE strategies, and appropri-
Prerequisite: Students must be enrolled in either a Teacher Edu-
                                                                      ate middle school pedagogy are emphasized. A minimum of 10
cation Masters Program, or the Tier II Professional Administrative
                                                                      hours of fieldwork required. Traditional grading only.
Services Credential Program, or have the permission of the in-
structor. Contemporary research on effective schools indentifies      459. The Middle School Teacher as Advisor (3)
teacher empowerment as critical to school improvement and suc-        Prerequisite: Admission to MSCP Middle Level Emphasis Pro-
cess. This course will involve administrators and teachers in de-     gram. Focus is on the advisor/advisory role of teachers in the
veloping middle level teacher leadership. Students will learn         middle school, the development of service learning programs,
and practice collaborative and action research models. Tradition-     and the function of collaboration among teachers, agencies, pro-
al grading only. Same course as EDAD 693 and EDMS 693.                fessionals, and other stakeholders. Required during the semester
695. Seminar in Teacher Education (3)                                 of middle level student teaching. Course may be taken by cre-
                                                                      dentialed, inservice middle school teachers. Traditional grading
Prerequisites: Advancement to candidacy, approval of graduate
                                                                      only.
director, and written application to Graduate Office. Application
for enrollment must be made by March 1 for the fall semester and      483A-B. Middle Level Student Teaching in Linguistically and
summer session, or by October 1 for spring semester. Successful       Culturally Diverse Classrooms (12)
completion of all required course work for the Master of Arts in      Prerequisite: Admission to MSCP Middle Level/CLAD Emphasis
Education, options in elementary or secondary education. Ad-          Student Teaching; Completion of all requirements for advance-
vanced studies in elementary and secondary education including        ment to student teaching. Student teaching represents the culmi-
reviews of the literature, and critique of educational research.      nation of the MSCP Middle Level Emphasis/CLAD Credential
Analysis of current trends, critical problems, and issues in educa-   Program. It is a full-day experience with 10 weeks spent in an
tion. For qualified candidates preparing to write the comprehen-      approved middle school with a limited English proficient student
sive examination. Traditional grading only. May be repeated once      population of at least 26%. An additional five weeks of student
with permission of instructor. Same course as EDSE 695.               teaching is completed in an elementary school classroom
697. Directed Research (1-3)                                          (grades 4-5). Weekly seminars are required. Credit/No Credit
Prerequisites: Consent of instructor, department chair and associ-    grading only, with A or B equivalent required for credit. Traditional
ate dean. Individual research or intensive study under the guid-      grading only.
ance of a faculty member. A student may enroll for one-three
units to a maximum of three units for certificate and degree pur-     Graduate Division
poses, subject to suitable change in course content. Application
for enrollment must be made by Mar 1 for the fall semester and        582. Concepts, Structures, and Programs for Middle Level
summer session or by Oct 1 for the spring semester.                   Schools (3)
698. Thesis (3,3)                                                     Prerequisites: Middle level teaching experience, admission to an
Prerequisites: Advancement to candidacy, ED P 696, approval           approved masters program, or consent of the instructor. Ad-
by director, department chair and associate dean. Planning,           vanced exploration of the philosophical, historical, and societal
preparation and completion of a thesis under supervision of a         foundations of middle level education. Study and evaluation of
faculty committee. Must be taken for six units. Application for       existing middle level programs, materials, curriculum, and future
enrollment must be made to the Graduate Studies Office by             trends. Design of professional development for middle level
March 1 for the fall semester and summer session or October 1         teachers. Traditional grading only.
for the spring                                                        584. Issues in Middle Level Education (3)
semester.                                                             Prerequisites: Middle level teaching experience, admission to an
                                                                      approved masters program, or consent of the instructor. Inten-
                                                                      sive study of middle level education issues emphasizing research




626 • Teacher Education • 2001/2002 CSULB Catalog
perspectives and factors that may influence the future direction      439. SDAIE: Specially Designed Academic Instruction in English
of middle level education. Topics examined include: instruction-      (3)
al strategies and assessment/evaluation methods and materials,        Theories of second language acquisition and practical application:
the multiple aspects of human diversity in the middle level class-    methods of teaching content to English language learners, reading
room, impact of current societal events, parental involvement,        and writing strategies, and curriculum development with application to
threats to students’ health and safety, risk behaviors that affect    K-12. Traditional grading only. Same course as EDEL 439 and ED P
the healthy development of young adolescents, and teacher pro-        439.
fessional development. Traditional grading only.
                                                                      *457. Reading and Writing in the Secondary School (3)
693. Developing Teacher Leadership in Middle Level                    Prerequisite: Admission to the Single Subject Credential Program, or
Education (3)                                                         by permission of the Single Subject Credential Program University
Prerequisite: Students must be enrolled in either a Teacher Edu-      Coordinator. Emphasis on assessment and instruction of individuals
cation Masters Program, or the Tier II Professional Administrative    and groups; textbook selection and evaluation; vocabulary develop-
Services Credential Program, or have the permission of the in-        ment; comprehension strategies; content area reading and study
structor. Contemporary research on effective schools indentifies      skills; writing instruction; application of decoding skills to new and
teacher empowerment as critical to school improvement and             technical vocabulary and spelling patterns; transfer of primary lan-
success. This course will involve administrators and teachers in      guage reading skills into English language skills; English usage in a
developing middle level teacher leadership. Students will learn       variety of formal and informal settings; and the special reading needs
and practice collaborative and action research models. Tradition-     of less prepared, English language, and of accelerated learners. In-
al grading only. Same course as EDAD 693 and EDEL 693.                cludes individual/tutorial instruction of an adolescent and issues of
695. Project in Middle Level Education (3)                            diversity and equity. At least fifteen hours of field experience are re-
Prerequisites: Advancement to candidacy, Ed P/LING 595, ap-           quired. Traditional grading only.
proval by the program coordinator, department chair, and associ-      458. Newspaper in Education (1-3)
ate dean, and written application to the Graduate Office.             Use of the daily newspaper as an instructional tool in the classroom.
Application for enrollment must be made by October 1for the fall      Newspaper articles, features and editorials as a means of providing
semester and summer session, or by October 1 for the spring           current content and bases for improvement of reading skills, interests,
semester. Study and analysis in the field of middle level educa-      critical thinking and problem-solving. Understanding mass media.
tion. Development of culminating masters project, which can           Same course as EDEL 458.
take any of the following forms: 1) utilize action-based research
to examine a classroom- or-school-based issue or problem relat-
                                                                      *490. Special Topics in Secondary Education (1-3)
                                                                      Prerequisite: Consent of instructor. Topics of current interest in sec-
ed to middle level education to explore, analyze, or offer resolu-
                                                                      ondary education selected for intensive study. May be repeated under
tion to the problem; OR 2) develop a position paper, issue paper,
                                                                      different topics for a maximum of six units. Topics will be announced in
or policy recommendation. Seminar and individual meetings.
                                                                      the Schedule of Classes.
Traditional grading only.
                                                                      *491. Special Topics in Teacher Education (3)
                                                                      Prerequisite: Consent of instructor. Topics of current interest in teach-
Secondary Education Courses (EDSE)                                    er education selected for intensive study. A student may enroll for
                                                                      three units to a maximum of six units for certificate and degree pur-
Lower Division                                                        poses, subject to suitable change in course content. Topics will be
                                                                      announced in the Schedule of Classes. (Lecture 2 hours, laboratory 2
157. Critical Thinking and Analytical Reading (3)                     hours.)
Prerequisite: ENGL 100 or equivalent (may be taken concurrent-
ly). Critical thinking and advanced reading comprehension. In-        *497. Independent Study (1-3)
cludes laboratory experience and access to resource materials.        Prerequisites: Consent of instructor and department chair. Indepen-
                                                                      dent study undertaken under the supervision of a faculty member. May
                                                                      be repeated for credit to a maximum of six units, with no more than
Upper Division                                                        three units applicable to credential or major requirement.
339. Linguistics for Crosscultural Language and Academic              Graduate Division
Development in Secondary School Settings (3)
Principles of language structure, variation and usage for educa-      500A. Reflective Processes For Beginning Teachers (3)
tors. Educational aspects of first and second language acquisi-       Prerequisite: Currently teaching and hold credential or consent of
tion theories. Social and psychological influences on linguistic      instructor. To enhance effectiveness and success in beginning years
behavior in middle and high schools. Cultural and political is-       of teaching (less than four years). Emphasis on acquisition and appli-
sues affecting language, attitudes, maintenance and shift. Tradi-     cation of reflective processes. Acquire skills to identify and resolve
tional grading only. Same course as LING 339.                         personal and professional problems; delve into the current literature
                                                                      and research; engage in group processes; create, identify and evalu-
*435. United States Secondary Schools:Intercultural                   ate alternative solutions and apply these to your own problems and
Education (3)                                                         situations. Same course as EDEL 500A.
Prerequisite: Admission to the Single Subject Credential Pro-
                                                                      501. Enhancing Teacher Effectiveness: Strategies for Mentoring
gram, or by permission of the Single Subject Credential Program
University Coordinator. Critical reflection on issues and ques-       and Leadership (3)
tions of equal opportunity and multicultural education in a plural-   Prerequisite: A minimum of three (3) years teaching experience. To
istic society; philosophy, history, and sociology of education; the   enable experienced teachers to acquire skills and understandings to
curriculum and student population in United States and Califor-       improve their own instructional and professional effectiveness, be-
nia secondary schools; current issues and trends in education.        come mentor teachers, and develop strategies for teacher leadership
Ten (10) hour field work requirement. Traditional grading only.       and supervision. Enhance ability to analyze and improve instruction
                                                                      and guide other teachers in using these skills. Conduct applied re-
*436. Learning and Instruction in a Multicultural Setting             search on these topics. Same course as EDEL 501.
(3)
                                                                      530. Intercultural Education: US and Global Dimensions (3)
Prerequisite: Admission to the Single Subject Credential Pro-
                                                                      Study to enhance teacher intercultural competence through a critical
gram. A course in systematic instruction that explores theories
                                                                      analysis of issues of cultural diversity and global interdependence.
of learning, curriculum design and development, assessment
                                                                      Students will investigate the current literature and research and reflec-
and evaluation of student progress, classroom management and
                                                                      tively apply findings to the resolution of interaction and equality prob-
discipline, and problems of the adolescent within a multicultural
                                                                      lems in education and to the infusion of multicultural and international
setting. Fifteen hours of structured field work in content areas in
                                                                      concepts, skills and attitudes into the K-12 curriculum. Same course
the schools will be required. Traditional grading only.
                                                                      as EDEL 530.



                                                         2001/2002 CSULB Catalog • Teacher Education • 627
                                                                        K-12. The focus is practical application of theory and research to
Secondary Education Courses (EDSE)                                      improve instructional effectiveness through analysis and reflective
                                                                        strategies. Same course as EDEL 625.
540. Advanced Studies in Literacy (3)
Prerequisite: A valid teaching credential or admission to an ap-        651. Advanced Diagnosis and Intervention in Reading/
porved masters, certificate, or advanced credential program, or         Language Arts (3)
consent of instructor. Emphasizes advanced study of literacy            Prerequisites: EDEL 551 or equivalent; valid California Reading
research, theory, and practice. Includes research survey of is-         Certificate or consent of instructor. Includes clinical practicum
sues of first and second language acquisition and development,          and seminar on diagnosing and providing appropriate interven-
language structure, and curriculum trends in reading and writing        tion for children with delayed literacy development. Traditional
pedagogy. Traditional grading only. Same course as EDEL 540.            grading only. Same course as EDEL 651.
544. Foundations of Literacy Research (3)                               695. Seminar in Teacher Education (3)
Prerequisite: California Reading Certificate or consent of instruc-     Prerequisites: Advancement to candidacy, approval of graduate
tor. Introduction to critical analysis of literacy research, with em-   director, and written application to Graduate Office. Application
phasis on classic and contemporary studies. Includes                    for enrollment must be made by March 1 for the fall semester and
experimental designs, descriptive studies, case studies, correla-       summer session, or by October 1 for spring semester. Successful
tional research, ethnographies, and the teacher-as researcher.          completion of all required course work for the Master of Arts in
Same course as EDEL 544.                                                Education, options in elementary or secondary education. Ad-
                                                                        vanced studies in elementary and secondary education including
545. Issues/Trends in Reading Pedagogy (3)
                                                                        reviews of the literature, and critique of educational research.
Prerequisites: EDEL 452 or EDSE 457. Credentialed teaching
                                                                        Analysis of current trends, critical problems, and issues in educa-
experience or consent of the instructor. Current trends in the
                                                                        tion. For qualified candidates preparing to write the comprehen-
teaching of reading in K-12. Emphasis on applied theory to sup-
                                                                        sive examination. Traditional grading only. May be repeated once
port important trends such as Early Intervention and Literacy Pro-
                                                                        with permission of instructor. Same course as EDEL695.
grams. Issues of Language and Cultural Diversity, Adolescent
Reading, Adult Literacy, Family Literacy issues. Traditional grad-      697. Directed Research (1-3)
ing only. Same course as EDEL 545.                                      Prerequisites: Consent of instructor, department chair and associ-
                                                                        ate dean. Individual research or intensive study under the guid-
551. Assessment and Instruction in Reading and Writing
                                                                        ance of a faculty member. A student may enroll for one-three
Prerequisite: Admission to Reading Certificate Program or con-
                                                                        units to a maximum of three units for certificate and degree pur-
sent of instructor. A comprehensive study of reading and writing
                                                                        poses, subject to suitable change in course content. Application
assessment and instruction. Examination and evaluation of pro-
                                                                        for enrollment must be made by March 1 for the fall semester and
cedures, strategies and materials effective in designing appropri-
                                                                        summer session or by October 1 for the spring semester.
ate reading and writing instruction with an emphasis on early
detection and correction of reading difficulties. Fieldwork re-         698. Thesis (3,3)
quired. Traditional grading only. Same course as EDEL 551.              Prerequisites: Advancement to candidacy, ED P 696, approval
                                                                        by director, department chair and associate dean. Planning,
554. Reading/Language Arts Curriculum: Leadership and
                                                                        preparation and completion of a thesis under supervision of a
Supervision (3)                                                         faculty committee. Must be taken for six units. Application for
Prerequisite: California Reading Certificate or consent of instruc-     enrollment must be made to the Graduate Studies Office by
tor. Examines varied roles and responsibilities of the Reading/         March 1 for the fall semester and summer session or October 1
Language Arts Specialist including intervention, curriculum de-         for the spring semester.
velopment, supervision, program development, and leadership.
Traditional grading only. Same course as EDEL 554.
556. Theoretical Models and Processes of Reading (3)
Prerequisite: California Reading Certificate or consent of instruc-
tor. Exploration and analysis of current and historic theoretical
models of the reading process, and examination of their influence
on curriculum and instructional issues in reading and language
arts. Traditional grading only. Same course as EDEL 556.
558. Language Study for Reading Teachers (3)
Prerequisites: EDSE 540 and admission to the Reading Certificate
program or consent of instructor. The relationships among pho-
nology, morphology, semantics, syntax, pragmatics, and the
teaching of reading. The focus is on developing phonemic
awareness, phonics, decoding strategies, vocabulary, spelling,
grammar skills, and comprehension in emergent and developing
readers, including English language learners. Includes evaluation
of instructional materials. Traditional grading only. Same course
as EDEL 558.
559. Practicum in Teaching Reading/Language Arts (3)
Prerequisites: EDSE 551 and admission to the Reading Certificate
program or consent of instructor. Includes methods and interven-
tion approaches for meeting the needs of struggling readers at
both early and intermediate levels of reading acquisition, and the
tutoring or small-group instruction of these students. Classroom
field experience is required. Traditional grading only. Same
course as EDEL 559.
625. Advanced Analysis of Instruction Through Reflective
Strategies (3)
Prerequisites: Teaching experience in grades K-12, EDEL\EDSE
500A or EDEL\EDSE 501, ED P 500 or ED P 696. Advanced
study of instructional process through the study of theory and
research on teaching. Applied to the observation, diagnosis,
analysis, and evaluation of the instructional process in grades



628 • Teacher Education • 2001/2002 CSULB Catalog

				
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