Education

Lower-Division Courses

42. Student-Directed Seminar.
Seminars taught by upper-division students under faculty supervision. (See course 192.) The Staff

80. Introduction to Teaching. F,W
Designed to encourage students to think about teaching in new ways. Assumptions about teaching and schooling are examined as well as considering what it takes to teach so that children learn and understand. Not a course in how to teach, but an opportunity to reconsider what teaching should try to accomplish and what kinds of learning teachers should foster. May be taken concurrently with courses 92A, 92B, or 92C. A practicum in the schools and/or community of up to three hours per week is required. (General Education Code(s): T3-Social Sciences.) The Staff

92A. The Evolution of Education. F
Introduction to educational theory, Plato through Freire. A survey of major ideas and issues in education, ranging from the purposes of education and the organization of knowledge to the nature of teaching, compulsion in schooling, and questions concerning developmental theory, moral education, and aesthetic education. Course enrollment is unrestricted. (General Education Code(s): IS.) The Staff

92B. Introduction to Theories of Education. W
A general survey of theories and partial theories of education organized into three recurrent topics: teaching and learning, schooling, and education in society. Each is considered in terms of the partial theories of James, Dewey, and Skinner; cognitive constructivism, particularly the theories of cognitive science; and, finally, an integrated sociocultural theory of education. (General Education Code(s): IS.) The Staff

92C. Introduction to Issues in Diversity and Education. S
Examines the impact on schools and students of social/ethnic status, social class, and gender, with attention to historical, cultural, and psychological variables. An introduction to the theory, research, and reform movements in education in response to our state’s and our nation’s increasing diversity. (General Education Code(s): E.) The Staff

99. Tutorial. F,W,S
Students submit petition to sponsoring agency. The Staff

Upper-Division Courses

101. Instructional Activities in Physical Education (2 credits). S
Designed to assist teachers in planning and implementing physical education programs for elementary grades. Topics include child development, movement concepts, instructional strategies, curriculum planning and physical activities. Enrollment limited to 30. The Staff

111. Community Practicum (2 credits). W
Students work with bilingual children in an after-school program that involves them in a variety of recreational and academic activities. During some quarters, the practicum is linked to other courses in education (e.g., Education 140, Education 151). Enrollment limited to 32. May be repeated for credit. The Staff

115. K–12 Student Assessment. *
Provides an overview of educational testing. Appropriate use and interpretation of standardized, classroom achievement, and special needs assessments are examined. Issues on fair testing of diverse populations of students are discussed within each topic area. Prerequisite(s): Courses 80, 92A, and 92B, or permission of instructor. Enrollment restricted to juniors and seniors. Enrollment limited to 50. The Staff

119F. California Mathematics and Science Teacher Inititiative (2 credits). W,S
Students in this seminar reflect on their experiences in secondary mathematics classrooms, discuss topics in mathematics education, and make connections to relevant readings. Satisfies the requirement fulfilled by Mathematics 188. Prerequisite(s): participation in the California Mathematics and Science Teacher Inititiative Program. Enrollment restricted to mathematics, sciences, engineering, and computer science majors; restricted to CMST members only by permission of the instructor. (Formerly Community Teaching Fellowship Seminar.) Enrollment limited to 40. May be repeated for credit. The Staff

119G. California Mathematics and Science Teacher Initiative:
Science (2 credits). W,S
Students reflect on their experiences in secondary science classrooms, discuss topics in science education, and make connections to relevant readings. Prerequisite(s): participation in the California Mathematics and Science Teacher Inititiative Program. Enrollment restricted to Natural Sciences and School of Engineering majors. (Formerly Community Teaching Fellowship Seminar. ). Enrollment limited to 40. The Staff

120. The Arts in Schools: Aesthetic Education Theory and Practice. W
Explores the nature of art, the historical legacy of the arts within education; considers aesthetic education as an inter-arts philosophical and practical endeavor; studies alternatives to the current situation of the arts in education; develops theory necessary to teach the arts. Theory or curriculum course for credential students. Enrollment limited to 20. D. Swanger

125. Introduction to Teaching Children’s Literature in Grades K–8. S
Offers opportunities for undergraduate and graduate students to learn about fundamental aspects of children’s literature, to increase their knowledge of range and quality of children’s literature, to enhance their understanding of multicultural children’s literature, and to develop ways to integrate children’s literature into elementary and middle-school curriculum areas. Enrollment restricted to juniors and seniors. Enrollment limited to 25. J. Scott

128. Immigrants and Education. F,S
Research and theory on the education of immigrant students. Major topics include the Americanization movement and America’s changing demography, identity maintenance and change, home-school relations, and educators’ roles in meeting the needs of culturally and linguistically diverse student populations. Enrollment restricted to juniors and seniors. (General Education Code(s): E.) M. Gibson

135. Gender and Education. W
Addresses the changing but continuing patterns of unequal expectations, opportunities, and treatment throughout the educational system for all students, female and male, who do not match a standard model of gender performance. Fieldwork required. Enrollment limited to 35. D. Ash

140. Language, Diversity, and Learning. F
Class members work as a community of educators focused on their own learning as they participate in practicum experience with youth at a local agency. Teaching and learning in linguistically and culturally diverse communities becomes content and focus of course discussions, readings, and collaborative projects. Concurrent enrollment in course 111 required. Concurrent enrollment in course 111 required. Enrollment restricted to junior and senior students. Enrollment limited to 32. (General Education Code(s): E.) L. Pease-Alvarez

141. Bilingualism and Schooling. S
Introduces participants to issues related to the schooling of students who speak languages other than or in addition to English. Uses a multidisciplinary perspective to understand the circumstances these students face in schools and considers approaches and policies that best meet their needs. Enrollment restricted to juniors, seniors, and graduate students. Enrollment limited to 50. (General Education Code(s): E.) The Staff

151. Community Perspectives on Teaching and Learning. S
Students examine and explore community perspectives on learning and teaching in light of their experiences working with youngsters in the context of the Barrios Unidos/UCSC Links, an after-school program serving a culturally diverse group of children. Enrollment limited to 25. (General Education Code(s): E.) L. Pease-Alvarez

155. Minorities in Higher Education. *
Historical review and contemporary examination of the educational experience of U.S. minorities in higher education. Includes historical overview of the treatment of minority groups within higher education with special attention to Native Americans, Chicanos, Latinos, African Americans, and Asian Americans. Enrollment limited to 25. (General Education Code(s): E.) F. Hernandez

160. Issues in Educational Reform. F
Explores a variety of perspectives on key educational policy issues including desegregation, bilingual education, affirmative action, charter schools, national and state curriculum standards, student assessment and the assessment and certification of teachers. Enrollment limited to 100. The Staff

164. Urban Education. S
Focuses on urban schooling through critical readings, fieldwork, group projects, and extensive writing. Students explore how socialization, marginalization, and assimilation impede or support academic success, how class intersects with “race”, and how “culture” affects one’s orientation to education. Prerequisite(s): course 92C. Satisfies American History and Institutions Requirement. (General Education Code(s): E.) J. Gordon

164L. Urban Education Fieldwork (2 credits). S
Fieldwork in diverse schools and/or communities which involves interviews and/or tutoring and research. Must be taken concurrently with course 164, Urban Education. J. Gordon

170. Schools and Asian Cultures. S
Focuses on a historical and contemporary study of education in East, Southeast, and South Asia as well as the negotiation of public and private schooling within the Asian immigrant population in California. Specific topics include language acquisition; the role of religious affiliation and other culturally specific schooling; patterns of family life; and the effects of socioeconomic status, career aspirations, and parental participation in schools. Enrollment limited to 20. J. Gordon

170L. Schools and Asian Cultures Fieldwork (2 credits). S
Fieldwork in diverse schools and/or communities which involves interview and/or tutoring and research. Must be taken concurrently with course 170, Schooling and Asian Cultures. J. Gordon

173. Seminar in Critical Pedagogy. *
Focuses on involvement in classroom practice pertaining to student and faculty diversity and looks at factors that encourage or impede academic success. Internship required—may include K–12 schools and college settings. Required theoretical readings, reflective essays, self-assessment, and supervisor evaluations. Prior course work in education strongly recommended. Enrollment limited to 20. May be repeated for credit. J. Gordon

175. Language, Culture, and the Classroom. F
Offers students an opportunity to think about the ways that language and culture intersect with classroom learning. Includes the linguistic and cultural diversity of students and teacher alike. Implications for practice, research, and policy will be discussed. Enrollment restricted to juniors and seniors. Enrollment limited to 50. (General Education Code(s): E.) A. Wiese

176. Learning to Talk and Talking to Learn. W
Learning to talk and talking to learn are closely related. They are also the chief medium of education. Through practical work combined with reading and discussion, investigates ways in which adults can help children/students to learn. Enrollment restricted to juniors and seniors. C. Wells

177. Teaching Culturally and Linguistically Diverse Students Math and Science. W
Examines equity issues in the learning and teaching of math and science in culturally and linguistically diverse school settings. Draws on multicultural, bilingual, and math/science education perspectives. Intended for undergraduate majors considering a K–12 teaching career. Satisfies an elective requirement for the minor in education program. Prior completion of courses 92B and 80 is advised. Enrollment limited to 25. J. Aguirre

181. Race, Class, and Culture in Education. F
Examines the schooling experience and educational attainment of racial/ethnic minority students in the U.S. Focuses primarily on domestic minorities. Addresses issues of variability between and within minority groups and the role of cultural, structural, and psychological factors in the educational attainment of these students. (General Education Code(s): E.) The Staff

185B. Introduction to Teaching Mathematics. W
Provides an introduction to principles and practices for teaching mathematics in secondary classrooms; examines theoretical and practical approaches to teaching mathematics; provides an introduction to national and state standards and an overview of mathematics curricula and current issues in mathematics teaching. Enrollment restricted to junior and senior majors in mathematics, physics, computer science, computer engineering, and electrical engineering. Enrollment limited to 30. J. Moschkovich

185C. Introduction to Teaching Science. F
An introduction to the principles and practices for teaching science in secondary classrooms. Course examines theoretical and practical approaches to teaching science, provides an introduction to national and state standards and an overview of science curricula and current issues in science teaching. Enrollment restricted to junior and senior science majors. Enrollment limited to 40. D. Ash

187. Cognition and Instruction. W
Addresses the question, “How do people learn?” by examining theories of learning and research on cognition, learning, and instruction. Enrollment restricted to junior and senior education minors. Enrollment limited to 60. J. Moschkovich

192. Directed Student Teaching. F,W,S
Teaching of a lower-division seminar under faculty supervision. (See course 42.) Students submit petition to sponsoring agency. The Staff

193. Advanced Field Study. F,W,S
Students submit petition to sponsoring agency. The Staff

194. Group Projects. F,W,S
Students submit petition to sponsoring agency. May be repeated for credit. The Staff

194F. Group Projects (2 credits). F,W,S
Students submit petition to sponsoring agency. May be repeated for credit. The Staff

198. Independent Field Study. F,W,S
Students submit petition to sponsoring agency. The Staff

198F. Independent Field Study (2 credits). F,W,S
Students submit petition to sponsoring agency. May be repeated for credit. The Staff

199. Tutorial. F,W,S
Students submit petition to sponsoring agency. The Staff

199F. Tutorial (2 credits). F,W,S
Students submit petition to sponsoring agency. May be repeated for credit. The Staff

Graduate Courses

200A. Introduction to Educational Inquiry. F
Addresses foundational knowledge needed to understand and conduct educational inquiry and research. Topics include epistemology in the human sciences, philosophical foundations of modern research strategies, and general classes of research investigations in education. Enrollment restricted to education graduate students. Enrollment limited to 15. D. Ash

200B. Quantitative Methods in Educational Research. S
Promotes intermediate-level knowledge of quantitative research methods in educational settings. Students learn the foundations of quantitative data theory, general logic behind statistical inference, and specific methods of data analysis in educational contexts. Prerequisite(s): course 200A. Enrollment restricted to graduate students. Enrollment limited to 15. The Staff

200C. Qualitative Research Methods. S
Graduate level introduction to qualitative methods, with special attention to ethnographic research on schooling. Moves from overview of different methods, through examination of selected studies, to discussion of issues in research design, data collection, analysis, and writing. Enrollment restricted to graduate students; priority is given to graduate students in education. Enrollment limited to 12. M. Gibson

200D. Advanced Topics in Qualitative Research. F
Analyzes topics, which vary systematically from year to year, including analysis of classroom interaction, video recording and transcription, coding and analysis of discourse data, and software programs for qualitative analysis. Prerequisite(s): course 200C. Enrollment restricted to graduate students. Enrollment limited to 12. May be repeated for credit. C. Wells

201A. Philosophical Perspectives on Education (2 credits). *
This course introduces students to some of the major educational thinkers in Western culture, from Socrates and Plato to Paulo Freire. Their work is examined both historically and for its relevance to contemporary educational debates. Enrollment restricted to graduate students. May be repeated for credit. D. Swanger

203. Applied Classroom Analysis and Methods: Beginning Student Teaching. F
A required course that introduces students to the diverse cultural and linguistic settings of today’s classrooms. Classroom practices, instructional strategies, and analysis are emphasized. First course in the student teaching placement series. Placements are used to examine and apply teaching methods while developing classroom management skills. Class meetings include discussion and demonstration of teaching methods. Enrollment limited to 50. The Staff

211A. Reading and Language Arts for Elementary Classrooms. F,W
This course provides both a theoretical and practical foundation for literacy instruction, emphasizing reading and language arts instruction in grades K–8. Interactive instruction and field experience will be used to examine curricula, methods, materials, and literacy evaluation. Enrollment restricted to graduate students. Enrollment limited to 30. J. Scott

211B. Reading Across the Curriculum in Middle School and Secondary. F,W
Provides a theoretical and practical foundation for teaching reading within content area instruction in middle school and secondary classrooms. Field experiences and interactive instruction will facilitate learning about strategies, curricula, methods, materials, and observation. Intended for students pursuing a single subject credential. Enrollment restricted to graduate students. Enrollment limited to 30. The Staff

212A. Science Learning and Teaching in Elementary Classrooms. F
Examines constructivist and sociocultural approaches to the learning and teaching of science in elementary classrooms, including beliefs about the nature of science and theories of how children learn science. Provides a critical overview of curricula, instructional theories, and multiple approaches to teaching the “big ideas” in elementary science. Enrollment restricted to graduate students admitted to the credential program. Enrollment limited to 50.
The Staff

212B. Science Education: Research and Practice. F
Examines theoretical approaches to the learning and teaching of science including the nature of scientific knowledge, theories of how children learn science, approaches to scientific discourse, and perspectives on addressing diversity in science classrooms. Course is required for single subjects science credential. Enrollment restricted to program enrollees. Enrollment limited to 50. D. Ash

212C. Teaching Science in the Secondary Classroom. W
Examines constructivist and sociocultural approaches to teaching science in secondary classrooms. Course will provide a critical overview of curricula, instructional theories, and multiple approaches to teaching the “big ideas” in science. Enrollment restricted to program enrollees. Enrollment limited to 50. The Staff

213A. Mathematics Learning and Teaching in Elementary Classrooms. F,W
This course is required for the multiple subject credential. Examines constructivist and sociocultural approaches to the learning and teaching of mathematics in elementary classrooms, including the nature of mathematics and theories of how children learn mathematics. Provides an introduction to mathematics teaching standards and a critical overview of curricula, instructional theories, and multiple approaches to teaching the “big ideas” in elementary mathematics. Enrollment restricted to graduate students admitted to the credential program. Enrollment limited to 50. J. Aguirre

213B. Math Education: Research and Practice. F
Examines theoretical approaches to the learning and teaching of mathematics. Topics include the nature of mathematical knowledge, theories of how children learn mathematics, approaches to mathematical discourse, and perspectives on addressing diversity in mathematics classrooms. Course is required for secondary mathematics credential. Enrollment restricted to graduate students admitted to the credential program. Enrollment limited to 50. J. Moschkovich

213C. Teaching Mathematics in the Secondary Classroom. W
Examines constructivist and sociocultural approaches to teaching mathematics in the secondary classroom. Course will provide an introduction to mathematics teaching standards and a critical overview of curricula, instructional theories, and multiple approaches to teaching the “big ideas” in secondary mathematics. Required for mathematics secondary credential. Prerequisite(s): course 213B. Enrollment restricted to graduate students admitted to the credential program. Enrollment limited to 50. The Staff

214A. English Teaching: Theory and Curriculum. F
Required for the single subject English credential student. Examines sociocultural approaches to the learning and teaching of English in secondary classrooms, including theories of how children learn English language, literature, and composition. Enrollment restricted to education graduate students. J. Scott, J. Martens

214B. English Teaching for Secondary Classrooms. W
Prepares English single subject credential candidates for student teaching in winter and spring. Course focuses on developing curricula and strategies in the content area. Through classroom placements, students observe and apply techniques to develop curriculum units used in student teaching. Enrollment restricted to graduate students. Enrollment limited to 50. The Staff

215A. Social Science: Theory and Curriculum. F
Required for the single subject social science credential student. Tracks both the implicit and explicit connections between theory and practice, illustrating that theory suggests best practice while practice informs theory-formation and testing. Enrollment restricted to education graduate students. The Staff

215B. Social Science Teaching for Secondary Classrooms. W
Prepares social science single subject credential candidates for student teaching in winter and spring. Course focuses on developing curricula and strategies in the content area. Through classroom placements, students observe and apply techniques to develop curriculum units that are used in student teaching. Enrollment restricted to graduate students. Enrollment limited to 50. The Staff

220. Introduction to Technology in Schools (2 credits). F,S
This course is required for prospective teachers. It provides an overview of the use of technology in the K–12 classroom. Topics covered include using the Internet and the web, building a web page, and using resources for educators on the web. Students will review software applications in a particular content area, use technology to develop lesson plans, and create integrated, thematic curricula in which technology is utilized to promote higher-order thinking, creativity, and problem-solving. Enrollment restricted to graduate students admitted to the credential program. Enrollment limited to 50. The Staff

242. Promoting Biliteracy and Bilingualism. S
Designed to meet specific goals for students pursuing the Bilingual Crosscultural, Language and Academic Emphasis Credential (BCLAD). Provides a forum for students to examine the role of the bilingual teacher in the classroom and society with an overview of current bilingual methodology and philosophy for literacy and content instruction in Spanish/English bilingual classes. To enhance participants’ Spanish language development, the class is conducted in Spanish. Enrollment restricted to graduate students admitted into the credential program. The Staff

242A. Language, Literacy, and Diversity. *
Designed to prepare students to teach reading/language arts in a way that addresses the needs and circumstances of a culturally and linguistically diverse student population. Topics include the following: exploration of the literacy development of native and non-native speakers of English, understanding the theoretical perspectives on language and literacy development, learning instructional approach that enhance development of literacy, and learn to assess students’ literacy development. Enrollment restricted to graduate students admitted into the credential program. L. Pease-Alvarez

250. Teaching, Learning, and Schooling.
Required for master’s students in education. Three basic units comprise the subject matter: teaching/learning, with such topics as development, learning, pedagogy, and socialization theories; second, schooling, as the context of teaching/learning both in its existent structures and its reform movements; third, the sociocultural context in which educational institutions exist, topics such as cultural and historical forces, political and economic condition, family, and community structures. Enrollment restricted to graduate students. The Staff

253. Methods of English Language Development. W
This course will help future educators develop a practical theory for teaching English in the elementary and secondary schools to students who speak other languages. Topics include current trends in the field, language assessment, and the design of instructional units. Enrollment restricted to program enrollees. Enrollment limited to 30. The Staff

261. Thinking, Learning, and Teaching. F
Examines multiple theoretical perspectives on thinking, learning, and teaching; the development of the whole person in a variety of cultural contexts; the roles thinking, learning, and teaching play in that development; and how researchers’ and educators’ conceptions shape instruction. Enrollment restricted to education graduate students. Enrollment limited to 15. J. Moschkovich

262. Social and Cultural Context of Education Core Seminar. W
Application of anthropological and sociological theories to study of education. Examines social, cultural, and linguistic context of schooling with particular attention to role of race, class, culture, power, and language in influencing schooling outcomes. Enrollment restricted to graduate students. Enrollment limited to 15. M. Gibson

263. Foundations of Educational Reform. S
Core course in Ph.D. program in education providing students with multiple analytic perspectives from which to examine important educational issues by analyzing political, historical, and philosophical origins of educational reform in the U.S. and internationally. Enrollment restricted to graduate students. Enrollment limited to 10. R. Ogawa

264. Research on Teacher Development and Teacher Education. W
Addresses personal and professional development of teachers. Explores models of teacher education with specific attention to methods and processes by which teachers can be better prepared to work with culturally and linguistically diverse students. Enrollment restricted to graduate students. Enrollment limited to 20. P. Stoddart

265. Becoming a Professional Educator.
Meets the California state requirements for both health education and mainstreaming for those seeking a clear credential. Offers an overview of the field of special education and the expanded role of the teacher in providing health and substance abuse prevention education in the “mainstreamed” classroom. Enrollment restricted to graduate students. J. Gordon

266A. Sociocultural Perspectives on Learning and Using Literacy. S
Examines theoretical perspectives, educational issues, and scholarship related to use and development of literacy among diverse populations, particularly those who have not fared well in U.S. schools. Enrollment restricted to graduate students. Enrollment limited to 12. L. Pease-Alvarez

267A. Conceptual Change in Science and Mathematics. W
Examines approaches in cognitive science, mathematics education, and science education to documenting student conceptions in science and mathematics, defining conceptual change, and describing relationship between conceptual change and learning with understanding. Enrollment restricted to graduate students. Enrollment limited to 12. J. Moschkovich

267B. Theoretical Foundations of Mathematics/Science Learning and
Teaching (2 credits). F
Examines theoretical foundations of teaching and learning mathematics and science. Explores these foundations from historical and current perspectives. Theories are the lenses with which students examine mathematics and science learning and teaching. (Formerly course 274.). Enrollment restricted to graduate students. J. Aguirre

268A. Ethnographies of Education. S
Offers opportunity to critique a range of book-length ethnographic studies of education focusing on relationship between culture, learning, and schooling in the U.S. with comparative studies from other countries. Enrollment restricted to graduate students. Enrollment limited to 12. M. Gibson

268B. School Organization. F
Applies multiple perspectives drawn from organizational theory, highlighting important aspects of organization of schools, including their operational environment, instructional organization, and professional and bureaucratic dimensions. Enrollment restricted to graduate students. Enrollment limited to 12. R. Ogawa

269A. First-Year Doctoral Proseminar (2 credits). F
This three-quarter seminar supports professional development for first-year doctoral students. Students develop essential skills for success as scholars, discuss issues in educational research and practice, and are introduced to research by Education Department faculty. Enrollment restricted to graduate students. Enrollment limited to 15. J. Aguirre

269B. First-Year Doctoral Proseminar (2 credits). W
This three-quarter seminar supports professional development for first-year doctoral students. Students develop essential skills for success as scholars, discuss issues in educational research and practice, and are introduced to research by Education Department faculty. Enrollment restricted to graduate students. Enrollment limited to 15. J. Aguirre

269C. First-Year Doctoral Proseminar (2 credits). S
This three-quarter seminar supports professional development for first-year doctoral students. Students develop essential skills for success as scholars, discuss issues in educational research and practice, and are introduced to research by Education Department faculty. Enrollment restricted to graduate students. Enrollment limited to 15. J. Aguirre

270A. Second-Year Professional Development Seminar (2 credits). F
Three-quarter seminar supports professional development for second-year doctoral students. Activities include preparation of research and conference proposals, presentation of second-year project findings, and attendance at department colloquia. Enrollment restricted to second-year Ph.D. students. Enrollment limited to 12. M. Gibson

270B. Second-Year Professional Development Seminar (2 credits). W
Three-quarter seminar supports professional development for second-year doctoral students. Activities include preparation of research and conference proposals, presentation of second-year project findings, and attendance at department colloquia. Enrollment restricted to second-year Ph.D. students. Enrollment limited to 12.
M. Gibson

270C. Second-Year Professional Development Seminar (2 credits). S
Three-quarter seminar supports professional development for second-year doctoral students. Activities include preparation of research and conference proposals, presentation of second-year project findings, and attendance at department colloquia. Enrollment restricted to second-year Ph.D. students. Enrollment limited to 12.
M. Gibson

272. Teaching English Language Learners in the Content Areas (2 credits). F
Introduces students to instructional approaches for supporting the English language development of middle and high school English language learners. Emphasis placed on strategies used to support English language development along with content learning in various subject areas. Enrollment restricted to graduate students. The Staff

281. Social Foundations of Education.
A sustained inquiry into the social, political, economic, and historical foundations of schools with an emphasis on community attitudes toward education. Student narratives of engagement and resistance will provide a basis for insights and interventions useful to educators. Enrollment restricted to program enrollees. Enrollment limited to 50. M. Gibson

283. Intermediate Student Teaching. W
Designed to provide students enrolled in the UCSC teacher education program a coherent, integrated, pre-professional experience in public school classrooms. Students assume part-time student teaching responsibilities totalling 14–16 hours per week under the direct supervision of an exemplary classroom teacher. Weekly seminars and ongoing supervision by department staff are required. Prerequisite(s): course 203. Enrollment restricted to graduate students majoring in education. Enrollment limited to 50. The Staff

284A. Advanced Student Teaching. S
Designed for students who have extensive field and course experience in education and who wish to qualify for the single-subject or multiple-subject teaching credential by undertaking a quarter of full-time, supervised student teaching. Prerequisite(s): course 283. Enrollment restricted to graduate students. The Staff

284B. Advanced Student Teaching.
Designed for students who have extensive field and course experience in education and who wish to qualify for the single-subject or multiple-subject teaching credential by undertaking a quarter of full-time, supervised student teaching. Prerequisite(s): course 283. Enrollment restricted to graduate students. The Staff

284C. Advanced Student Teaching.
Designed for students who have extensive field and course experience in education and who wish to qualify for the single-subject or multiple-subject teaching credential by undertaking a quarter of full-time, supervised student teaching. Prerequisite(s): course 283. Enrollment restricted to graduate students. The Staff

286. Research and Practice in Science Teaching for Research. S
Designed for graduate students who will teach as professionals and are currently teaching assistants. Offers background on research and practical methods for teaching science to all ages. Enrollment restricted to science graduate students. Enrollment limited to 15. D. Ash

293A. Research Apprenticeship (2 credits). F,W,S
Research apprenticeship under guidance of faculty member during first or second year of doctoral studies. Students submit petition to sponsoring agency. Enrollment restricted to graduate students. May be repeated for credit. The Staff

293B. Research Apprenticeship. F,W,S
Research apprenticeship under guidance of faculty member during first or second year of doctoral studies. Students submit petition to sponsoring agency. Enrollment restricted to graduate students. May be repeated for credit. The Staff

294. Second-Year Research Project. F,W,S
Doctoral students work with faculty advisors to plan, carry out, and write up small independent research project during second year of graduate studies. Students submit petition to sponsoring agency. Enrollment restricted to graduate students. May be repeated for credit. The Staff

295. Portfolio Development (2 credits).
Provides student and faculty adviser with time to confer over the completion of the required portfolio. Formerly course 285. Enrollment restricted to graduate students.
L. Pease-Alvarez

296. Teaching Apprenticeship. F,W,S
An elective course for education master of arts students to acquire and/or refine teaching skills under the guidance of education ladder rank faculty who teach large education, lower-division courses, specifically courses 92A, 92B, and 92C. Meeting weekly throughout the quarter, students become knowledgeable about course content, discuss with faculty course curriculum and pedagogy, and ultimately lead course sections. Making an active connection between theory and practice is the expected student outcome. The Staff

297. Independent Study. F,W,S
Students submit petition to sponsoring agency. The Staff

299. Thesis Research. F,W,S
Students submit petition to sponsoring agency. The Staff