The following are descriptions for Department of Education undergraduate courses. You may also consult the Course Schedule for 2007-2008.

50 Origins, Purposes, and Central Issues in K–12 Education (4) F, W, S.

An introduction to the role of education in U.S. society and to central issues in K–12 education. Education is studied from four different perspectives: social, historical, philosophical, and political.

100 Educational Strategies for Tutoring and Teacher Aiding (4) F, W, S.

Placement in a public elementary or secondary school to gain experience as a tutor or teacher aide. Emphasis on cognitive learning and the development of instructional strategies and resources which can be used in effective cross-age and cross-cultural experiences. May be taken for credit three times. Same as Engineering ENGR197A.

103 Advanced Tutoring (4) S.

Lectures/discussions and 40 hours public school experience provide advanced strategies for tutoring under-achieving pupils; guidance using case studies to examine a range of factors that contribute to public school failure among elementary, middle, and secondary pupils. Prerequisite: Education 100 or consent of instructor.

104D Preparation for Teaching Fine Arts in K–12 Schools (4).

Arts education, theory, curriculum and methods for university students specializing in studio art, digital arts, dance, music, and/or drama. Includes lesson planning and teaching strategies based on California and national frameworks and content standards, and fieldwork in K–12 settings.

104E Multimedia and the Arts in the Multicultural Classroom (4) S.

Multiculturalism and underrepresented U.S. minorities and the visual and performing arts: perspectives in artistic perception, creative expression, historical and cultural context, and aesthetic valuing, and media literacy in the interpretation and production of multimedia arts products and applications for K–12 classrooms. Same as Studio Art 149. (VII-A)

106 Introduction to Early Childhood Education (4) F.

Designed to provide an introductory survey of the nature, needs, and education of young children. Explores questions such as “What should we teach young children?” and “How should we teach?”

107 Child Development in Education (4) W.

Explores the pathways of normally developing children’s growth and change over time. In particular, focuses on how cognitive and social development impact and are driven by educational contexts.

108 Adolescent Development and Education (4) W.

Explores the physical, cognitive, emotional, and social development of adolescents, with an emphasis on the practical implications of developmental theory and research findings for teachers and other professionals who work with adolescents in middle or high school contexts.

122A-B-C Foundations of Elementary School Mathematics I, II, III (4-4-4) F, W, S.

Provides understanding of fundamental mathematics necessary to teach for conceptual understanding and higher-level reasoning and problem solving. Conceptual understanding of place value, fractions, proportionality, geometry, algebra, functions, probability, statistics, and measurement. Instructional applications of these concepts in grades K-8 teaching.

124 Multicultural Education in K–12 Schools (4) F, W, S, Summer.

Provides a theoretical and empirical overview of educational issues affecting low-income immigrant and U.S.-born minority student populations in an increasingly diverse and changing society. (VII-A)

125 Children, Schools, and Cinema (4).

Using popular films as the vehicle, essential aspects of school dynamics and the interaction of schools with students, teachers, and the public are analyzed. Melding educational studies and film studies provides a deeper understanding of the methods used to transmit information and attitudes about schools to the lay public.

126 Ethics and Education (4) F, W, S.

Examination of ethics in education and how ethicists frame moral problems. Presentation of major ethical themes that affect education. Analysis of specific models for dealing with ethical goals and developing morality for K–12 students. Offers models for solving ethical dilemmas within an educational context. Prerequisite: Education 50.

128 Exceptional Learners (4) S.

An introductory survey of the nature, needs, and education of K–12 children with exceptionalities. Covers the categories and characteristics of exceptionalities, relevant state and federal legislation, and the role of general education teachers in special education.

130 Introduction to the History of Science for Prospective Teachers (4).

A pedagogically oriented approach to case studies that illuminate the emergence of modern science since 1500 and the impact of science-based technology on society. Designed for students interested in teaching science. Education 130 and History 60 may not both be taken for credit.

131 Educational Technology (4) W.

Presents an overview of the types and uses of educational technology to support and enhance the K–12 learning experience. Familiarizes students with lesson planning, instructional design, learning theory, and integrating technology into the curriculum.

132 Thinking Mathematically: Learning and Teaching Mathematics (4).

The primary focus is on the psychological and historical development of mathematical thinking. Intended for prospective teachers and for all those with an interest in understanding mathematics and thinking mathematically.

133 New Approaches in Assessment (4) W.

Examines different purposes, forms, and tools for assessing student learning. Topics include summative and formative assessment, testing and standards, student and teacher assessment, uses of technology in assessment, and differences in assessment methods across states and nations.

134 Teaching English Internationally (4) W.

Covers methods of teaching English as a foreign language, basic language knowledge for English teachers, the social context of English language teaching around the world, and essential information about securing international employment as an English teacher.

135 Exploring Literacy: Critical Literacy—Instructional Methodology and Implications for Practice in Education (4) S.

Focuses on the ways in which readers and writers bring meaning to texts and the interrelationships of language, power, and text. Explores critical literacy through focusing on reading comprehension, writing, discussion, and critical thinking.

136 Teaching and Learning Secondary Science (4) W, S.

Explores the field of teaching science, as students are guided through blending theories and classroom methodologies, such as constructivism, experimental inquiry, and interdisciplinary science, while developing skills in presentation, conducting hands-on activities, and offering exciting demonstrations that build curiosity.

137 Art in the Elementary School (4) F, W.

Theory and practice in art education for the elementary school classroom. Includes content and pedagogy for future teachers and others interested in the relationship between child development and the production of visual art.

139 Technology and Literacy (4) S.

Examines relationships of new digital media to literacy in home and school environments. Topics include blogs, wikis, fan fiction, social network sites, online research, video games, instant messaging, e-mail, digital imagery, and multimedia production in connection with learning and literacy. Same as Informatics 165.

140A Methods for Elementary Bilingual Teachers (4).

Direct observation of bilingual classrooms in local elementary schools, classroom lectures, discussions, and presentations on the culture and language of the bilingual student.

140B Methods for Secondary Teachers of Spanish (4).

Communicative approaches to teaching Spanish at the secondary school level. Theory and practice of oral proficiency acquisition techniques. Requires field work. Emphasis placed on training differences for native versus nonnative Spanish speakers.

141A-B-C Jumpstart: Early Language, Literacy, and Social Development (4-4-4) F, W, S.

An experiential course integrated with lecture material in the field of child development and education. Students are expected to attend lectures, complete assignments, and commit a total of eight hours per week as mentors of disadvantaged preschool children. Prerequisite: consent of instructor. May be taken for credit three times. Same as Psychology 141J-K-L.

150 Changing the High School Experience (4) S.

Analysis of problems in high school education (e.g., student disengagement and underachievement of disadvantaged) and proposals for changing curriculum, instruction, and school organization. Students suggest own reforms and analyze effective/ineffective school practices.

151 Language and Literacy (4) S.

Addresses the linguistic principles and processes that underlie oral and written language proficiency. Emphasis is on how to use phonology, morphology, orthography, semantics, syntax, and pragmatics to support literacy and oral language development for K–12 students. Same as Psychology and Social Behavior P192V.

152F Teaching Mathematics with Technology (4) S.

Students learn to use current technologies to facilitate student learning of K–12 mathematics, and gain experience in using technology to design and teach mathematics lessons.

155 Special Topics in Educational Issues and Asian Americans (4).

Critical analysis of a variety of historical and contemporary educational issues facing Asian Americans. May be repeated for credit as topics vary. (VII-A)

160 Practicum in After-School Learning and Inquiry (4) F, W, S.

Prepares students to work with children in after-school, technology-based learning programs at community centers. This experiential learning with children then informs student inquiries on issues of multiculturalism, schooling, and literacy development as reported in weekly field notes. Corequisite: Education 160L. May be taken for credit three times. NOTE: This course can be substituted for Education 124 as a prerequisite for the CLAD/BCLAD emphasis. (with successful completion of Education 160L: VII-A)

160L Community Field Work (2) F, W, S.

Community-based practicum. UCI students work with under-served children (ages 6–12) in after-school venues, assist with their literacy development through technology-based play and story-telling activities, and develop field notes including data from interviews with the children. Corequisite: Education 160. May be taken for credit three times.

170A Issues and Controversies in Secondary History-Social Studies (4) W.

Examines passionate debates about what adolescents should learn in history and social studies classes. Competing priorities between history and current social issues; “heritage” education or critical history; social studies vs. social science; wars over curriculum standards; teaching about moral issues.

170B Teaching and Learning Secondary History-Social Studies (4) S.

How adolescents understand history and social issues. Pioneering research on their reasoning about history, politics, and related areas. Examination of typical practices in history and social studies teaching. Improving students’ learning through historiographic investigation and information technology resources.

172A Issues and Controversies in Secondary Mathematics (4) W.

Examines different perspectives on what mathematical competencies should be emphasized in secondary schools, and how they should be taught. Particular attention to problem solving, algebra and geometry, and issues of equity. Introduction to research on mathematical cognition and teacher beliefs.

172B Teaching and Learning Secondary Mathematics (4) S.

How children and adolescents learn to understand mathematics. Research on mathematical cognition, particularly on mathematical problem solving and the learning of algebra, geometry, and calculus. Examination of several innovative instructional programs derived from research on mathematics learning. Formerly Education 172F.

173 Cognition and Learning in Educational Settings (4) F, W, S, Summer.

Foundational concepts in cognition and development as applied to
student learning. Primary topics include historical behaviorism, basic cognitive structure and processes, complex cognition, cognitive development, and motivation. Same as Psychology and Social Behavior P192T.

175 Foundations of Education (4).

Foundational questions of education are viewed from newly emerging developmental perspectives which treat cognition as embodied action and learning as cultural recapitulation. Historical, sociological, psychological, and philosophical implications of these views toward various aspects of teaching, learning, curriculum, and pedagogy are considered.

176 Psychology of Learning, Abilities, and Intelligence (4) S.

Overview of classic positions on the mind, human abilities, and intelligence, especially as related to academic achievement. Contrasting views: psychometric versus information processing; experimental versus correlational research. Prerequisite: introductory course in psychology, or consent of instructor. Same as Psychology and Social Behavior P192U.

177 Geography and Social Issues in K–12 Education (4) S.

Examines how K–12 students come to understand the influence of geography on climate, culture, and the environment in which we live. Computer-based resources such as geographic information systems are used to model complex temporal and spatial relationships.

178 Poetry in the K–12 Classroom (2 to 4).

Students experience school-day fieldwork in UCI-instructed poetry workshops in bilingual K–12 classrooms. Supporting lectures provide content, pedagogical framework, and practice for fieldwork lessons. Course work includes commenting on student work, composing and presenting field notes, lesson plans, and case studies. May be taken for credit three times.

179 Advanced Composition for Teachers (4).

Principles of formal composition and problems of teaching. Selecting handbooks and ancillary reading, marking papers, making assignments, and conducting workshops and tutorials. Prerequisites: satisfactory completion of the lower-division writing requirement and junior standing. Same as Writing 179.

182 Latina/Latino Access and Persistence in Higher Education (4).

Introduction to how social, political, and economic forces impact on Latina/Latino racial/ethnic minorities with regard to their access and persistence in the U.S. higher education system. Investigates historical perspectives and theoretical underpinnings of college access and retention research. Same as Chicano/Latino Studies 182. (VII-A)

198 Directed Upper-Division Research in Education (2 to 8) F, W, S, Summer.

Faculty-led research-oriented course for upper-division students in the minor in Educational Studies. Individually or in small groups, students are exposed to and participate in work related to a faculty member’s research and scholarship.

199 Individual Study (1 to 4 per quarter) F, W, S, Summer.

Intensified advanced study in areas in which a student has considerable background, under the direction of a faculty member who will guide and evaluate the study.