Graduate School of Education: cddesc.html

Cognition and Development
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Lower Division Course
C1. Introduction to Cognitive Science. (4) Three hours of lecture and two hours of laboratory per week. Formerly 1. This course introduces the interdisciplinary field of cognitive science. Lectures and readings will survey research from artificial intelligence, psychology, linguistics, philosophy, and neuroscience, and will cover topics such as the nature of knowledge, thinking, remembering, vision, imagery, language, and consciousness. Sections will demonstrate some of the major methodologies. Also listed as Cognitive Science C1. (F,SP)

Upper Division Course
100. Educational Psychology for Teachers. (3) Three hours of lecture per week. Prerequisites: Admission to teaching credential program. Lectures on topics of special interest to teachers, including child and adolescent development, the teaching-learning process, and classroom evaluation. Application of these concepts to the school setting and consultation on actual classroom problems. Written assignments and final examination required.Staff
112. Reforms in Elementary Education: Psychological and Sociocultural Foundations. (3) One hour of lecture, one hour of structured discussion, and one hour of group work per week. Prerequisites: Consent of instructor. Background in psychology. The course introduces students to relationships between research on cognitive development and reforms in elementary teaching. The syllabus is organized in modules that link research and classroom practice. For example, in a module on children's mathematics, we analyze research on children's strategies for solving math problems and consider how this research has reformed teaching practices. Students complete a project for each module that links research and observations in elementary classrooms through concurrent enrollment in one unit of 197.Gearhart
114A. Early Development and Education. (4) Three hours of lecture and two hours of fieldwork per week. Theory and research on psychological development from birth through childhood with special attention to relations between developmental theory and educational practice. Directed field observation of developmental phenomena and educational practices.Starkey
114C. Practicum in Early Development and Education. (4) Two hours of seminar and six hours of fieldwork per week. Theory, research, and field experience in early development and education. Students conduct educational activities with children in classrooms in preschool, elementary school, or after-school programs. Activities include assisting teachers in the development and use of instructional materials, teaching children computer software, academic tutoring, and supporting parental involvement in schooling.Starkey

Graduate Course
200A. Cognitive Development. (3) Three hours of seminar per week. Prerequisites: Consent of instructor. Development of cognition from birth to maturity. Piagetian and information processing theories and research. Vygotsky's theory. Primary emphasis on normal human development; secondary emphasis on atypical and animal cognition. Infant perception and cognition, early childhood competencies, memory and problem solving in middle childhood and adolecence. Cognitive underpinnings of academic skills. Relations between cognitive development and children's home and school environments.Ammon, Starkey
200B. Social Development. (3) Three hours of lecture per week. Prerequisites: Consent of instructor. An examination of theory and research on social development from childhood to early adulthood. Review of different theoretical orientations to social cognition, morality, psychosexual development, and the role of social-environmental factors.Turiel
200D. Psychosocial Development: Identity, Culture, and Education. (3) Three hours of lecture per week. Prerequisites: One course in statistics. This course is a doctoral seminar in developmental psychology, with a broad focus on psychosocial development and its impact on children in educational contexts. The course begins with a discussion of Erikson's psychosocial theory and the sociocultural perspectives of Vygotsky and other theorists. We then review some of the major psychosocial variables related to educational achievement, including competence, motivation, self-concept, self-efficacy, self-regulation, and volition. We touch briefly on moral development and values as psychosocial factors affecting correlates. We examine (a) how social and personal identity factors are used to explain underachievement (e.g., cultural ecological theory and stereotype threat), (b) the role of identity in different cultural groups, (c) the impact of these factors on teacher and student behavior, and (d) the role that identity plays in helping students develop a sense of future. (F) Worrell
200C. Culture and Cognitive Development. (3) Three hours of lecture/discussion per week. Prerequisites: 200A and consent of instructor. This course explores advanced topic in Piaget's and Vygotsky's frameworkers for the analysis of cognition development. Of particular concern is the representation of cultural processes in each treatment. Reading will include primary sources from these authors and contemporary writers who extend and critique the treatment of culture in each.Saxe
201B. Seminars in Intellectual Development. (2) Course may be repeated for credit. Two hours of seminar per week. Prerequisites: Relevant courses from the 200 sequence and consent of instructor. Intensive examination of advanced topics, which will vary from year to year in the areas denoted by the titles of the following sections:
(1) Cognitive Development
(2) Learning and Memory Development
(3) Language.Staff
201A. Psychology of Reading. (3) Three hours of lecture per week. Comparison and analysis of the psychological and linguistic evidence underlying whole language and skills methods of reading instruction. Topics include reading readiness, emergent literacy, the English spelling system and decoding, vocabulary development, models of reading, individual differences, and comprehension and schema theory.Cunningham
202D. Seminars in Social and Personality Development. (2) Course may be repeated for credit. Two hours of seminar per week. Prerequisites: Relevant courses from the 200 sequence and consent of instructor. Intensive examination of advanced topics, which will vary from year to year, in the areas denoted by the titles of the following sections:
(1) Social Development
(2) Motivation
(3) Personality Development.Turiel
204C. Research Seminars: Inquiry in Educational Psychology. (3) Course may be repeated for credit. Three hours of seminar per week. Prerequisites: Consent of instructor. The doctoral program in Educational Psychology requires that students complete extensive projects of documentary and empirical research. As they engage in these projects, students will enroll (ordinarily during alternate years) in appropriate sections of this seminar. At each meeting, participants will present their own projects, and analyze those presented by others.Lambert
205. Instruction and Development. (3) Three hours of lecture per week. Prerequisites: consent of instructor. An examination of cognitive developmental approaches to instruction. Review of different theoretical orientations to learning and memory, metacognition, emergent literacy, reading, writing, mathematics, science, computer literacy, motivation, self regulated learning, and classroom organization.Campione
207C. Diagnosis of Human Handicaps. (4) Three hours of lecture and six hours of fieldwork per week. Prerequisites: Consent of instructor. Reviews current criteria for eligibility for programs for the handicapped and evaluates available procedures for making diagnostic decisions. Special topics may include diagnosis of learning disabilities, mental retardation, neurological handicaps, emotional and behavioral disorders.Staff
207D. Assessment and Education of Exceptional Pupils in Regular Classes. (2) One hour of lecture and one hour of discussion per week. Methods for assessment of handicapped children and implication for their education in regular classes. Such topics as nondiscriminating testing, least restrictive environments, alternative programs, parent communication, interpersonal relationships, characteristics, behavior of exceptional pupils are covered in studies of individual exceptional children in regular classes.Staff
207B. Individual Appraisal of Intelligence. (4) Three hours of lecture and six hours of fieldwork per week. Prerequisites: Consent of instructor. Theories of intelligence as applied to the assessment of intelligence, measurement concepts applied to intelligence tests, development, administration and interpretation of the WISC-R, Stanford-Binet, and other issues pertaining to intelligence testing. Current controversial issues in testing, including issues pertaining to test bias and legal aspects of testing.Staff
211B. Human Development and Education. (4;4) Three hours of lecture/discussion and three hours of fieldwork per week. Prerequisites: Admission to Developmental Teacher Education Program or consent of instructor. Introduction to theories of human development and their application to elementary and preschool education. Topics include cognitive development, moral and social development, language acquisition, psycho-social perspectives on social-emotional development and a developmental analysis of classroom organization. Also supervised child study, individual and small group tutoring, and field experiences.Ammon, Gearhart, Staff
211D. Advanced Human Development and Education. (4;4) Three hours of lecture/discussion and three hours of fieldwork per week. Prerequisites: Admission to Developmental Teacher Education Program or consent of instructor. Advanced principles of human development and their application to teaching and learning school subjects. Also supervised child study, individual and small group tutoring, field experiences.Saxe, Staff
211A. Human Development and Education. (4;4) Three hours of lecture/discussion and three hours of fieldwork per week. Prerequisites: Admission to Developmental Teacher Education Program or consent of instructor. Introduction to theories of human development and their application to elementary and preschool education. Topics include cognitive development, moral and social development, language acquisition, psycho-social perspectives on social-emotional development and a developmental analysis of classroom organization. Also supervised child study, individual and small group tutoring, and field experiences.Staff
211C. Advanced Human Development and Education. (4;4) Three hours of lecture/discussion and three hours of fieldwork per week. Prerequisites: Admission to Developmental Teacher Education Program or consent of instructor. Advanced principles of human development and their application to teaching and learning school subjects. Also supervised child study, individual and small group tutoring, field experiences.Ammon, Gearhart, Staff
212. Adolescent Development and the Teaching of Secondary English. (3) Three hours of lecture/discussion per week. Prerequisites: Enrollment in the Multicultural Urban Secondary English Teaching Credential Program. This graduate seminar relates the goals of secondary English teaching to three major themes in the study of adolescent development: rationality, morality, and identity. These themes are then explored with reference to urban youth, along with other themes emerging from research in urban settings. The theme of identity is pursued further through a consideration of adolescents' "self-theories" and their motivational consequences. Students write papers on related topics for a class anthology. (F,SP) Ammon
213L. Laboratory for School Psychology. (1) Must be taken on a satisfactory/unsatisfactory basis. Laboratory section to evaluate field work records and for supervision of school assignment. Must be taken concurrently with 213A-213B-213C-213D.Staff
213B. Theoretical and Scientific Bases for School Psychology Practice. (3) Three hours of lecture per week. Examines the empirical evidence for developmental and learning models in relation to the school curriculum and school organization from elementary through high school.Staff
213D. Educational Interventions for the School Psychologist. (3) Three hours of lecture per week. Theories and procedures for individual and group assessment of children's learning and behavior problems as applied to the design of individual and group programs in the classroom.Staff
213A. Conceptual Bases for School Psychology. (3) Three hours of lecture and six hours of fieldwork per week. Historical and contemporary overview of the professional specialty of school psychology.Staff
213C. School-Based Consultation. (3) Three hours of lecture per week. Theories of consultation, consultation methods, and research on consultation applicable to primary and secondary prevention of school failure and school psychology practice.Lambert
214. Human Development and Education Seminar. (1) Course may be repeated for credit. One and one-half hours of seminar per week. Must be taken on a satisfactory/unsatisfactory basis. Prerequisites: Graduate standing and consent of instructor. Reports and discussion of original research in the area of human development and education. Not all participants are required to report in any given semester, but all are expected to attend and to enter into the discussions. Strongly recommended for all students in the graduate program in human development and education.Staff
215. Socialization Processes Within the Family. (3) Three hours of lecture per week. This course provides an overview of theoretical perspectives on family socialization. We review the literature on parental beliefs and child-rearing practices and study how families affect children's social development. We also examine familes in the context of culture and social class. The course concludes by focusing on the relationship between families and schools. Course requirements: class participation, three short papers, reaction notebook.Holloway
222A. Programming and Problem Solving. (3) Three hours of lecture per week. This course will analyze how experts and novices solve programming problems, examine recent investigations of programming and relate these investigations to recent research on learning and instruction. Using these insights, current programming instruction will be examined. Other topics include: programming environments such as MacPascal instruction, programming text books, and student behavior when solving programming problems.Linn
223B. Special Problems in Mathematics, Science and Technology Education. (2-6) Course may be repeated for credit. Consent of instructor required. Two to six hours of lecture/discussion per week. Study of special problems and issues in education related to mathematics, science and technology. Sections may vary from semester to semester.Staff
224A. Mathematical Thinking and Problem Solving. (3) Three hours of lecture per week. This course explores contemporary research on mathematical cognition, with a particular emphasis on "higher order thinking skills" and mathematical problem solving. We discuss various frameworks for characterizing mathematical behavior and various methodologies for examining it. As an "action oriented" course in the EMST curricular sequence, this course includes a major course project. In their project, students engage in research incorporating the main ideas studied in the course.Schoenfeld
224C. Gender, Mathematics and Science. (3) Three hours of seminar per week. The course explores commonly asked questions concening gender, mathematics, and science. We will discuss whether these are appropriate questions and examine evidence related to the questions. This course will also consider whether policies and practices concerning gender, mathematics, and science should be changed and, if so, identify some of the steps that could be taken to improve the current situation.Linn
225C. Cognitive Approaches to Computer System Design. (2) Two hours of lecture per week. This course, based largely on reading and critical analysis, will survey and analyze some of the mental processes involved in understanding and operating computation systems (i.e. text editing, operation of calculators and user interface to computer systems, activity structures involving multiple operation tools and programming) as well as cognitive constructs being developed to understand performance. Requirements include three analytical papers.diSessa
225D. Computer System Design Project Laboratory. (1) Three hours of laboratory per week. Prerequisites: Consent of instructor. The system design project laboratory is an ancillary offering intended to put the ideas from 225C--Cognitive Approaches to Computer Systems Design--into practice. The principle requirement will be a substantial software implementation and write-up. With instructor's consent, the project laboratory may be taken simultaneously or sequentially with 225C. In cases of extraordinary preparation, the laboratory course may be taken independently.diSessa
226. Constructive Epistemology. (3) Three hours of lecture per week. Many approaches to education take the knowledge to be taught as fixed, and the manipulable objects to be things like methods. By focusing on knowledge per se: what is it; how is it organized and encoded in humans, we are led to questions about what should be taught, based on principles of learnability, etc., rather than just "effective methods." This tactic is valuable in view of the radical changes information technology may have on what we need to teach and what general areas are teachable.diSessa
227. Metacognition. (3) Three hours of lecture per week. Major approaches to metacognition (metamemory, effective control and self-regulation in problem solving; belief systems and naive epistemologies) will be surveyed from the following points of view: metacognition's meaning and importance, evidence that humans have such knowledge, where such knowledge is attained, the extent to which it is learnable and suggestions about how it might be developed.diSessa
228A. Qualitative Methodology. (3) Three hours of lecture/discussion per week. The course will be organized by principal activities: group readings, book reports, expert and novice methodology presentations, in-class research and analysis, and student research. For each activity, we will look at the full breadth of methodology, from "how-to" methods and specific areas of concern to general questions including: what constitutes objective data, what are strengths and weaknesses of methods in regard to various issues, and what are the relations between theory and data? Ranney
C229A. Proseminar: Problem Solving and Understanding. (3) Three hours of lecture per week. Prerequisites: Consent of instructor. Students will examine problem solving in children and adults, from a predominantly cognitive science perspective, beginning with an examination of thinking involved in diverse problem types. Students will then analyze the literature concerning cognitive issues that transcend problem types, including representation, "understanding," access and availability of knowledge, access to one's own cognitive processing, categorization, the architecture of knowledge, and the control of cognition. Also listed as Psychology C223.
229F. Conceptual Change. (3) Three hours of lecture per week. "Conceptual change" concerns broad and deep changes in a person's knowledge about a domain. This opposes it, for example, to the learning of facts and skill acquisition. The course emphasizes recent cognitive science-oriented approaches to: defining "broad and deep" learning; understanding its properties. It draws on diverse other approaches including developmental psychology; analogies to the history of science; "misconceptions;" computational and epistemological approaches.Staff
230. Literacies: Old and New. (3) Three hours of lecture/discussion per week. The emergence of electronic media with radically different properties than text encourages a reflection on the essence of literacy. The course balances readings on traditional literacy and on a view of new, electronic literacies. Comparative study will allow addressing questions such as these: What value does literacy convey to individuals and cultures? How do the properties of the material basis of literacy translate into social value, and how? Are new literacies really possible?di Sessa
231. Introduction to Secondary School. (2) Course may be repeated for credit. Two hours of lecture per week. Prerequisites: Admission to a credential program. Seminars, lectures, workshops to meet requirements for the single subject credential. Subject areas include educational psychology; instructional strategies; learning processes; and secondary school mathematics, science, and technology.Staff
232. Problem Solving and Understanding in the Elementary School Classroom. (3) Three hours of seminar per week. An examination of research relevant to the analysis and development of children's problem solving and understanding in the elementary school classroom. Research considered includes cognitive science analyses of problem solving and understanding; meta-cognitive and epistemological perspectives on problem solving; classroom-based subject-matter curricular analyses in mathematics, literacy, history, and science; and social-cultural analyses of school practices. (F) Metz
235. Elementary Teaching in Mathematics and Science. (3) Three hours of lecture per week. Prerequisites: Admission to Developmental Teacher Education Program or consent of instructor. Curriculum, instructional theory, and methods for teaching mathematics and science in elementary schools.Staff
290. Special Topics Seminars. Course may be repeated for credit. One hour of seminar per week per unit. Prerequisites: Consent of instructor. Topics to vary from semester to semester and section to section.
290C. Cognition and Development. (1-4) Staff
295B. Technology, Curriculum, and Instruction. (3) Three hours of seminar per week. Formerly Education in Mathematics, Science, and Technology 291B. To explore the cognitive consequences of technology in instruction and learning, the promise of technology in education will be examined, and exemplary instructional software will be explored. A model of knowledge acquisition and knowledge change incorporating technological delivery of instruction will be developed.Linn
295C. Integrating Technology into Secondary English Instruction. (4) Three and one-half hours of lecture and one-half hour of laboratory per week. Prerequisites: Admission into the MUSE Credential/MA Program. This course will cover (a) basic skills in using computer hardware and software, (b) knowledge of the legal and ethical issues surrounding the use of computers in classroom instruction, (c) communicating through a variety of electronic media, (d) designing, adapting, and using lessons to promote information literacy for lifelong learning, (e) optimizing lessons based upon the technological resources available in the classroom or school setting. (f) contributing to planning the use of technological resources in the school setting. (SP) Diehl
298C. Group Studies, Seminars, or Group Research--DCEMST. (1-4) One to four hours of lecture/seminar per week. Formerly Education in Mathematics, Science, and Technology 298. Advanced group study in education. Topics vary from semester to semester. May consist of organized lectures or seminar discussions, related chiefly to the research area in which the group is working. (F,SP) Staff
390C. Supervised Teaching in Elementary Education. (1-8) Course may be repeated for credit. One to three hours of lecture and two to twenty hours of fieldwork per week. Prerequisites: Admission to a teaching credential program. Formerly Educational Psychology 390. Fieldwork for teaching credential. Supervised teaching may begin with the opening of the public schools in the fall and extend through the spring semester.Peretti
390D. Supervised Teaching in Mathematics and Science for Secondary Schools. (2-6) Course may be repeated for credit. Two hours of lecture and two to ten hours of fieldwork per week. Prerequisites: Admission to credential program. Formerly Education in Mathematics, Science, and Technology 390. Fieldwork for teaching credential. Supervised teaching may begin with the opening of the public schools in the fall and extend through the spring semester.Zimmerlin
391A. Technology, Curriculum, and Instruction I. (1) One hour of seminar and two hours of laboratory per week. Prerequisites: Admission to the Developmental Teacher Education Program. Part 1 of a 2-course sequence meeting technology requirements for the California Multiple Subject Credential. Introduction to basic computer skills and applications.Levenson, Peretti
391B. Technology, Curriculum, and Instruction II. (1) One hour of seminar and two hours of laboratory per week. Prerequisites: 391A. Part 2 of a 2-part sequence meeting technology requirements for California Multiple Subject Credential. This second part will focus on application and extensions of classroom technology. (SP) Levenson, Peretti
392C. Arts in the Elementary Classroom. (1) Course may be repeated for credit. Must be taken on a satisfactory/unsatisfactory basis. Prerequisites: Enrollment in a Berkeley teaching credential program. This course is designed for students in the Developmental Teacher Education Program and for their cooperating teachers. It combines techniques in a specific arts genre with application to an area of the California Academic Content Standards. Students will generate plans and materials to teach lessons that use the arts to deepen conceptual understanding in one of the content areas. An Education instructor will teach and serve as instructor of record in collaboration with visiting artists. (F,SP)Peretti
413B. Community-Based Internship in School Psychology. (3;3) Course may be repeated for credit. Two hours of lecture/discussion and one day of fieldwork per week. Supervised assignment to a community mental health agency in the capacity of school psychologist.Singh
413D. School-Based Internship in School Psychology. (6;6) Course may be repeated for credit. Two hours of lecture and three days of fieldwork per week. Supervised assignment to a school district in capacity of school psychologist.Staff
413L. Consultation for School Psychology Students. (1) Course may be repeated for credit. One hour consultation on campus and six hours of field work per week. Must be taken on a satisfactory/unsatisfactory basis. Prerequisites: Must be taken concurrently with 213C-213D and 413C-413D.
413A. Community-Based Internship in School Psychology. (3;3) Course may be repeated for credit. Two hours of lecture/discussion and one day of fieldwork per week. Supervised assignment to a community mental health agency in the capacity of school psychologist.Peretti
413C. School-Based Internship in School Psychology. (6;6) Course may be repeated for credit. Two hours of lecture and three days of fieldwork per week. Supervised assignment to a school district in capacity of school psychologist.Singh