Education

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Lower Division Courses

24.  Berkeley Freshman Seminars. (1)   Course may be repeated for credit as topic varies. One hour of seminar per week. Prerequisites: Priority given to freshmen. The Berkeley Seminar Program has been designed to provide new students with the opportunity to explore an intellectual topic with a faculty member in a small-seminar setting. Enrollment limited to 15 freshmen.Staff

30AC.  Race and Ethnicity inside Schools. (4)   Four hours of lecture/discussion per week. Formerly 40AC taken before fall 2004. Racial and ethnic minorities in American schools and colleges through case studies of Native Americans, Italian Americans, and Mexican Americans. Policies, practices, ideologies, experiences, and outcomes from the perspective of both the dominant and minority groups. This course satisfies the American cultures requirement. (F) Staff

39.  Freshman/Sophomore Seminar.   Course may be repeated for credit as topic varies. Three hours of seminar per week. Prerequisites: Priority given to freshmen and sophomores. Freshman and sophomore seminars offer lower division students the opportunity to explore an intellectual topic with a faculty member and a group of peers in a small-seminar setting. Staff

39.  Freshman/Sophomore Seminar.   Course may be repeated for credit as topic varies. Three hours of seminar per week. Prerequisites: Priority given to freshmen and sophomores. Freshman and sophomore seminars offer lower division students the opportunity to explore an intellectual topic with a faculty member and a group of peers in a small-seminar setting. Staff

40AC.  Experiencing Education: Diversity and (In)Equality in and Beyond Schools. (5)   Three hours of lecture and two hours of discussion per week. Explores the complex relationship among diversity, equality, inequality, and educational systems by focusing on the conceptual categories of race, class, and gender in the organization of educational opportunity. Explores the ways in which these categories intersect in people's lives. Incorporates a semester-long project that enables students to develop research skills as they apply their new understandings to the educational challenges facing local districts and communities. This course satisfies the American cultures requirement. (F) Seyer-Ochi

52.  Understanding Language in Society. (3)   Three hours of lecture/discussion per week. This course explores how language is influenced by social factors. The topics include dialects and standard English, slang, and the influence of gender, identity, and bilingualism on language use, highlighting the diverse ways in which people use language to communicate with one another. A secondary objective is to teach strategies that are proven effective for successful and efficient reading, writing, learning, and studying. These strategies will be applied to the content of this class and be useful in students' other classes. (F,SP) Simons

75.  Introduction to Sport in Higher Education. (3)   Three hours of lecture/discussion per week. This course addresses both the socio-cultural context of sport in higher education as well as the individual's experience within this particular context. The course will examine the evolution of the amateur athlete in the 19th century and subsequent commercialization of college sports within the 20th century. Particular areas of focus will be the NCAA, the media portrayal of the American "student-athlete," as well as identities of race, class, gender, and sexual orientation as they relate to sport in higher education. (F,SP) Simons, Van Rheenen

75AC.  American Sports, Culture, and Education. (3)   Three hours of lecture per week. American sports and athletes have come to signify a complex of variegated meanings that include desire, but also disdain. Through the work of a variety of scholars, researchers, and journalists, this course explores the nature and motives of societal structures and practices (embodied in both institutions and individuals) to illuminate the intersections and reciprocal influences of society and sports. The central framework of this course draws on the notion that the space of sports is defined by highly structured societal practices and consumptions. By critically analyzing a variety of these practices, this course attempts to ground a partial reading of other societal forces in American culture. In particular, the course examines the nuanced intersections of sport, race, ethnicity, social class and gender, highlighting the ways in which American sports provide a potential vehicle for social mobility and integration while simultaneously reproducing existing cultural stereotypes and structures of inequality. This course satisfies the American cultures requirement. (F,SP) Van Rheenen

90A.  Learning from Text in Anthropology. (1-2)   One to two hours of lecture/discussion per week per unit. Must be taken on a passed/not passed basis. Formerly 90. This course assists undergraduates with reading and study skills. Students learn successful approaches to learning from their texts in Anthropology.Staff

90E.  Learning from Text in Education. (1-2)   One to two hours of lecture/discussion per week per unit. Must be taken on a passed/not passed basis. Formerly 90. This course assists undergraduates with reading and study skills. Students learn successful approaches to learning from their texts in education. (F,SP) Staff

90F.  Learning from Text in Ethnic Studies. (1-2)   One to two hours of lecture/discussion per week per unit. Must be taken on a passed/not passed basis. Formerly 90. This course assists undergraduates with reading and study skills. Students learn successful approaches to learning from their texts in Ethnic Studies. (F,SP) Staff

97.  Field Studies. (1-4)   Course may be repeated for credit. Field study. Must be taken on a passed/not passed basis. Prerequisites: Restricted to freshman and sophomores. Consent of instructor. University organized and supervised field programs involving experiences in schools and school-related activities. (F,SP) Staff

98.  Directed Group Study. (1-4)   Course may be repeated for credit. Enrollment is restricted; see the Introduction to Courses and Curricula section of this catalog. Group meetings to be arranged. Must be taken on a passed/not passed basis. Prerequisites: Consent of instructor.(F,SP) Staff

99.  Supervised Independent Study. (1-4)   Course may be repeated for credit as topic varies. Enrollment is restricted; see the Introduction to Courses and Curricula section of this catalog. Tutorial. Must be taken on a passed/not passed basis. Prerequisites: Consent of instructor, lower division standing. Supervised independent study or research on topics relevant to Education that are not covered in depth by other courses. Topics to be initiated by students. (F,SP) Staff

Upper Division Courses

C116A.  Perspectives on the Young Child in Society. (3)   Two hours of lecture and one hour of discussion per week. This course provides a multidisciplinary approach to understanding the development needs of children from birth to age 5 in the context of the varied social institutions in which they are cared for and educated. Specific attention will be focused on how children's experiences within and beyond their families vary by social class, ethnicity and language, family needs and preferences, and special needs. Students will examine how expectations for young children change over time and will become familiar with current and past policy debates about the education and social well-being of young children. Also listed as Social Welfare C128 and Psychology C104. (F,SP) Berrick, Whitebook

185.  Gender and Education in the Americas. (3)   Three hours of lecture/seminar per week. This course is designed to provide an overview of the major discussions and debates in the area of gender and education. The main questions this course addresses are: What role does education play in defining and reproducing gender roles? How can education promote gender equity? We will explore these questions through a series of readings and case studies from the United States, Canada, and Latin America. The course will begin by surveying progress toward gender equality in formal education over the past century. We will examine how social movements, government policies, and international conventions have generated greater educational opportunities for both males and females. In the second part of the course, we examine a variety of topics that illustrate how we learn about gender in both schools and in other educational settings. Topics will include academic course taking and achievement, identity, media messages, and athletics. In the final part of the course, we will examine strategies that use education to reduce gender inequality and exclusion. Throughout the course, we will pay close attention to the intersection of gender, race, and social class. (F) Murphy-Graham

186AC.  The Southern Border. (4)   Four hours of lecture/discussion per week. The southern border--from California to Florida--is the longest physical divide between the First and Third Worlds. This course will examine the border as a distinct landscape where North-South relations take on a specific spatial and cultural dimension, and as a region which has been the testing ground for such issues as free trade, immigration, and ethnic politics. Also listed as Ethnic Studies 159AC and Geography 159AC. This course satisfies the American cultures requirement.Manz, Shaiken

190.  Current Issues in Education. (4)   Four hours of lecture/discussion per week. Through lecture and discussion, students will examine current issues in education. Course work will begin with a critical history of education. Students will also examine different educational philosophies, purposes, and methods. Students will use this information as an aid in analyzing several problem areas. Areas addressed are not limited to, but will include democracy and education, testing and assessment, politics and education, and education and social inequality. (F,SP) Hurst

190B.  Unraveling Education: A Participatory Inquiry. (4)   Four hours of lecture per week. Prerequisites: 190. Course builds upon 190. Through dialogue, students will further explore critical issues and their connections. Students will form small working groups to identify, develop, investigate, and teach a topic of their choice. We will develop and emphasize multiple perspectives.Hurst

191A.  Workplace Experience in the Analysis of Work. (4)   Three hours of lecture per week. This course is intended for undergraduates who are working while enrolled at Berkeley. It will provide an opportunity to analyze issues in the workplace such as employees' opportunities for learning, involvement in problem-solving, compensation and incentives, and how changing technology affects demand for skills. Students will also have the opportunity to pursue their own academic studies in the workplace.Stern

C193A.  Environmental Education. (3)   Five and one-half hours of lecture/discussion and six hours of fieldwork per week. Theory and practice of translating ecological knowledge, environmental issues, and values into educational forms for all age levels and all facets of society, including schools. Concentrated experience in participatory education. Also listed as Environ Sci, Policy, and Management C193A.Hurst

C193B.  Environmental Education. (3)   Five and one-half hours of lecture/discussion and six hours of fieldwork per week. Theory and practice of translating ecological knowledge, environmental issues, and values into educational forms for all age levels and all facets of society, including schools. Concentrated experience in participatory education. Also listed as Environ Sci, Policy, and Management C193B.Hurst

195B.  Special Topics in the Foundations of Teaching. (1-4)   Reading and language arts. Staff

195C.  Special Topics in the Foundations of Teaching. (1-4)   Mathematics and science. Staff

195D.  Special Topics in the Foundations of Teaching. (1-4)   Psychology as applied to teaching. Staff

195A.  Special Topics in the Foundations of Teaching. (1-4)   School administration. Staff

196.  Teaching One-on-One: Principles of Tutoring. (3)   Course may be repeated for credit. Two hours of lecture and one hour of discussion per week. A course for prospective tutors desiring to prepare for placement in local elementary and secondary schools. It introduces tutors to basic skills in tutoring within two overlapping categories: instructional and interpersonal. The instructional dimension introduces practical strategies for helping elementary and secondary school students overcome difficulties in learning. The interpersonal dimension introduces approaches for improving communication and building trust in the tutoring relationship.Simons

197.  Field Studies. (1-4)   Course may be repeated for credit. One to four hours of fieldwork per week. Must be taken on a passed/not passed basis. Prerequisites: Consent of instructor. University organized and supervised field programs involving experiences in schools and school-related activities. (F,SP) Staff

198.  Directed Group Study. (1-3)   Course may be repeated for credit as topic varies. Enrollment is restricted; see the Introduction to Courses and Curricula section of this catalog. Must be taken on a passed/not passed basis. Prerequisites: Consent of instructor, upper division standing. Group discussion, research, and reporting on selected topics. Student initiation in choice of subjects is solicited and welcomed. (F,SP) Staff

199.  Supervised Independent Study and Research for Undergraduates. (1-4)   Course may be repeated for credit. Independent study. Must be taken on a passed/not passed basis. Prerequisites: Consent of instructor.(F,SP) Staff

Graduate Courses

271G.  Research Methods in Educational Leadership: Qualitative Methods. (3)   Three hours of seminar per week for eight weeks. Prerequisites: Good standing in the Joint Doctoral Program. This course introduces future educational leaders to the world of qualitative research so that they will be able to read qualitative studies intelligently, and learn to design and conduct qualitatively oriented studies themselves. Beginning with an overview of the epistemological assumptions behind different kinds of research, the course will explore various types of qualitative research approaches and the kinds of topics and queries they support. Students will read and critique examples of published research of various kinds, partially chosen for the interests and inputs of course participants. Next, students will investigate topic development, the various methods of collecting and analyzing qualitative data, and writing the report. The class is designed so that students simultaneously read about and discuss qualitative research, and conduct research themselves. (F) Coburn

279A.  Financing Public Education: Budgeting 1. (3)   Three hours of lecture/discussion per week. Prerequisites: Admission to the Joint Doctoral Program or consent of instructor. This course examines management tools and financial methods of effective leadership of school districts in California. The course will present strategies from both business and educational perspectives and will challenge conventional financial management practices in California school systems. Specific areas of emphasis will be on maximizing the effective use of educational resources (e.g., financial analyses, budget techniques, cost analyses, management information systems), understanding the constraints that influence public school expenditures (e.g., state and federal legislation), and accomplishing the educational objectives of the school system through financial application (cost analysis and project management techniques). The underlying assumption of the course is that informed financial leadership can improve the opportunity to achieve educational achievement and equity in public school organizations. (SP) Gifford

279B.  Financing Public Education: Budgeting 2. (3)   Three hours of lecture/discussion per week. Prerequisites: 279A and good standing in the Joint Doctoral Program. In general, the purpose of this course is to prepare a new generation of superintendents. This course will expand on the foundation laid in the Budgeting 1 class, which serves as a "bootcamp" for fundamental management skills and concepts used in business and nonprofit organizations. The topics covered will be more focued on developing knowledge and skills needed by superintendents and educational leaders in the present. (SP)Gifford

289.  Comprehensive Health Education for Teachers. (1)   Three hours of lecture for five weeks. Prerequisites: For students admitted to teacher education programs only. This course addresses comprehensive school health education, including content areas of health instruction in the California Health Framework for teachers K-12, e.g., nutrition, communicable diseases, drug use and abuse, physical fitness, and community health services. For elementary teachers, the focus is on their responsibilities as primary health instructors. For secondary teachers, the focus is on their role as a member of a comprehensive health team with responsibility for providing adolescents with guidance on decision making regarding consumerism, environmental issues, drugs, and sex.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.

290D.  Special Topic Seminar. (1-4)   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.

290E.  Special Topics Seminar. (1-4)  (F,SP) Staff

291A.  The Educational System of the United States. (3)   Three hours of lecture/presentation and one hour of discussion per week. Prerequisites: Graduate standing. Historical development and contemporary status of principal features of American schooling and major issues of policy and practice. The course will focus primarily upon public elementary and secondary schools. The course will stress relationships between education and other sectors of society.Grubb

291E.  Equity, Inequality, and Opportunity in Education. (3)   Three hours of lecture/seminar per week. Questions of equity, inequality, and opportunity are central to educational issues and debates. We examine what causes inequalities, which policies minimize inequality, and which exacerbate them. The course asks: When and why do questions of equity and inequality matter? Which groups matter when we talk about inequality? What are the explanatory frameworks that attempt to analyze inequality and what analytic tools are useful in examining these issues? (F) Grubb, Seyer-Ochi

293A.  Data Analysis in Education Research. (4)   Four hours of lecture per week. Prerequisites: Consent of instructor. Introduces students to quantitative statistical methods for educational research. Emphasizes parameter estimation and hypothesis testing, in particular of group differences based on means, medians, proportions and correlation coefficients. Section 1 takes a conceptual and heuristic approach and includes a module on distribution free statistics. Section 2 takes an algebraic approach and includes a module on multiple regression. High school algebra is strongly recommended for section 2. (F,SP) Staff

293L.  Educational Data Analysis Laboratory. (1)   Two hours of laboratory per week. Prerequisites: Must be taken concurrently with 293A. Exercises and computer programs are presented and discussed.Staff

294E.  Thesis Seminar. (1-4)   Course may be repeated for credit. Three hours of discussion per unit per week. Must be taken on a satisfactory/unsatisfactory basis. Formerly Educational Psychology 294E. Recommended for M.A. students working on seminar papers or theses, and doctoral students preparing dissertation proposals. (F,SP) Staff

298E.  Group Study and Research. (1-6)   One to six hours of seminar per week. Must be taken on a satisfactory/unsatisfactory basis. Formerly Educational Psychology 298. Group study and research on special problems and topics. (F,SP) Staff

299.  Special Study and Research. (1-12)   Course may be repeated for credit. Individual conference and independent study. Must be taken on a satisfactory/unsatisfactory basis. Prerequisites: Consent of instructor. Special study or research under direction of a faculty member. One unit of credit for every four hours of conference and independent research time per week.Staff

380.  Teaching Assistants Practicum. (1-6)   Course may be repeated for credit. One half-hour lecture, one 3/4-hour discussion and one hour field work per unit per week. Must be taken on a satisfactory/unsatisfactory basis. Consultation and analysis for teaching assistants.Staff

601.  Individual Study for Master's Students. (1-8)   Course may be repeated for a maximum of 16 units. Course does not satisfy unit or residence requirements for master's degree. Must be taken on a satisfactory/unsatisfactory basis. Prerequisites: Consent of instructor. Individual study for the master's examination in consultation with a faculty adviser. One unit of credit for each four hours of conference and independent research per week.Staff

602.  Individual Study for Doctoral Students. (1-8)   Course may be repeated for a maximum of 16 units. Course does not satisfy unit or residence requirements for doctoral degree. Individual conference and independent study. Must be taken on a satisfactory/unsatisfactory basis. Prerequisites: Consent of instructor. Individual study in preparation for the doctoral qualifying examination. One unit of credit for each four hours of conference and independent research per week.Staff