USC Schedule of Classes

Theoretical foundations, models, values, and assumptions underlying psychological counseling; cross-cultural perspectives, ethical and legal considerations.

Teaching linguistically and culturally responsively to linguistic minority students. Topics include learning theories, sociocultural contexts of language development, and assessment of language and non-language competencies. Duplicates credit in EDUC 543ab. Open only to MAT and TESOL students.

Strategies, methods, and materials for teaching science to all learners in secondary classrooms. Open only to Single Subject Teaching and Single Subject Teaching (On Line).

Strategies, methods, and materials for teaching science to all learners in secondary classrooms. Duplicates credit in EDUC 539. Open only to Single Subject Teaching and Single Subject Teaching (On Line).

Application of a balanced, integrated, interactive perspective to teaching reading in an elementary classroom. Foundational skills needed in the developmental phase of learning to read. Open only to MAT Multiple Subject students.

Facilitation, mediation and intervention in the development of literacy and language integrated within the content areas. Connection between language and literacy to developing content knowledge.

Instructional procedures and resources for encouraging secondary students' interests in communications, cultural studies, media production, and literacy education.

History of the field of counseling and professional identity development for counselors are addressed. Examination of current legal, ethical, and other professional issues in counseling.

Framing the graduate experience for masters students. Establishing a professional foundation and philosophy as educators.

Strategies, methods, and materials for teaching mathematics to all learners in secondary classrooms. Open only to Single Subject Teaching and Single Subject Teaching (On Line).

Strategies, methods, and materials for teaching mathematics to all learners in secondary classrooms.Open only to Single Subject Teaching and Single Subject Teaching (On Line).

Relationship of learning theories to second language learning, instruction, student assessment, motivation and investment, self-regulation, and engagement in the TESOL classroom. Open only to majors in Teaching English to Speakers of Other Languages.

Strategies, methods, and materials for teaching English to all learners in secondary classrooms. Open only to Single Subject Teaching and Single Subject Teaching (On Line).

Strategies, methods, and materials for teaching English to all learners in secondary classrooms. Open only to Single Subject Teaching and Single Subject Teaching (On Line).

Introduction to the Master of Arts in Teaching Program. Relationship between the actions of the teacher and student learning in the classroom and school context. Duplicates credit in EDUC 517ab.

Learning theories and instructional practices for teaching. Procedures involved in curriculum development, planning, evaluation, and practical application. Open only to: Multiple Subject Teaching, Multiple Subject Teaching (On Line), Single Subject (Music Education), Single Subject Teaching, and Single Subject Teaching (On Line).

Equity and diversity in learning environments. Issues in teaching special populations. Beliefs about how people learn. Inclusive environment for special populations in the general classroom. Open only to Single Subject (Music Education), Multiple Subject Teaching, Multiple Subject Teaching (online), Single Subject Teaching, and Single Subject Teaching (online).

Assessment practices and strategies in English language instruction with special attention to learner differences (social, cultural, physical, intellectual) that influence academic performance. Open only to Teaching English to Speakers of Other Languages and Teaching English to Speakers of Other Languages (On Line).

Issues related to accountability theory and practice in urban education settings. Open only to Ed.D. students.

Diversity issues in urban educational settings. Open only to Ed.D. students.

Theories, principles, and concepts of leadership in urban K-12 schools and institutions of higher education. Open only to Ed.D. students.

Examination of the political and academic issues affecting gifted and high-ability students. Psycho-social reasons contributing to achievement and underachievement. Institutional and personal factors inhibiting potential.

Recognizing the talent and potential of gifted and high ability students. How gifted education can be generalized to affect the education of all students.

Logic and methods of quantitative data analysis in the examination of educational issues and the framing of solutions for them. Open only to Ed.D. students.

The culminating experience for candidates in the MAT-TESOL Program, candidates will be working on summative assessment of the program and a professional development project. Open only to majors in Teaching English to Speakers of Other Languages. (Duplicates Credit in EDUC 526ab)

Logic and methods of qualitative data analysis in the examination of educational issues and the framing of solutions for them. Open only to Ed.D. students.

Strategies, methods, and materials for teaching social studies to all learners in secondary classrooms. Duplicates credit in the former EDUC 534. Open only to Single Subject Teaching and Single Subject Teaching (On Line).

Strategies, methods, and materials for teaching social studies to all learners in secondary classrooms. Duplicates credit in EDUC 542. Open only to Single Subject Teaching and Single Subject Teaching (On Line).

Theories and process of career development; principles of career and leisure planning and counseling applicable throughout life.

Applying new technology in the classroom. Exploration of the use of multimedia tools to increase literacy. Examination of multiple forms of technology to facilitate learning.

Instructional approaches for integrating physical education content across the elementary curriculum.

Instructional approaches for integrating visual and performance arts content across the elementary curriculum.

Strategies and methods for integrating English language arts in social studies classrooms. Reinforces the concept of social studies as a conduit to further student learning. Duplicates credit in EDUC 567.

History, values, beliefs, and the demography of Spanish-speaking people; implications for the American classroom. Conducted in Spanish.

Overview of approaches and methods in TESOL, topics include curriculum and lesson planning, lesson sequencing and delivery and methods for teaching reading, writing, speaking and listening. Open only to majors in Teaching English to Speakers of Other Languages.

Introduction to micro-components of effective teaching, including curriculum and unit planning, lesson sequencing and delivery, and creating a classroom environment conducive to English language learning.

Strategies of leadership that lead from influencing learning in the classroom to influencing learning across an entire school. Becoming an instructional leader.

Sociocultural contexts of English language learning, and awareness of language variation as a vehicle for developing and articulating ones personal praxis in TESOL. (Duplicates Credit in EDUC 506)

Teaching linguistically and culturally responsively to English language learners. Topics include sociolinguistic theories, sociocultural contexts of language development, and multifaceted assessment of learner competencies.(Duplicates Credit in EDUC 501)

Instructional approaches for integrating mathematics and science with other content areas in elementary and secondary classrooms.

Supervised practicum in observation and teaching. Focus on planning, implementing, and assessing instruction for whole classes and individual students. Graded Credit/No Credit.

Supervised practicum in observation and teaching. Focus on planning, implementing, and assessing instruction for whole classes and individual students. Graded Credit/No Credit.

The culminating experience in the Master of Arts in Teaching Program for students in the non-credential track.

The culminating experience in the Master of Arts in Teaching Program for students in the non-credential track.

Various research designs and their appropriateness for addressing different research questions. Threats to validity and other challenges in research. Basic statistical methods and their use. Recommended preparation: beginning statistics course.

Effective and appropriate educational settings for students with disabilities. Legal and professional responsibilities. Components for an inclusive classroom.

Planning and implementing effective educational services for students receiving special education services. Potential interventions for family support. Coordination of services.

Developing effective educational interventions for students with disabilities. Formal and informal assessment. Curriculum strategies.

Environmental and personal factors affecting student achievement. Intervention methodologies. Creating an effective learning environment.

Supervised practicum in observation and teaching. Focus on planning, implementing, and assessing instruction for whole classes and individual students with Mild/Moderate Disabilities.

Selection and evaluation of media and technologies in support of instructional design based on a survey of current research and recommendations.

The convergence of science, technology, engineering, and mathematics (STEM) as a foundation for teaching science.

Overview of the concepts and procedures for assessment and evaluation of individual and overall performance in various learning environments.

Students implement the capstone project and submit a portfolio that integrates program coursework.

Research leading to the master's degree. Maximum units which may be applied to the degree to be determined by the department. Graded CR/NC.

Exploration of English language systems including words,sounds, sentence structure, and discourse and application of this knowledge to teaching English as second or foreign language. (Duplicates Credit in EDUC 571)

Exploration of English language systems including words, sounds, sentence structure, and discourse and application of this knowledge to teaching English as second or foreign language. (Duplicates Credit in EDUC 571)

Formulation and design of effective instruction; emphasis on analysis of media characteristics and instrumentation requirements. Duplicates credit in the former EDPT 571.

Students will build on previous teaching and learning experience in the MAT-TESOL program to establish and enhance skills to become creative, competent and professional instructors. Open only to majors in Teaching English to Speakers of Other Languages. (Duplicates Credit in EDUC 540ab)

Selected topics in various areas of education.

Contemporary issues in academic advising in postsecondary education. Examines and analyzes relevant theories, policies, and practices related to academic advising.

Theory and practice of outcomes assessment, program evaluation, and research design in postsecondary educational administration.

Globalization as a distinct phonemenon. Assessment of impact of globalization on educational systems and institutions.

The genesis and facilitation of creative ideas in educational practice. The transformation of creativity into innovation and entrepreneurship.

The development of an individualized induction plan and assessment of competence for meeting requirements for the Clear Administrative Services Credential. CR/NC.

Contemporary perspectives on learning and motivation. Strategies and tools for identifying, diagnosing, and solving learning and motivational challenges and opportunities. Prerequisite: EDUC 631. Open only to doctoral students.

Preparation, design, and analysis of an education-related problem. Prerequisite: EDUC 723. Open only to doctoral students.

The integration of technology in higher education and the relationship to quality of teaching, access to learners, and cost-effectiveness for universities and colleges.

A review of laws governing mandated reporting of child and elder abuse, the procedures involved, as well as etiology, effects, and treatment interventions.

Theory, research, and practice of group counseling. Includes laboratory experience.

An examination of the current transformation of the american research university with a focus on key issues that confront academics who work in research universities. Open to students admitted to the Ph.D. only.

Supervised clinical work with clients, including adults, couples, children, and families. Graded CR/NC.

Designed to follow Advanced Qualitative Research, focuses on data analysis in the qualitative research tradition, writing and publishing from qualitative data.

Analyses of private and public financial support and expenditure patterns; includes recent trends in state and federal legislation related to higher education.

Research on the preparation of teachers for diverse populations. Measures of teacher quality and student achievement. Existing practices in teacher education from multiple perspectives.

Literacy theories as practiced in urban, teacher education and professional development settings using an inquiry approach to examine best practice. Open to docoral students only.

Critical issues in urban higher education from historical and philosophical perspectives.

Local, national, and global economic and policy environments and their effect on institutional policies and practices.

Current organizational, state, and federal policies impacting urban postsecondary education.

An examination of issues related to the development of diverse students and the development of environments that promote motivated behavior. Open to doctoral students only,

Collecting, analyzing, and using quantitative data to solve problems of practice and in evaluating educational institutions, programs, and policies.

Examines the role of instructional leaders in improving student performance; current issues in curriculum design and implementation; and effective instructional leadership approaches for school improvement.

Major issues facing educators in the 21st century. Emphasis on how educational policy can focus on incentives for schools to improve student learning.

The role of the principal as an instructional leader with a focus on improving student achievement.

The role of the superintendent in establishing a focus on student achievement and holding school sites accountable. How superintendents support student learning through leadership.

Effective policy-making and constructing alternatives.

Organizational change and development in the context of educational settings. How change and reform occur. How to foster change and transformation.

Addresses communication strategies that leaders use to facilitate positive change in their organization. Reinforces written, non-verbal, and verbal communication skills through leadership situations.

Leadership, problem solving, communication, research, reflection, and professional dispositions will concurrently expand. Candidates will acquire the knowledge and skills to identify and implement economic change.

Credit on acceptance of consulting project.

Research leading to the doctorate. Maximum units which may be applied to the degree to be determined by the department. Graded CR/NC.

Preparation on initial dissertation proposal. Graded CR/NC.

A survey and critical analysis of selected research and literature. Graded CR/NC. Admission to the Ed.D. program.

Credit on acceptance of dissertation. Graded IP/CR/NC.

Credit on acceptance of dissertation. Graded IP/CR/NC.

Credit on acceptance of dissertation. Graded IP/CR/NC.

Credit on acceptance of dissertation. Graded IP/CR/NC.

Credit on acceptance of dissertation. Graded IP/CR/NC.