MAE
COURSES
REGULAR CLASS MEETING DATES:
HOLIDAYS Th & Fr Nov. 26 & 27
Please be sure to read all parts of
the registration packet
FirstClass. There is important
information not included in this
Schedule of Classes
Printed on 8/24/09 at 3:30:47 PM.
TEP-400 Section 1 Marianne D'Emidio-Caston
1 Unit(s)
Guitars in the Classroom
TBA -
Guitars in the Classroom is meant to inspire classroom teachers to
integrate singing and playing guitar into children's daily school
experiences. Students in this beginning guitar course learn basic
chords, strumming skills and take away valuable songs for use in
the classroom setting. They also learn how to care for and make
music on the guitar. Classes include singing warm-ups, singing and
vocal techniques, ear and rhythmic training, musical games, songs,
and song leading. Connections between music and
teaching/learning with respect to classroom organization,
community building, academic content standards, and family
invovlement will be addressed. The course empowers educators to
transform schools into musical environments in which childhood
creativity is nurtured and embraced. LIMIT 25
TEP-505 Section 1 Terri Hooson
3 Unit(s) Ann Lippincott
Reading Inst in Elem Sch Clsrm
Thursday 4:30 PM - 7:30 PM
This course is designed to provide credential candidates with the
knowledge and skills necessary to provide comprehensive reading
instruction in integrated and inclusive K-8 classrooms. The
primary goal of the course is learning how to provide access for all
students to the core language arts curricula and ensuring that they
are able to meet or exceed the California Language Arts Content
Standards. Particular attention is given to the development of
comprehensive literacy instruction for English learners and the
methods and strategies that are responsive to their assessed levels of
English proficiency. Candidates examine current research, analyze
recognized reading practices and develop "ways of thinking" about
on the teaching and learning of language arts. They will utilize a
variety of informal and formal assessment to determine student
progress and strategically plan instruction. They will design, teach
and evaluate reading. LIMIT 30
 TEP-507 Section 1 Marianne D'Emidio-Caston
3 Unit(s)
Real World Mathematics
Tuesday 4:30 PM - 7:30 PM
Real World Mathematics reflects an interdisciplinary, culturally
responsive approach to teaching mathematics that enables
candidates to engage and teach the California Math Content
Standards in a real world context to all students K-8. Candidates
examine current research on teaching and learning mathematics,
compare local, state and national standards to develop a critical
approach to teaching elementary school mathematics. This course
is designed to provide opportunities for candidates to learn how
children construct mathematical understanding, use basic arithmetic
computation, concepts and symbols to solve common problems and
apply them to novel problems. Candidates engage in critical
dialogue to determine what teachers can do to create challenging
and secure learning environments for their students to take
intellectual risks and approach problems in meaningful ways.
LIMIT 30
TEP-533 Section 1 Michele Britton Bass
10 Unit(s) Marianne D'Emidio-Caston
Field Practicum
Wednesday 4:30 PM - 7:30 PM
There is a lab fee of $50.00.
As a laboratory for TEP- 505, 507 and 538, candidates are placed in
schools where they observe and participate using the theories and
strategies taught in these courses. Candidates work with children
from diverse cultural and language backgrounds. The practicum is
designed to cover topics related to the development of reflective
practice. LIMIT 30
TEP-537 Section 1 Tamara Thompson
3 Unit(s)
Mediation Cnflct Res in Schls
Saturday 1:00 PM - 4:00 PM
In this highly experiential course, students learn and practice
mediation and conflict resolution strategies for working with groups
common to classrooms and schools, as well as individuals.
Emphasis is placed on using these skills and strategies with
children, peers, parents and colleagues who may differ from the self
in terms of culture, ethnicity, language use, gender, sexual
preference, social class, and professional position. LIMIT 30
Printed on 8/24/09 at 3:30:47 PM.
TEP-538 Section 1 Jill Wehunt-Holmes
3 Unit(s)
Classroom Org: Theory & Prac
Monday 4:30 PM - 7:30 PM
Candidates study theories, research, and practices that support a just
and equitable classroom that supports the development of
competence in all students. From the perspectives of cognitive,
social, emotional, and moral developmental theories, constructivism
and resilience education, candidates examine contemporary
practices such as assertive discipline, punishment and reward,
social humiliation, caring communities, and democratic classrooms
in terms of their effectiveness in developing students' academic and
social competence. They also critique classroom organization
practices in terms of power relations, authority, gender, sexual
orientation, language, culture, class, race, children's rights, trust,
love, and one's own tendencies. Strategies are learned for building
mutual respect, trust, appreciation, and motivation in the context of
the diverse classroom and school. LIMIT 30
TEP-601B Section 1 Michele Britton Bass
1 Unit(s)
Teach & Accom Stdnt Disabilit
Sept 15, 16, and 17
-
This course builds upon the knowledge gained by candidates in
TEP- 601A. Candidates will learn skills necessary to successfully
accommodate the exceptional student within a mainstream
environment. Candidates learn informal assessment, instructional
planning and evaluation, behavior encouragement techniques,
mainstreaming principles, differentiated instructional practices and
consultation skills. As a result of this course, teacher candidates
will be able to interface with special education personnel,
implement and evaluate special learner programs, and work
effectively with exceptional learners in the regular classroom.
LIMIT 20
TEP-613A Section 1 Sylvan B. Rich
4 Unit(s)
Soc & Curric Persp in Schools
Tuesday 4:30 PM - 7:30 PM
This course explores research on organizations as "systems," which
are studied from both business and education literatures. Students
develop familiarity with how systems operate and perpetuate
themselves. Attention will be given to the historical, social,
political, economic, and cultural contexts of schools. The
structural, political, cultural, and symbolic dimensions of schools
are identified and critically analyzed. Students also embark on a
comprehensive study (historical, social political, economic, and
cultural aspects) of curriculum reform in the U.S., and in California
in particular. They examine the effects of high stakes testing and
other political influences on curriculum and school systems.
Particular emphasis is placed on the roles teachers can take in the
educational organization. United States public schools are
contrasted with alternative models and comparative cultures.
Students' basic assumptions about schools are deconstructed.
LIMIT 30
 TEP-613A Section 2 Sylvan B. Rich
4 Unit(s)
Soc & Curric Persp in Schools
Saturday 9:00 AM - 12:00 PM
This course explores research on organizations as "systems," which
are studied from both business and education literatures. Students
develop familiarity with how systems operate and perpetuate
themselves. Attention will be given to the historical, social,
political, economic, and cultural contexts of schools. The
structural, political, cultural, and symbolic dimensions of schools
are identified and critically analyzed. Students also embark on a
comprehensive study (historical, social political, economic, and
cultural aspects) of curriculum reform in the U.S., and in California
in particular. They examine the effects of high stakes testing and
other political influences on curriculum and school systems.
Particular emphasis is placed on the roles teachers can take in the
educational organization. United States public schools are
contrasted with alternative models and comparative cultures.
Students' basic assumptions about schools are deconstructed.
LIMIT 30
TEP-614 Section Gary Delanoeye
3 Unit(s)
Found of Educational Research
Wednesday 4:30 PM - 7:30 PM
This course begins with students' questions concerning the policies
and conditions of contemporary schools and provides the skills to
research the sources of district, state, federal, and university
policies that impact their practice. The knowledge, perspectives,
and practice they need to become critical consumers of theory and
research are provided. Students will explore different forms of
school site-based research and examine themselves in the role of
"teacher as researcher." Prerequisite: Teaching Credential or
equivalent. LIMIT 30
Printed on 8/24/09 at 3:30:47 PM.
TEP-617AA Section 1 Michele Britton Bass
1 Unit(s)
Professional Intensive: Access & Equity for Special
Populations
Oct. 12, Nov. 2 and Nov. 30
Monday 4:30 PM - 7:30 PM
This course builds upon the knowledge gained by candidates in
TEP- 601A and B. Candidates will learn new skills necessary to
provide equitable experiences and accommodations for the special
education student within a mainstream environment. Candidates use
informal assessment, instructional planning and evaluation,
behavior encouragement techniques, mainstreaming principles, and
consultation skills. As a result of this course, candidates will be
able to interface with special education personnel, implement and
evaluate special learner programs, and work effectively with
exceptional learners in the regular classroom environment. They
will use their knowledge of legal obligations with respect to
students with special needs and will be able to clearly identify
students for appropriate referral. Candidates will be able to
advocate for the needs of special students and be aware of family
issues with respect to disability, culture and language.
Prerequisite: Preliminary teaching credential or equivalent. LIMIT
20
TEP-622A Section 1 Joan Stuster
1 Unit(s)
Prof Inq & Collegial Obsv I
Oct. 5, Nov. 9, and Dec. 7
Monday 4:30 PM - 7:30 PM
Through focused conversations involving introspection and
meaning construction with self and others, candidates will identify
and strengthen their own theory of practice and their ability to
construct theory from applied contexts. By selecting from
significant personal experiences of teaching and learning related to
the standards required by the advanced course of study, and posing
questions related to these experiences, candidates will participate in
conversations over time with their critical friends. Video tapes,
collegial observations and artifacts of teaching will be used to
ground the development of theoretical constructs and growth of
classroom facilitation skills. By participating in a sustained
community of practice, candidates will be supported in their growth
over time. Candidates will enhance their ethnographic note
taking/note making skills and their capacity for constructive
conversation. Required core course for clear credential. LIMIT 20
 TEP-630 Section 1 Ingrid Salamanca
3 Unit(s)
Social Justice & Educ Reform
Sept. 8 and 9, Sept. 22 and 23, and Sept. 29 and 30.
4:30 PM - 7:30 PM

Contemporary research and practice related to progressive

education movements are studied, including humanistic, student-
centered, democratic, environmental, character, radical pedagogy,
and moral education, deschooling, and charter schools. Students
explore their own assumptions about these approaches and write a
supported essay on their approach to teaching and school reform.
The concept and practices of activism within and outside of the
system is introduced. During this course students also form a
unique collegial support group for pursuing the masters' degree as
experienced teachers. Antioch's social justice mission and its
impact in the educational program is shared in this course. LIMIT
30

TESE-538 Section 1 Richard Mesaros

3 Unit(s)
Comprehensive Behavior Assessment & Positive
Behavior Support
Monday 4:30 PM - 7:30 PM

In this course, candidates study the research and practices of social

and academic behavior management with exceptional pupils in
special education and inclusive settings. They learn theoretical
perspectives on behavior management and how to conduct applied
behavioral analysis based on ecological assessment and functional
analysis. This course also covers the ethical standards and
professional conduct related to behavior management practice for
individuals with disabilities. In addition, legal requirements,
practices and procedures related to Title 5, California Code of
Regulations, “Behavioral Interventions for Special Education
Students,” will be infused throughout this course and students will
have a working knowledge of the requirements of state and federal
laws. LIMIT 15

TESE-601B Section 1 Juliana L. Massie

1 Unit(s)
Individualized Education Design & Policy
Implementation
Sept. 15, 16 and 17. Oct. 26. and Dec. 14.
4:30 PM - 7:30 PM

This course builds upon the knowledge gained by candidates in

TEP 601A. The focus of this course is to learn to implement
special education law, specifically the Individuals with Disabilities
Education Act (IDEA), and its implications for school contexts.
Students will learn how to prepare for and coordinate IEP meetings,
including working closely with families, students, colleagues in
regular and special education, and outside service providers. They
understand the connections between assessment and instruction and
are able to design effective instructional plans to meet student
needs. They learn to write appropriate short and long term goals
and objectives and plan comprehensive programs to coordinate all
aspects of a student’s educational program. LIMIT 15

Printed on 8/24/09 at 3:30:47 PM.