M.A. in Equity, Diversity & Inclusive Education

(3 units) This class will cover and explore in-depth, working effectively with all students through an examination by the candidate of their approaches, beliefs, values and professional actions in relation to the dilemmas, challenges, and issues that confront teachers in working with a variety of learners and learner levels, within their classroom. This examination of personal approaches, values, and actions, is developed against the statistics and research of using equitable teaching methods to differentiate instruction; processes, content, and products, according to students’ cultural background, interests, level, and learning profile

(3 units) The purpose of this course is to explore and analyze issues and concepts in cultural competence and educational pedagogy. There are three specific objectives that coincide with the readings and weekly discussion topics. First, the course is designed to develop a critical perspective with which to analyze and examine cultural diversity as it is related to pedagogy. The second objective is to engage in an analysis of culturally relevant or appropriate practices and strategies utilized by educators in schools that enhance all students’ opportunities to learn. The third objective is to examine the influence of cultural diversity as part of larger social policies that are currently changing schools across California and the nation. Stress is placed on the examination of cultural issues from the perspective of education, politics, economics, history, and social (macro) contexts as well as personal experience (micro) and events that impact individual lives.

(3 units) Students investigate practices and policies of successful coalitions then assess need and identify key constituents and resources to support and promote advocacy. Participants design a plan to use positive communication methods to improve relations among schools, families and communities through activities that engage, equip, and empower a constituency in the school or community to become active partners in school improvement efforts.

(3 units) Introduction to Research for Educators provides an overview of qualitative and quantitative research methods commonly used on the area of education and related social science fields. Master's degree candidates will learn how to read and evaluate research studies, analyze data, and design a research proposal.

(3 units) This course is part of the Master of Arts research core. It immerses the MA candidate in reading and analyzing the current theoretical and empirical literature on an educational topic connected to their MA project or thesis. Students are expected to define their topic and write a literature review in anticipation of their master’s project or thesis. This course incorporates writing instruction, practice, and support for students undertaking graduate study in order to acquire the conventions of academic writing expected of master’s level students. EDUC 710, Introduction to Research for Educators, is a pre-requisite or co-requisite course unless prior permission is granted by the instructor.

(3 units) The Master’s Thesis/Project Seminar provides support and direction during the development and completion of the thesis requirement for a master’s degree in Education. The thesis requirement may be fulfilled either through a research study or an applied project with the approval of the thesis advisor. Students who do not complete the thesis requirement during this course are required to enroll in EDUC 796 each semester until their thesis requirement for the degree is met.