DEPARTMENT OF EDUCATION

David A. Brant, Interim Chair

2001 Berkeley Place
General Information: (949) 824-5117
Fax: (949) 824-2965
E-mail: educate@uci.edu
World Wide Web: http://www.gse.uci.edu/

Credential Programs

Undergraduate Minor

Graduate Degree Programs

Courses

Faculty

Robert J. Beck, Ph.D. University of Chicago, Assistant Professor of Education (educational discourse processes, early childhood learning, multimedia instruction)

Henry J. Becker, Ph.D. The Johns Hopkins University, Professor of Education (instructional use of computers, survey and evaluation research)

Joan S. Bissell, Ed.D. Harvard University, Co-Director of the Ed.D. Program and Senior Lecturer with Security of Employment (learning theory, research and evaluation, educational policy)

Liane Brouillette, Ph.D. University of Colorado, Boulder, Associate Professor of Education (educational leadership, qualitative research, arts in education)

Richard S. Brown, Ph.D. University of California, Los Angeles, Director of the Center for Research in Educational Assessment and Measurement (CREAM) and Assistant Professor of Education (research methods, measurement, testing, quantitative data analysis)

Kimberly Burge, Ed.D. University of California, Irvine, Lecturer (applied technology, art education)

Stephen R. Campbell, Ph.D. Simon Fraser University, Assistant Professor of Education (mathematics education, philosophy of education)

Suzanne Charlton, Ph.D. Claremont Graduate School, Lecturer (multicultural education, language acquisition)

Linda Clinard, Ph.D. University of Michigan, Lecturer (reading education, curriculum and instruction)

Judith Conroy, M.A. University of California, Irvine, Director of the Single Subject Credential Program and Lecturer (secondary education)

Dennis Evans, Ed.D. University of Southern California, Director of the Administrative Services Credential Program, Co-Director of the Ed.D. Program, and Academic Coordinator (educational administration, secondary education)

Alan R. Hoffer, Ph.D. University of Michigan, Professor Emeritus of Education

Bradley Hughes, B.S. University of California, San Diego; B.A. University of California, Irvine, Lecturer (science education)

Michael E. Martinez, Ph.D. Stanford University, Associate Professor of Education (psychology of learning, intelligence, assessment)

Jack McCullough, Ph.D. United States International University, Lecturer with Security of Employment Emeritus

Susan M. Meyers, M.S. University of Wisconsin, Director of the Multiple Subject Credential Program and Lecturer (elementary education)

Carol Booth Olson, Ph.D. University of California, Los Angeles, Senior Lecturer with Security of Employment and Academic Coordinator (UCI Writing Project, language arts education)

Adam M. Ormond, M.S. National University, Lecturer (educational technology)

Rita W. Peterson, Ph.D. University of California, Berkeley, Senior Lecturer with Security of Employment Emerita

Jeanne Stone, M.A. California State University, Long Beach, Lecturer (language arts and mathematics education)

Timothy M. Tift, M.A. Pepperdine University, Lecturer with Security of Employment (health, physical education, undergraduate minor in Educational Studies)

Rodolfo D. Torres, Ph.D. Claremont Graduate University, Associate Professor of Education, Social Ecology, and Political Science (political economy, urban education, social policy)

Mark Warschauer, Ph.D. University of Hawaii, Assistant Professor of Education and of Information and Computer Science (language, literacy, technology)

Lecturers

Bruce Baron, M.S. Pepperdine University, Lecturer (social science education)

Donna Bennett, M.A. Pepperdine University, Lecturer (social science education)

Thomas W. Jacobson, Ed.D. University of Southern California, Lecturer (professional administration, school finance)

Jon Johnson, B.A. Pepperdine University, Lecturer (science education)

Jeffrey Johnston, M.S. University of Illinois; M.A. University of Southern California, Lecturer (ethics in education, elementary physical education)

Ronald Wenkart, J.D. University of La Verne, Lecturer (school law, labor relations)

The Department of Education is dedicated to academic scholarship and the application of research to educational practice. The Department offers credential programs for teaching or administration in the public schools of California, a minor in Educational Studies, an M.A.T. degree in Elementary and Secondary Education, and an Ed.D. degree in Educational Administration.

Faculty associated with the Department of Education include researchers and scholars of national and international reputation. Many faculty have taught or served as administrators in public schools, and all are committed to the continued improvement of education through conducting research and the development of more effective approaches to teaching.

Teaching and Service Credential Programs

The Department of Education offers teacher and school administrator professional preparation programs for California teaching and service credentials.

The Department is authorized by the California Commission on Teacher Credentialing (CCTC) to offer full-time programs for California's two basic teaching credentials--the Multiple Subject Credential and the Single Subject Credential. There are two paths available to obtain each of these teaching credentials: the Intern Teacher Credential Program and the Student Teacher Credential Program. Additionally, the Department offers Administrative Services Credential programs.

MULTIPLE SUBJECT TEACHING CREDENTIAL

A Multiple Subject Teaching Credential authorizes teaching in multiple-subject environments, as well as designated classrooms with English Language Learners, as commonly practiced in California elementary schools.

A Preliminary Multiple Subject Teaching Credential is awarded by the State upon completion of a baccalaureate degree and the State-approved UCI teacher education program which includes student or intern teaching and a Teaching Performance Assessment (TPA). Students must also complete a college-level course or pass an examination on the U.S. Constitution, pass the California Basic Educational Skills Test (CBEST), and verify subject-matter competence. In addition, candidates for a Multiple Subject Credential are required to pass the Reading Instruction Competence Assessment (RICA). This test may be taken during or immediately following completion of the teacher education program.

To prove subject matter competence, multiple subject candidates must pass the California Subject Examination for Teachers (CSET) or complete a California Commission on Teacher Credentialing (CCTC)-approved subject-matter program. (UCI does not have a subject-matter program for multiple subjects but will honor approved programs from other universities.) Students are tested in the following areas: reading, language and literature, history, social science, science, mathematics, physical education, human development, and visual and performing arts. Multiple subject students must pass all subtests of the CSET or complete at least four-fifths of an approved subject-matter program prior to student or intern teaching.

SINGLE SUBJECT TEACHING CREDENTIAL

A Single Subject Credential authorizes teaching in a single-subject environment, as well as in designated classrooms with English Language Learners, as is commonly practiced in California high schools and middle/intermediate schools. UCI offers Single Subject Teaching Credentials in art, English, languages other than English, mathematics, music, sciences, and social science.

A Preliminary Single Subject Teaching Credential is awarded by the California Commission on Teacher Credentialing (CCTC) upon completion of a baccalaureate degree and the State-approved UCI teacher education program which includes student or intern teaching and a Teaching Performance Assessment (TPA). Students must also complete a college-level course or pass an examination on the U.S. Constitution, pass the California Basic Educational Skills Test (CBEST), and verify subject-matter competence.

California requires all credential candidates to demonstrate subject-matter competence. Single subject candidates achieve this by passing the appropriate CSET examination in their subject area or by completing a CCTC-approved subject-matter program in the teaching area. UCI offers CCTC-approved subject-matter programs in English, Social Science, and Latin, which are available to undergraduate students majoring in English, Social Science, and Classics, respectively. Consult an academic counselor in the Department of Education for more detailed information.

INTERN TEACHER PROGRAM

Through the intern program, a student may earn a stipend for one year of teaching while completing either the Multiple or Single Subject Credential requirements. The stipend is paid by a school district. To serve as an intern, the student must be admitted to the Department of Education Intern Teacher Program, selected by a school district, and be eligible for an Intern Credential. Eligibility requirements for an Intern Credential include: a baccalaureate degree, current tuberculin test clearance, Certificate of Clearance, passage of the CBEST, verification of subject-matter competence, and passage of a course or college-level examination on the U.S. Constitution. Intern teachers are selected by participating school districts and UCI based on the background and experience of the candidate and the current needs of the particular school district.

Interns are required to take the following courses.

Multiple Subject Interns: Education 104A, 106A, 111A, B, C, D, 123B, 163B, 168B, 173^*, 183, 184A, 301A, 301LA, 310A-I, 381B.

Sample Fifth-Year Program--Multiple Subject Intern Teachers

Single Subject Interns: Education 101, 102A-G (students enroll in the section of their proposed credential authorization), 123A, 168A, 173^*, 180, 184A, 302A, 302LA, 330A-I.

Sample Fifth-Year Program--Single Subject Intern Teachers

A grade of B or better is required in all courses and in intern teaching for successful completion of the program. If competence has been demonstrated by the conclusion of the intern teaching program and all other requirements are met, the student is eligible for a preliminary credential recommendation by UCI.

For further information see an academic counselor or the intern program coordinator in the Department of Education.

^* Education 173 is a prerequisite for the Intern Teacher Credential Program and must be successfully completed prior to beginning the program. Education 176 may substitute for 173.

** Section is dependent upon content area.

STUDENT TEACHER PROGRAM

Candidates who enroll in the Multiple Subject Student Teacher Credential program at UCI generally are required to take the following courses: Education 104A, 105A, 110A, B, C, D, 123B, 163B, 168B, 173^*, 194, 300A-B-C-D-E, 301A, 301LA, 381B.

Sample Fifth Year--Multiple Subject Student Teachers
Alternate schedules may be available for some courses.

Candidates who enroll in the Single Subject Student Teacher Credential program at UCI generally are required to take the following courses: Education 101, 102A-G (students enroll in the section of their proposed credential authorization), 102H, 105B, 123A, 163A, 168A, 173^*, 174, 302A, 302LA, 320A-B-C-D-E, 381A.

Sample Fifth Year--Single Subject Student Teachers
Alternate schedules may be available for some courses.

^* Education 173 is a prerequisite for the Student Teacher Credential Program and must be successfully completed prior to beginning the program. Education 176 may substitute for 173.

** Section is dependent upon content area.

Student teaching for Multiple Subject candidates (grades K-6) is defined as a full-day, four-day-per-week assignment during the first quarter of student teaching and a full-day, five-day-per-week assignment during the second quarter of student teaching. Assignments will include two levels within the K-6 range.

Student teaching for Single Subject candidates (grades 7-12) is defined as a full-day, five-day-per-week assignment, for one full public school semester in an appropriate classroom setting.

Clearances for student teaching are processed by the Department of Education and are contingent upon a Certificate of Clearance, a current tuberculin test clearance, academic preparation clearances including CBEST, and verification of subject-matter competence.

Advancement to student teaching is limited to those candidates who are adjudged to be professionally ready to assume such responsibilities. Such readiness shall be determined by, but not be limited to, the candidate's academic work, professional deportment, and potential for success in teaching. Failure to be advanced to student teaching will be considered good cause for removal and/or a leave of absence from the program.

A grade of B or better is required in all courses and in student teaching for successful completion of the program. If competence has been demonstrated by the conclusion of the student teaching program and all other CCTC and Departmental requirements are met, the student is eligible for a credential recommendation by UCI.

STUDENT TEACHER PROGRAM WITH BCLAD (SPANISH) EMPHASIS

Students who are bilingual in Spanish (as ascertained through testing) may be eligible for the Bilingual Crosscultural, Language, and Academic Development (BCLAD, emphasis in Spanish) credential. Students should consult an academic counselor in the Department of Education for more detailed information.

SUPPLEMENTARY AND ADDITIONAL TEACHING AUTHORIZATIONS

After acquiring a basic credential, it is possible to add further teaching authorizations. Students wishing to be authorized in more than one subject area may qualify in either of two ways:

1. Students may complete 30 quarter units (15 units if they are upper-division) in specific college-level course work to qualify for a supplementary authorization to teach in areas other than the major teaching area. Consult an academic counselor in the Department of Education for details.

2. Students may pass the appropriate examinations in any area of their choice and successfully complete specified additional course work. Subject to approval by CCTC, they will then qualify for the additional teaching authorization in that subject.

PREPARATION FOR APPLYING TO THE CREDENTIAL PROGRAMS

Eligibility for admission is supported by passing the CBEST, providing evidence of possession of/application for a Certificate of Clearance, and successfully completing the appropriate subject area examinations or an approved subject-matter program.

Registration for examinations must be made well in advance of test dates. Students are urged to contact the Department of Education for information about the tests and test dates at least one year before credential program application deadlines.

The Department of Education requires appropriate field experiences or other professional life experiences that are preparation for the teaching profession, prior to entering the program. Course credit for field experience is available through, for example, Education 100, 103, and 160/160L, as well as through other University programs. Field experience can also be earned by other appropriate activities, e.g., tutoring, assisting in public school classrooms.

Admission to the Credential Programs

Information and applications are available from the Department of Education, 2000 Berkeley Place. Admission is based on a broad index, including but not limited to the following:

Academic Achievement. Completion of a baccalaureate degree from an accredited institution and a minimum grade point average of 3.0 will support consideration of admission to the Department of Education. Undergraduates who enroll in courses leading to a credential are not guaranteed admission to the program; admission through the regular graduate admissions process is required.

Written Recommendations. Three letters of recommendation are required for admission. These letters should relate to the student's potential for success in teaching or administration and should indicate the student's ability to perform academic work. For applicants to the teaching credential programs, at least one letter should focus on experiences related to teaching.

CBEST. Evidence of having passed the California Basic Educational Skills Test must accompany the application for admission.

Absence of Criminal Conviction that Would Preclude the Issuance of a Credential. All students are required by law to obtain a Certificate of Clearance from the California Commission on Teacher Credentialing (CCTC). Applicants must provide evidence of filing for this Certificate along with their application for admission to the Department of Education. Contact an academic counselor in the Department of Education for advice on how to handle this process.

ADMINISTRATIVE SERVICES CREDENTIAL

Services credentials are issued by the State in pupil personnel services, administrative services, health services, library services, and clinical-rehabilitative services. UCI offers programs leading to the Administrative Services Credential generally required for school administrators.

There are two tiers of the Administrative Services Credential. In the first tier, a candidate obtains the Preliminary Administrative Services Credential by completing the approved program of 36 quarter units and a comprehensive examination. This credential also requires a valid basic credential, three years of full-time teaching or services experience, and passage of the CBEST.

After an administrative position is obtained, the individual must begin the Professional Clear Administrative Services Credential (tier two) program. The UCI Professional Clear program requires the completion of an additional 38 quarter units (120 hours of non-University work or other structured programs may substitute for 12 of these units) and two years of successful full-time school administrative experience in a position which requires the Preliminary Administrative Services Credential. Some courses in the Professional Clear Administrative Services program are applicable to the Ed.D. degree in Educational Administration at UCI.

Students interested in these credentials should make an appointment with an academic counselor in the Department of Education.

Undergraduate Minor in Educational Studies

The minor in Educational Studies allows students to explore a broad range of issues in the field of education, and provides a strong foundation for K-12 teaching. The program consists of a coordinated set of courses which includes an introductory level course and several advanced courses in the field of education. A number of the minor's elective courses are offered by other academic units.

Students who plan to apply for admission to a credential program in the UCI Department of Education (or at other institutions) will enhance their admissibility through taking the minor's coordinated set of courses and will acquire a strong basic foundation for their advanced work. Students who do not eventually choose education as a career path will have gained a valuable knowledge base applicable to many other occupations and to roles as citizens, parents, and volunteers.

Requirements

The minor requires completion of a minimum of seven courses (at least five of which must be upper-division) totaling 28 units drawn from the four required areas of study shown below and from the approved electives. No more than two courses from the student's major area of study may be used for completion of the minor.

Area 1. Educational systems, issues, and reforms: Origins, Purposes, and Central Issues in K-12 Education (Education 50).

Area 2. Learning and the learning process: either Learning Theory and Classroom Practices (Education 173) or Psychology of Learning, Abilities, and Intelligence (Education 176). Each of these courses also fulfills a prerequisite requirement for the Department's fifth-year teacher credential programs.

Area 3. Educational contexts and influences: There are two requirements in Area 3: (1) a course that focuses on K-12 education/schooling and (2) fieldwork in K-12 schools. To satisfy the fieldwork requirement, students must be involved in at least 20 clock hours of verified observation and/or service in the schools.

Courses which include fieldwork are: Educational Strategies for Tutoring and Teacher Aiding (Education 100), Advanced Tutoring (Education 103), Multimedia and the Arts in the Multicultural Classroom (Education 104E), Multicultural Education in K-12 Schools (Education 124), Changing the High School Experience (Education 150), and Practicum in After-School Learning and Inquiry (Education 160, 160L).

Department of Education courses that meet the course requirement in this area but do not include fieldwork are: Children, Schools and Cinema (Education 125), Mainstreaming Special and General Education (Education 162), Foundations of Education (Education 175), and Health Education for Teachers (Education 380). Courses from other academic units, such as History of Chicano Education (Social Science 173H), may also be appropriate in this area. Taking one of these courses in combination with 20 clock hours of verified observation and/or service in the schools under the auspices of campus outreach programs or through independent observation or service in K-12 schools will fulfill both requirements in this area.

Area 4. Subject-matter content and pedagogy: This area requires completion of one course focusing on an academic discipline of the student's choice which has direct applicability to K-12 instruction. A list of courses approved for Area 4 is available in the Department of Education.

NOTE: In addition to the approved courses shown, a variety of other courses may be appropriate for Areas 3 and 4. Students must have these additional courses pre-approved by the Department of Education Faculty Advisor. Only two courses may be chosen from the student's major area of study.

Electives. The remaining courses needed to complete the seven-course minor may be selected from any approved courses that are not used to meet an area requirement or from other courses deemed appropriate by the Faculty Advisor.

Residence Requirement for the Minor: At least four upper-division courses must be successfully completed at UCI.

Statement of Intent: A Statement of Intent is required of all students wishing to enroll in this minor; forms are available in the Department office, 2000 Berkeley Place.

Graduate Degree Programs

MASTER OF SCIENCE IN CHEMISTRY OR MATHEMATICS WITH A TEACHING CREDENTIAL

In cooperation with the Departments of Chemistry and Mathematics, the Department of Education offers coordinated programs for the California Single Subject Teaching Credential and a Master of Science degree in Chemistry or Mathematics. Additional information is available from the Department of Education counseling office and the graduate affairs office in the Departments of Chemistry and Mathematics.

MASTER OF ARTS IN SOCIAL SCIENCE WITH A TEACHING CREDENTIAL

In cooperation with the School of Social Sciences, students enrolled in a graduate program offered by the School may choose to pursue a teaching credential while working toward their degree. After completion of the requirements for an M.A. degree, students may apply for admission into the credential program administered by the Department of Education. A detailed description of the program may be obtained from the Department of Education counseling office and the Social Sciences Graduate Office.

MASTER OF ARTS IN TEACHING IN ELEMENTARY AND SECONDARY EDUCATION

The Department of Education offers an M.A.T. degree program in Elementary and Secondary Education. The 15-month program is designed for candidates with a baccalaureate degree who wish to earn a teaching credential in conjunction with an advanced degree. The M.A.T. program consists of a one-year teacher credential program of the student's choice (Multiple Subject or Single Subject), and a total of six additional courses spread over the summers before and after the credential program. Candidates planning to earn a Single Subject credential and to teach in secondary schools are expected to have an academic major in the subject they plan to teach. The combination of the M.A.T. courses with the UCI credential program provides a theoretical and empirical framework for candidates who may later be interested in working toward National Board for Professional Teaching Standards Certification, after three years of successful teaching.

Admission

Candidates complete a Supplementary Application to the M.A.T. program. Successful candidates must meet the general admission requirements of the UCI Office of Research and Graduate Studies and must be admitted to a credential program offered by the Department of Education. Selection of candidates is based on the overall strength of each applicant's undergraduate preparation, three letters of recommendation from individuals who are familiar with the applicant's ability to pursue graduate study, and scores on the Graduate Record Examination (GRE), the California Basic Educational Skills Test, and the CSET. (The CSET may be waived if a candidate has successfully completed an approved subject-matter program in his or her content area).

Program of Study

During the summer prior to beginning the credential program, students admitted to the M.A.T. program enroll in three courses: Teachers' Lives and Professional Development (Education 201), Outcomes of Schooling and Student Assessment (Education 202), and The Nature of Research and Inquiry in Education (Education 203). In the summer following completion of their credential program, M.A.T. candidates enroll in three courses: Reflective Practice in Teaching (Education 204), Teacher Portfolios and Assessment (Education 205), and Instructional Design and Educational Technologies (Education 240).

Residency. Full-time study for one year and two summers is required.

Comprehensive Examination

A comprehensive examination is completed by M.A.T. candidates during the second summer. The examination consists of a teaching portfolio prepared by the candidate demonstrating acquisition of substantive knowledge and excellent professional teaching skills. Teaching portfolios are reviewed by a faculty committee of three who teach in the M.A.T. program.

DOCTORAL DEGREE IN EDUCATIONAL ADMINISTRATION

The Department of Education, in cooperation with the Graduate School of Education and Information Studies at the University of California, Los Angeles, offers an Ed.D. degree program in Educational Administration. This program of part-time study aims to prepare outstanding educational leaders who are able to articulate and accomplish important improvements in educational practice while attending to the complex demographic, social, and economic challenges faced by K-12 education. The program emphasizes a range of social and behavioral science frameworks and research methodologies relevant to scholarship about schooling and thus provides a broad base of knowledge applicable to K-12 school leadership. Emphasis also is placed on using theory and research to select, orchestrate, and implement useful and effective educational practices.

Admission

Applicants submit transcripts, three letters of recommendation, and scores from the General Test of the Graduate Record Examination. Other requirements include samples of written work and demonstrated evidence of potential for leadership in school administration, educational policy, or other fields pertinent to school practice and educational scholarship.

Program of Study

The program is designed for full-time employed professionals. Course work is covered in three academic years and four summers of study prior to the dissertation. Students typically enroll in eight units per quarter during the academic year. All courses are required, except that a student may petition to take a substitute course at UCLA. Students admitted to the program are expected to take all courses on schedule.

First-Year Requirements

First-year courses. During the first year, the following courses covering fundamental issues in the study of educational leadership and school reform are required: First-Year Seminar (Education 259A); Issues in Educational Policy and Reform (Education 251); Organizational Theory, Planning, and Application (Education 271); Philosophy and Ethics of Educational Leadership (Education 272); Studies of Professional and Staff Development (Education 274B); Studies of School Finance and Political Economy (Education 276B); Studies of Diversity and Inequality in Education (Education 278B); Evaluation of Educational Programs (Education 281); Applications to Education of Social and Psychological Theories and Research Methods (Education 285B).

First-year comprehensive examination. At the end of the first year, a comprehensive examination evaluates student progress in acquiring the substantive knowledge and analytical skills which the program strives to impart. Students who do not pass the examination the first time are given one opportunity to retake it.

Second-Year Requirements

Second-year courses. Second-year study, which begins in the second summer, involves four courses that round out the study of fundamental issues in leadership and reform: History of School Reform and Central Themes of the Current School Reform Movements (Education 250); Information and Communication Technologies for Administrators (Education 270); School Restructuring and Resource Allocation (Education 277B); Student Assessment (Education 273A).

In the second summer, students begin UCLA course work and take a UCLA course in each of the subsequent summers.

The balance of second-year course work focuses on (a) understanding fundamental perspectives on knowledge and theory, and (b) developing competency in the use of research and evaluation tools. These courses include: Functional, Interpretive, and Critical Analyses of Schooling (Education 260) and Research Applied to Administrative Practice (Education 279).

In addition, students take a three-quarter directed field research experience: Seminar in Field Research in Education (Education 290A-B-C) and Directed Field Research (Education 291A-B-C). A substantial research paper based on the field research is required at the end of the second year.

Third-Year Requirements

In the third year, students complete their study of research and evaluation tools with two courses: Applications to Education of Social and Psychological Theories and Research Methods (Education 285A) and Data Analysis in Education Research and Evaluation (Education 287). Students also spend the third year developing their dissertation proposals: Third-Year Seminar (Education 259B-C).

Oral Qualifying Examination. In the third year, students take an oral qualifying examination administered by a five-person Candidacy Committee. The examination consists of a review by the committee of the student's dissertation proposal and examination of the student's competence in areas specified in the proposal. Students who do not pass in the first attempt have one opportunity to retake the examination within three months.

Advancement to Candidacy

After the completion of all required courses, and passing the first-year written comprehensive examination and the oral qualifying examination, students will advance to candidacy.

Dissertation

Research and writing of the dissertation are undertaken in the fourth (and fifth, if necessary) year of the program. Students enroll in Dissertation Research (Education 299) once they begin their dissertation research. At the completion of the dissertation work, the doctoral committee conducts a final oral examination during which the candidate defends the dissertation.

Time Limits

The required program of study is designed to be completed on a part-time basis in four to five years. A leave of absence or other exception to the program of study will only be considered under special circumstances.