Louis F. Mirón, Chair
2001 Berkeley Place
General Information: (714) 824-5117
Fax: (714) 824-2965
E-mail: educate@uci.edu
World Wide Web: http://www.gse.uci.edu/
Faculty
Kenneth Bailey, Ph.D. University of California, Los Angeles, Senior Lecturer Emeritus
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, Director of Ed.D. Program and Senior Lecturer (learning theory, research and evaluation, educational policy)
Kimberly Burge, M.A. University of California, Los Angeles, Lecturer (applied technology, art education)
Suzanne Charlton, Ph.D. Claremont Graduate School, Lecturer (multicultural education, CLAD/BCLAD)
Linda Clinard, Ph.D. University of Michigan, Lecturer (reading education, curriculum and instruction)
Dennis Evans, Ed.D. University of Southern California, Director of the Credential Programs of the Department of Education and Lecturer (educational administration, secondary education)
Alan R. Hoffer, Ph.D. University of Michigan, Professor of Education (mathematics and computer education)
Anne Lewis, Ph.D. University of California, Santa Barbara, Assistant Professor of Education (mathematics education, cognitive psychology)
Michael E. Martinez, Ph.D. Stanford University, Associate Professor of Education (science education, assessment, psychology of learning)
Jack McCullough, Ph.D. United States International University, Lecturer Emeritus
Susan M. Meyers, M.S. University of Wisconsin, Supervisor of Teacher Education (intern program, reading and secondary education)
Louis F. Mirón, Ph.D. Tulane University, Chair of the Department of Education, Associate Professor of Education and Social Sciences, and Director of Chicano/Latino Studies (social theory, policy studies, urban education)
Carol Booth Olson, Ph.D. University of California, Los Angeles, Academic Coordinator (UCI Writing Project, language arts education)
Rita W. Peterson, Ph.D. University of California, Berkeley, Senior Lecturer (science education, special-needs education)
Mary W. Roosevelt, National Froebel Foundation Teaching Degree, University of London, Supervisor of Teacher Education (elementary education)
Myron Simon, Ed.D. University of Michigan, Professor Emeritus of English and Education (secondary English and philosophy of education)
Timothy M. Tift, M.A. Pepperdine University, Lecturer (health, physical education)
Lecturers
Bruce Baron, M.S. Pepperdine University, Lecturer (social science education)
Julia Hume, Ed.D. University of La Verne, Lecturer (professional administration, social science)
Thomas W. Jacobson, Ed.D. University of Southern California, Lecturer (professional administration, school finance)
Jon Johnson, M.S. University of California, Irvine, Lecturer (science education)
Karen Nakai, Ed.D. Pepperdine University, Lecturer (social science education)
Linda Orozcomartisko, Ph.D. University of Minnesota, Lecturer (educational administration)
Edward Rodevich, M.A. California State University, Long Beach, Lecturer (mathematics education)
Janice Shultz, M.A. California State University, Fullerton, Lecturer (mathematics education)
Jeanne Stone, M.A. California State University, Long Beach, Lecturer (language arts)
Maria da Penha Trés-Brevig, Ph.D. University of Illinois, Urbana-Champaign, Lecturer (research and evaluation)
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 programs leading to credentials required for teaching or administration in the public schools of California, and to the 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 commited to the continued improvement of education through conducting research and the development of more effective approaches to teaching.
The Department of Education offers professional education programs which lead to California teaching and service credentials as established by the Teacher Preparation and Licensing Law of 1970, known generally as the Ryan Act.
The Department of Education offers full-time programs leading to California's two basic teaching credentials--the Single Subject Credential and the Multiple Subject Credential. There are two paths available to obtain the teaching credential: the Intern Teaching Credential Program and the Student Teaching Credential Program.
The Preliminary Credential is awarded by the State upon completion of a baccalaureate degree, the professional education course sequence, a course in the teaching of reading, student teaching, a college-level course or examination covering the U.S. Constitution, the passage of the California Basic Education Skills Test, (CBEST), and verification of subject matter competence, e.g., Praxis II, Single Subject Assessment for Teaching (SSAT), or an approved subject-matter program. (See Verification of Subject Matter Competence).
The Professional Clear Credential is awarded by the State upon completion of a baccalaureate degree and all fifth-year requirements. The fifth year is defined as 45 quarter units of upper-division or graduate-level post-baccalaureate courses including computer education, special education, mainstreaming, and health education which requires Cardio-Pulmonary Resuscitation training. The fifth year may also include the professional education 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 the school district. To serve as an intern in a school district, the student must be enrolled as a graduate student in the Department of Education. Intern teachers are selected by participating school districts and UCI based on the background and experience of the candidate, the needs of the particular school district, and the candidate's eligibility for UCI's Education program. The number of internships varies from year to year.
Interns are required to take the following courses. Multiple Subject Interns: Education 106A, 111A, B, C, D, 173*, 183, 184A, 301A, 301LA, and 310A-I. Single Subject Interns: Education 101 102A-G (students enroll in the section of their proposed credential authorization), 106A, 173*, 180, 184A, 302A, 302LA, and 330A-I. For further information see the intern program coordinator in the Department of Education.
The Student Teaching Credential Program is characterized by a full year of involvement in the public schools beginning with school observations in the fall quarter and culminating in student teaching during the winter and spring quarters. (Students are required to begin the school observations when the public schools open in September. Student teaching concludes as the public schools complete the school year in June.)
Intensive course work in the fall quarter prepares students for full-time student teaching experiences which begin in the winter and continue through the spring quarter. Course work related to student teaching continues at a reduced level during the winter and spring quarters. The student teaching experiences are supervised by school-site teachers trained as University Associates.
"Single subject instruction" means the practice of teaching in a specific subject area, as is commonly practiced in California high schools and junior high schools. UCI offers Single Subject Teaching Credentials in art, English, languages other than English, mathematics, music, sciences, and social science.
Candidates who enroll in the Single Subject 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, 162Ý, 173*, 174, 302A, 302LA, 320A-B-C-D-E, and 380Ý.
* Ed. 173 is a prerequisite and must be successfully completed prior to beginning the credential program. Ed. 176 may substitute for Ed. 173. NOTE: In addition to Ed. 173, Ed. 124 is a prerequisite for students pursuing the CLAD/BCLAD emphasis. (Interns are not eligible for the CLAD/BCLAD emphasis.)
Ý Ed. 162 and 380 are required for the Professional Clear Credential and must be taken within five years of issuance of the Preliminary Credential. With approval, students may enroll in these courses during the preliminary program.
| Sample Fifth-Year Program -- Single Subject Credential | |||
| FALL | WINTER | SPRING | |
| Ed 101 | Ed 102H | Ed 102H | |
| Ed 102ý | Ed 302A, LA | Ed 320C, D, E | |
| Ed 105B | Ed 320A, B | ||
| Ed 174 | |||
| ý | Section is dependent upon content area. | ||
"Multiple subject instruction" means the practice of teaching multiple subjects as commonly practiced in California elementary schools.
Candidates who enroll in the Multiple Subject Credential program at UCI generally are required to take the following courses: Education 104A, 105A, 110A, B, C, D, 162Ý, 173*, 174, 300A-B-C-D-E, 301A, 301LA, and 380Ý.
* Ed. 173 is a prerequisite and must be successfully completed prior to beginning the program. Ed. 176 may substitute for Ed. 173. NOTE: In addition to Ed. 173, Ed. 124 is a prerequisite for students pursuing the CLAD/BCLAD emphasis.
Ý Ed. 162 and 380 are required for the Professional Clear Credential and must be taken within five years of issuance of the Preliminary Credential. With approval, students may enroll in these courses during the program.
| Sample Fifth-Year Program -- Multiple Subject Credential | ||
| FALL | WINTER | SPRING |
| Ed 105A | Ed 104A | Ed 105A |
| Ed 110A, B, C, D | Ed 105A | Ed 110A, B, C, D |
| Ed 174 | Ed 110A, B, C, D | Ed. 300C, D, E |
| Ed 301A, LA | Ed 300A, B | |
Student teaching for Single Subject candidates (grades 712) is defined as a full-day, five-day-per-week assignment, for 18 weeks (or its equivalent) in the appropriate classroom setting.
Multiple Subject candidates are assigned to teach in grades K6. Student teaching for Multiple Subject candidates 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. The assignment is split to include two levels within the K6 range.
Each student will have student teaching and/or field experience in a multi- or cross-cultural situation.
Clearances for student teaching are processed by the Department of Education and are contingent upon the Certificate of Clearance, a current tuberculin test clearance, academic preparation clearances including CBEST, and verification of subject matter competence.
A grade of B or better is required in all courses and student teaching for successful completion of the program. If competence has been demonstrated by the conclusion of the student teaching program and all other requirements are met, the student is eligible for a credential recommendation by UCI.
Services Credentials are issued by the State in pupil personnel services, administrative services, health services, library services, and clinical-rehabilitative services. UCI offers a program leading to the Professional Administrative Services Credential generally required for school administrators.
The Administrative Services Credential is a two-stage credential. In the first stage, a candidate obtains the Preliminary Administrative Services Credential by completing an approved program and by securing an administrative position in public education. It is at this point that the candidate begins pursuing the Professional Administrative Services Credential (stage two).
The Professional Administrative Services Credential requires the completion of 36 quarter units and two years of acceptable full-time administrative experience. These requirements must be completed prior to the expiration date of the Preliminary Administrative Services Credential.
Students interested in this credential should make an appointment with a counselor in the Department of Education.
A student's eligibility for admission is supported by passing the CBEST and successfully completing the appropriate subject area examinations or an approved subject matter program prior to applying for admission to the Department of Education.
Registration for examinations must be made well in advance of the test date. Students are urged to contact the Department of Education for information about the tests and test dates at least one year before application deadline.
The Department of Education recommends appropriate field experiences prior to entering the program. Course credit for field experience is available through Education 100 and Education 160, 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, and participating in the Teachers of Tomorrow Club.
An application is enhanced if prerequisite courses (Education 173 for all teaching credential programs and Education 124 for the CLAD/BCLAD emphasis) have been completed. Education 176 may be substituted for Education 173.
Information and applications are available from the Department of Education, 2001 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 graduate-level work. For applicants to the teaching credential programs, at least one letter should be from an instructor in the student's undergraduate major.
CBEST. Evidence of having passed the California Basic Educational Skills Test should 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 (CTC) prior to beginning student teaching. This process is primarily a fingerprint check to determine that the student is clear of criminal conviction. See a counselor upon admission to the Department of Education for advice on how to handle this process.
Single Subject Credential. California requires all credential candidates to demonstrate subject matter competence prior to student teaching. This can be achieved by passing the appropriate Praxis II subject assessments and the SSAT specialty area tests or by completing a CTC-approved subject matter program in the teaching area. (Students pursuing a subject matter program may student teach with a minimum of four-fifths of the subject matter program completed. However, the entire subject matter program must be completed for the credential.) Students should consult a counselor in the Department of Education for detailed information.
Multiple Subject Credential. The Praxis II Multiple Subject Assessment for Teachers (MSAT) or CTC-approved subject matter program is a requirement for the Multiple Subject Credential. The MSAT consists of two sections: Content Knowledge and Content Area Exercises. It includes the following areas: English, mathematics, science, social science, physical education, human development, and visual and performing arts. All students must pass the MSAT prior to beginning student teaching or must complete at least four-fifths of an approved subject matter program. Completion of the entire subject matter program or the passage of the MSAT is required for the credential.
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 college-level course work to develop a supplementary authorization to teach in areas other than the major teaching area. Consult a counselor in the Department of Education for details.
2. Students may pass the appropriate examinations in any area of their choice and thus qualify for the additional teaching authorization in that subject.
The California Commission on Teacher Credentialing has adopted new credential regulations to authorize both Single Subject and Multiple Subject teachers to serve the State's growing number of English Language Development (ELD) students. In accordance with these new regulations, UCI offers the Crosscultural Language and Academic Development (CLAD) emphasis and the Bilingual Crosscultural Language and Academic Development (BCLAD) emphasis in Spanish. (The CLAD/BCLAD emphasis is not available through the intern program.)
After meeting prerequisites Education 173 and 124, and verification of experience related to a second language, and immediately before the teacher preparation year, CLAD/BCLAD candidates attend a summer seminar and practicum (Education 165, 166, and 167). BCLAD candidates must demonstrate advanced language proficiency in Spanish, complete the CLAD seminar and practicum, and follow the bilingual teaching course requirements.
Upon successful completion of the CLAD/BCLAD summer program and the academic year teacher education program, students are eligible for a preliminary teaching credential with a CLAD/ BCLAD emphasis.
In cooperation with the Department of Chemistry and the Department of Mathematics, the Department of Education sponsors coordinated two-year programs leading to 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.
The Department of Education, in cooperation with the Graduate School of Education and Information Studies at the University of California, Los Angeles, offers a program leading to the Ed.D. degree in Educational Administration. The Ed.D. program 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 K12 education. The program emphasizes a range of social and behavioral science frameworks and research methodologies relevant to scholarship about schooling and has a strong focus on using theory and research to select, orchestrate, and implement useful and effective educational practices.
Admission Requirements
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
Course work is covered in three years--including three summers--of study prior to the dissertation. Ordinarily, students enroll for no more than eight units per quarter during the academic year, and many quarters enroll for only six units. All students begin work in the summer.
During the first year, all courses are taken at UCI, with the exception that a student may petition to take a substitute course at UCLA. Three quarters of registration will be at UCLA, usually during summer sessions. Students admitted to the program are expected to take all courses on schedule.
First-Year Requirements
First-year required courses. During the first academic year, the following courses covering fundamental issues in the study of schooling and educational leadership are required: Organizational Theory, Planning, and Application (Education 271); Philosophy and Ethics of Educational Leadership (Education 272); Student Assessment (Education 273A); First-Year Seminar (Education 259A); Functional, Interpretive, and Critical Analyses of Schooling (Education 260); School Restructuring and Resource Allocation (Education 277B).
In addition, four required courses introduce students to educational research and evaluation methods and studies: Studies of Professional and Staff Development (Education 274B); Studies of Diversity and Inequality in Education (Education 278B); Research Methods Applied to Administrative Practice (Education 279); Evaluation of Educational Programs (Education 281). Students begin UCLA course work in the second summer.
First-year comprehensive examination. At the end of the second summer, a comprehensive examination will evaluate students' understanding of the skills and knowledge in educational research and leadership. Candidates demonstrating marginal performance may be required to retake the examination within three months. Any candidates failing on the second attempt will not be permitted to continue the program.
Second-Year Requirements
Second-year required courses. During the second academic year, the following courses are required: Applications to Education of Social and Psychological Theories and Research (Education 285A-B); Information and Communication Technologies for Administrators (Education 270); 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
Third-year study centers on analysis and implementation of educational innovations: History of School Innovations and Current Reform Movements (Education 250); Educational Policy and Reform (Education 251); Information and Communication Technologies for Administrators (Education 270). Students also spend the third year developing a dissertation proposal: Third-Year Seminar (Education 259B-C).
Oral Qualifying Examination. In the third year, students take an oral qualifying examination in which they defend their dissertation proposal in front of a five-person Candidacy Committee. Students who do not pass in the first attempt will have one opportunity to retake the examination within three months. Students unsuccessful at that point will not be advanced to candidacy.
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 years 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 in four to five years. A leave of absence or other exception to the program of study will only be considered under special circumstances.
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