Louis F. Mirón, 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/
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, 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)
Stephen R. Campbell, B.A. University of Calgary (Canada), Acting Assistant Professor of Education (mathematics education)
Suzanne Charlton, Ph.D. Claremont Graduate School, Academic Coordinator (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, Credential Programs of the Department of Education, and Academic Coordinator (educational administration, secondary education)
Gilbert Gonzalez, Ph.D. University of California, Los Angeles, Professor of Social Sciences and Education
Alan R. Hoffer, Ph.D. University of Michigan, Professor of Education (mathematics and computer 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 Emeritus
Susan M. Meyers, M.S. University of Wisconsin, Supervisor of Teacher Education (intern program)
Louis F. Mirón, Ph.D. Tulane University, Chair of the Department of Education, Associate Professor of Education and Social Sciences, and Director, Center for Collaborative Research in Education (CCRE) (social theory, postmodernism, urban education)
Carol Booth Olson, Ph.D. University of California, Los Angeles, Senior Lecturer and 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)
Timothy M. Tift, M.A. Pepperdine University, Lecturer (health, physical education)
Rodolfo D. Torres, Ph.D. Claremont Graduate School, Visiting Professor of Education (educational policy)
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, B.A. Pepperdine University, Lecturer (science education)
Karen Nakai, Ed.D. Pepperdine University, Lecturer (social science and secondary education)
Linda Orozco, Ph.D. University of Minnesota, Lecturer (educational administration)
Jeanne Stone, M.A. California State University, Long Beach, Lecturer (language arts and mathematics education)
Carol Tipper, B.A. University of California, Irvine, Lecturer (mathematics education)
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, a minor in Educational Studies, 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.
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. Additionally, the Department offers Administrative Services Credential programs.
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).
It is anticipated that candidates who apply for a Multiple Subject Credential after October 1, 1998, will also be required to pass the Reading Instruction Competence Assessment (RICA). This test may be taken during or immediately following completion of the professional education program.
The Professional Clear Credential is awarded by the State upon completion of the fifth year of study, which is defined as 45 quarter units of upper-division or graduate-level postbaccalaureate courses. State-approved courses in computer education (Education 301A, 301LA or 302A, 302LA), special education (Education 162), and health education (Education 380) are required for the Professional Clear Credential. In addition, postbaccalaureate courses taken as part of the professional education program can be used to satisfy fifth-year requirements.
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, the student must be admitted to the Department of Education Intern Program and be eligible for an Intern Credential. Eligibility includes a Certificate of Clearance, passage of the CBEST, verification of subject-matter competence, and 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, the needs of the particular school district, and the candidate's eligibility for UCI's Education program.
Interns are required to take the following courses. Multiple Subject Interns: Education 106A, 111A, B, C, D, 162*, 173**, 183, 184A, 301A, 301LA, 310A-I, and 380*. Single Subject Interns: Education 101 102A-G (students enroll in the section of their proposed credential authorization), 106A, 162, 173**, 180, 184A, 302A, 302LA, 330A-I, and 380**. For further information see the intern program coordinator in the Department of Education.
* 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.
** Ed. 173 is a prerequisite and must be successfully completed prior to beginning the credential program. Ed. 176 may substitute for Ed. 173.
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.
A Single Subject Credential authorizes teaching in a specific subject area, 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.
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, 1621, 1732, 174, 302A, 302LA, 320A-B-C-D-E, and 3801.
| Sample Fifth-Year Program -- Single Subject Credential | |||
| FALL | WINTER | SPRING | |
| Ed 101 | Ed 102H | Ed 102H | |
| Ed 102* | Ed 302A, LA | Ed 320C, D, E | |
| Ed 105B | Ed 320A, B | ||
| Ed 174 | |||
| * | Section is dependent upon content area. | ||
A Multiple Subject Credential authorizes 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, 1621, 1732 174, 300A-B-C-D-E, 301A, 301LA, and 3801.
1 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.
2 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. (Ed. 160 may be substituted for Ed. 124. Interns are not eligible for the CLAD/BCLAD emphasis.)
| 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 7-12) is defined as a full-day, five-day-per-week assignment, for one full public school semester in an appropriate classroom setting.
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. The assignment will include two levels within the K-6 range.
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 programs leading to the 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 the approved program and by securing an administrative position in public education. The Preliminary program requires the completion of 36 quarter units and a comprehensive examination. The credential requires a valid basic teaching credential, three years of full-time teaching experience, and passage of the CBEST. When an administrative position is obtained, the individual begins pursuing the Professional Clear Administrative Services Credential (stage two).
The 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 this credential should make an appointment with a counselor in the Department of Education.
Eligibility for admission is supported by passing the CBEST, providing evidence of possession/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 application deadline.
The Department of Education requires 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 active participation 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, and Education 160 may be substituted for Education 124.
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 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 a counselor in 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 CCTC-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.
Subject Matter Programs. UCI offers CCTC-approved subject matter programs in English and social science. Consult a counselor in the Department of Education for information.
Multiple Subject Credential. The Praxis II: Multiple Subject Assessment for Teachers (MSAT) or CCTC-approved subject matter program is a requirement for the Multiple Subject Credential. (UCI does not have a subject matter program for multiple subjects but will honor approved programs from other universities.) 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 specific 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). Additionally, BCLAD candidates must demonstrate advanced language proficiency in Spanish and meet all 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.
The undergraduate minor in Educational Studies is designed to allow students to explore a broad range of issues in the field of education as well as to provide a foundation for becoming a teacher in grades K-12. 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.
The minor provides students who have a strong interest in education as a career with the opportunity to pursue that interest in addition to their major field of study and receive University credit. 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.
An application for admission to the minor must be filed with the Department of Education and approved by the Faculty Advisor for the minor. Applications are available in the Department office, 2001 Berkeley Place.
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:
1. Educational systems, issues and reforms area: Education 50 (Origins, Purposes, and Central Issues in K-12 Education).
2. Learning and the learning process area: either Education 173 (Learning Theories and Classroom Practices) or 176 (Psychology of Learning, Abilities, and Intelligence). Each of those courses also fulfills the prerequisite requirement for the Department's fifth-year teacher education credential programs.
3. Educational contexts and influences area: has two dimensions--subject area and field experience. The latter requires students to be involved in direct observation and/or service in the schools. Students may select from Education 100 (Educational Strategies for Tutoring and Teacher Aiding), 160 (Practicum in After-School Learning and Inquiry), or other approved courses which include involvement with K-12 schools.
4. Subject matter content and pedagogy area: requires completion of one course focusing on an academic discipline of the student's choice which has direct applicability to K-12 instruction.
NOTE: In addition to the courses shown above, a variety of others may be applied toward areas 3 and 4. Detailed information is available from the Faculty Advisor for the minor and from the Department's counselors.
Electives. The remaining courses to complete the seven-course program requirement may be selected from any of the courses noted above that have not been used to meet an area requirement, from a list of approved electives available from the Department, or from other courses deemed appropriate by the Chair or Faculty Advisor.
Residence Requirement for the Minor: At least four upper-division courses must be successfully completed at UCI.
In cooperation with the Departments of Chemistry and Mathematics, the Department of Education sponsors coordinated 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 of part-time study 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 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 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
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. Eighty-eight quarter units are required. Students enroll for no more than 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 required 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 required 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.
Click on the "Next" button for courses in Education.
