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The University of Texas at Arlington
Graduate Catalog 2002-2004


Department of Curriculum and Instruction

www.uta.edu/soe/curricandinstruct
Admissions Requirements | Fellowships | Distance Learning | Degree Requirements | Online Degree Option | Professional-Level Certification | Courses

Areas of Study and Degrees

Early Childhood - Grade 4 Teacher Certification
Middle Level (Grades 4-8) Teacher Certification
Secondary Teacher Certification (Grades 8-12)
All-Level Teacher Certification
M.Ed.T.
Reading Specialist Certification
Master Reading Teacher Certification
Bilingual Education Endorsement
English as a Second Language Endorsement
Gifted and Talented Endorsement
Technology
M.Ed.

Master's Degree Plans

Non-Thesis

Chair

R. Jon Leffingwell
423 Hammond, 817-272-2274
leffingwell@uta.edu

Graduate Advisor

R. Jon Leffingwell
423 Hammond, 817-272-2274
leffingwell@uta.edu

Graduate Faculty

Professors

Cooter, Crow, Gerlach, Reinhartz

Associate Professors

Davis, Hadaway, Hirtle, Leffingwell, Marshall, Rosado

Assistant Professors

Alcala, Burkhalter, Canaday, Kribs-Zaleta, Weaver, Wisell

Programs

The Department of Curriculum and Instruction currently offers the Master of Education in Teaching (M.Ed.T.) and the Master of Education in Curriculum and Instruction (M.Ed.) Additional endorsements and specialty areas are also offered including: Bilingual Education (BIL) English as a Second Language (ESL), and Gifted and Talented (G/T). Distance learning opportunities in all degree programs are available for those interested in Internet and video conferencing course delivery (see section on Distance Learning Options). Students pursuing a master's degree are required, with the assistance of the Graduate Advisor, to complete a tentative program of work prior to completing 12 hours of graduate work. This program of work is filed in the Graduate School and may be modified as needed. All master's degrees in Curriculum and Instruction are comprised of a minimum of 36 semester hours and are non-thesis. Candidates for master's degrees are required to submit a final program of work and pass a comprehensive examination during their final semester of coursework.

Objective

The Master of Education in Teaching (M.Ed.T.) degree is designed for those wishing to pursue initial teacher certification at the graduate level. The Master of Education in Curriculum and Instruction (M.Ed.) degree provides opportunities for those interested in developing effective teaching, research, and leadership skills that are congruent with an ever-expanding theoretical knowledge base in the field. The M.Ed. enables teachers to specialize in advanced coursework in their teaching fields and other professional certification areas designed to meet a variety of professional goals. Both degrees help prepare graduates to reflect upon their own teaching as well as on the state of education as a whole and to better understand the linkage between the theory and practice of teaching. Each student's program of study is planned individually and provides academic and/or pedagogical specialization within the context of the general field of education. Graduate faculty in the College of Education as well as those in departments and in the colleges throughout the University work closely with students in formulating study plans that meet the students' objectives and individual goals for professional growth. Each program of instruction includes both professional and academic components.

Admissions Requirements

Unconditional Admission

Probationary Admission

Applicants who score less than 1000 on the GRE will be considered for probationary admission on the basis of the following

Terms of Probation upon Acceptance: All students admitted under probation status will be required to earn a 3.5 GPA during the first 12 hours of graduate coursework in the program.

Provisional Admission

An applicant unable to supply all required documentation prior to the admissions deadline, but who otherwise appears to meet admission requirements, may be granted provisional admission.

Deferred Admission

An applicant's admission may be deferred when a file is not complete or when denying admission is not appropriate.

Denied Admission

An applicant may be denied admission if the conditions for unconditional and probationary admission have not been met.

Eligibility for Scholarships/Fellowships

To be eligible, candidates must be new students coming to UTA in Fall 2002, must have a GPA of 3.0 in their last undergraduate credit hours plus any graduate credit hours as calculated by the Graduate School, and must be enrolled in a minimum of 6 hours of coursework in both long semesters to retain their fellowships.

Distance Learning Options

Many graduate courses in Curriculum and Instruction are offered on campus as well as over the Internet and via video conferencing for distance learning. The complete M.Ed. in Curriculum and Instruction with an emphasis in Reading is available online. (See the Graduate Advisor for current course offerings.) For the distance learning option, students enroll in the Internet course and complete all course requirements from the convenience of their home or school computers (some Internet-delivered courses require students to attend an initial in-person orientation). Only basic computer competence is necessary (logging on to a Web site, sending and receiving e-mail). Students need a reliable Internet connection and a consistent e-mail address. All assignments are submitted electronically according to an established calendar of deadlines. Students proceed at their own pace in a highly interactive learning environment.

Degree Requirements

Master of Education in Teaching (M.Ed.T.) with Teacher Certification

The Master of Education in Teaching (M.Ed.T.), a 36-hour non-thesis degree, is a unique and specialized degree that enables a student holding a baccalaureate degree to pursue initial teacher certification and may pursue a master's degree. In addition to being accepted into the Graduate School, students must also be admitted into the Teacher Certification program (consult a teacher certification advisor for current admittance requirements). For teacher certification, students must meet state requirements for their teaching field(s) or specialization and complete the graduate-level coursework for early childhood -- grade 4 certification, middle level or secondary certification. They must also fulfill the Residency requirements (see Residency section below) and pass the appropriate certification exams (consult a teacher certification advisor for current certification information). Twelve hours of teacher certification coursework may be applied to the total 36 hours required for completion of the M.Ed.T; however, students must complete teacher certification courses and pass the appropriate certification exams before proceeding to courses that apply to the master's degree. Students may earn teacher certification without completing a master's degree.

Master of Education in Teaching (M.Ed.T.) with Early Childhood - Grade 4 Teacher Certification

EC-4 Teacher Certification (21 SCHs)

Pre- and corequisites
EDTC 5301. Technology (or documented skill)
READ 4373. Literacy Learning in EC-4: Teaching Reading and Writing
ECED 4310. Teaching Special Populations in Diverse Settings

Certification requirements
ECED 5317. Theories of Development and Learning in ECE
ECED 5318. Programs and Practices in ECE
ECED 5319. Early Education: Instructional Strategies I
ECED 5320. Early Education: Instructional Strategies II
ECED 5321. Language and Literacy Development
READ

5351. Literacy and Authentic Assessment: EC-4
BEEP 5321. Literacy Instruction in ESL/Bilingual Settings

Completion of Residency requirements

Option 1 Complete Residency (ECED 4687) at an approved school site. This is a one-semester experience with UTA and mentor teacher supervision.

Option 2 A student who holds a bachelor's degree, employed as a full time teacher of record by a school district may use the teaching in lieu of Residency. This is a one-year experience with school district supervision. (A UTA deficiency Plan is required.)

Master of Education in Teaching (M.Ed.T.) with Early Childhood - Grade 4 Teacher Certification with Emphasis in Reading, Bilingual, ESL, or Technology

Students who wish to earn a Master's Degree following EC-4 Teacher Certification will:

  1. successfully complete the prerequisites for EC-4 teacher certification,
  2. be fully admitted to the College of Education and the UTA Graduate School,
  3. successfully complete EC-4 certification requirements and Residency,
  4. successfully complete 9 SCHs in the CORE area,
  5. successfully complete 12 SCHs in an emphasis area and 3 SCHs in an elective, and
  6. successfully complete final synthesis experience (paper, discussion or exam as determined by program policy)

12 SCHs chosen from EC-4 graduate certification courses apply toward the master's

Core requirements (9 SCHs)

EDUC 5322. Educational Research and Evaluation

ECED 5309. Historical and Current Trends in ECE

EDUC 5309. Advanced Instructional Strategies

Emphasis Area (12 SCHs required). Choose one course from each of the following areas:

Reading

READ 5325. Current Trends in Language Arts

READ 5351. Literacy and Authentic Assessment in EC-4

READ 5353. Literature for Children

BEEP/READ 5361. Language Learning: Educational Perspectives

*READ 5325, 5350, and 5361 are required for the Master Reading Teacher certificate.

ESL

READ/BEEP 5345. Reading/Writing in the Content Areas

READ 5354. Multicultural Literature for Children

READ 5361. Language Learning: Educational Perspectives

*READ 5345, 5354, 5361, and 5362 comprise the current ESL endorsement.

Bilingual

BEEP 5318. Foundations in Bilingual Education

BEEP 5321. Literacy Development in the Bilingual Classroom

BEEP 5363. Teaching Language Arts in Spanish

BEEP 5364. Teaching Content Areas in Spanish

*These courses may complete the current bilingual certificate.

Technology

EDTC 5300. Introduction to Foundations of Education Instructional Design and Technology

EDTC 5302. Internet in Education

EDTC 5310. Computer Applications in Curriculum and Instruction

EDTC 5320. Web Authoring

EDTC 5330. Multimedia

3 SCHs of elective credit

Complete Residency requirements

Master of Education in Teaching (M.Ed.T.) with Middle Level Teacher Certification

Common Core Area (Required: 18 Semester Credit Hours)

EDML 5302. Science in the Middle Grades

EDML 5303. Math in the Middle Grades

EDML 5304. Social Studies in the Middle Grades

EDML 5308. Middle School Classroom Organization, Classroom Management and Methods

EDML 5328. Pre-adolescent/Adolescent Growth, Development and Learning Theory

EDUC 5310. Diverse Populations in Today's Schools

READ 5345. Content Area Reading and Writing
or

READ 5378. Literacy and Literature at the Middle Level

READ 5326. Teaching the Language Arts in Secondary Schools (For Language Arts students)

Master of Education in Teaching (M.Ed.T.) with Secondary Teacher Certification

Common Core Area (Required: 9 Semester Credit Hours)

EDUC 5309. Advanced Instructional Strategies.

EDUC 5322. Educational Research and Evaluation.

EDTC 5301. (a technology course of choice approved by an advisor).

Support Area (Required: 3 Semester Credit Hours)

EDUC 5330. Leadership in Instructional Settings.

Elective Area -- by Advisement (Required: 9 Semester Credit Hours)

Secondary Teacher Certification Area (Required: 15 Semester Credit Hours)

EDUC 5300. Contemporary Concerns in American Education.

EDUC 5310. Diverse Populations in Today's Schools.

EDUC 5314. Secondary Methods.

EDUC 5329. Classroom Management.

READ 5326. Teaching Language Arts in Secondary Schools. (English/Language Arts majors only)
or

READ 5345. Content Area Reading and Writing. (All majors except English)

Plus Residency (see section on Initial Teacher Certification)

Master of Education (M.Ed.)

The Master of Education in Curriculum and Instruction (M.Ed.), a 36-hour non-thesis degree, is a broad-based degree that enables students to pursue academic and professional goals within an individualized program. Following are a few of the possible master's degree options.

One such plan is referred to as the "Open Option." This particular master's degree option is ideal for students desiring a pedagogical foundation in education in addition to an 18-hour concentration of a particular resource area or academic discipline. A common core of 9 hours of graduate education coursework in instructional strategies, research, evaluation, and technology, and a 6-hour support area in curriculum design and instructional leadership are required. Students also choose from a variety of certifications available through the College of Education to incorporate into their master's degree plan (see the section on Professional Certifications), or they may choose to incorporate up to 18 hours of graduate coursework from disciplines outside of Education. For example, a degree plan for a student who desires TESOL (Teaching English to Speakers of Other Languages) certification would include the required 18 hours of pedagogical coursework in Education along with the 18 hours of Linguistics coursework from the Program in Linguistics. The Graduate Advisor works with students in creating a degree plan that meets their professional needs and goals. (Note: The Graduate Advisor must approve all coursework included in a degree plan.) This degree does not require a student to hold a teacher certificate. Following is the Open Option degree plan.

Master of Education in Curriculum and Instruction, Open Option

Common Core Area (Required: 9 Semester Credit Hours)

EDUC 5309. Advanced Instructional Strategies.

EDUC 5322. Educational Research and Evaluation.

EDTC 53__. (a technology course of choice approved by an advisor).

Support Area (Required: 9 Semester Credit Hours)

EDUC 5305. Curriculum Design, Implementation, Evaluation.

EDUC 5330. Leadership in Instructional Setting

EDUC 5380. Diversity in Educational Settings

Resource Area (Required: 18 Semester Credit Hours)

Courses that support the candidate's professional growth, such as those from academic disciplines; and/or READ courses; coursework for certifications such as ESL/Bilingual, Gifted and Talented, Early Childhood Education, etc.)

Total: 36 hours

One of the most popular M.Ed. degree plan configurations is the M.Ed. in Curriculum and Instruction with the Reading Specialist Certificate, Master Reading Teacher Certificate, and either ESL or Bilingual Education endorsements added to it. The degree plus the certificate and certification may be earned within the 36 hours of the master's degree (see section on Professional Certifications for complete information). Following is the degree plan.

Master of Education in Curriculum and Instruction with Reading Specialist Certificate, Master Reading Teacher, and ESL or Bilingual Certification

Common Core Area (Required: 12 Semester Credit Hours)

EDUC 5309. Advanced Instructional Strategies.

EDUC 5322. Educational Research and Evaluation.

READ 5389. Designing Web-Based Literacy Projects.

Reading Area (Required: 12 Semester Credit Hours)

READ 5325. Current Trends in Language Arts.

READ 5350. Literacy Assessment.

READ 5353. Literature for Children.

READ 53__. (a READ course of choice approved by the Graduate Advisor).

ESL/Bilingual Common Courses (Required: 6 Semester Credit Hours)

READ/BEEP 5361. Language Learning: Educational Perspectives.

READ/BEEP 5362. Literacy Instruction in ESL/Bilingual Settings.

Select one of the following options:

Option ESL Courses (Required: 6 Semester Credit Hours)

READ 5345. Content Area Reading and Writing.

READ 5354. Multicultural Literature for Children
or
Option Bilingual Courses (Required: 6 Semester Credit Hours)

BEEP 5363. Literacy Development in English and Spanish

BEEP 5364. Literacy Instruction in Spanish

Elective: 3 hours

Total: 36 hours

Another M.Ed. in Curriculum and Instruction degree plan configuration provides a focus on Teacher Action Research. This degree option is designed especially for teachers interested in combining a master's degree with qualitative teacher research. Courses for this degree option are presented using an integrated design incorporating three areas of study. Students move through the program in cohorts.

Master of Education in Curriculum and Instruction with a Focus on Teacher Action Research

Common Core Area (Required: 9 Semester Credit Hours)

EDUC 5309. Advanced Instructional Strategies.

EDUC 5321. Educational Research

EDUC 5340. Program Evaluation.

EDTC 5301. Current Applications in Technology in Education.

Support Area (Required: 12 Semester Credit Hours)

EDUC 5305. Curriculum Design, Implementation, Evaluation.

EDUC 5330. Leadership in Instructional Setting.

EDUC 5380. Diversity in Educational Settings.

READ 5325. Current Trends in Reading and Language Arts.

Teacher Researcher Area (Required: 15 Semester Credit Hours)

EDUC 5395. Introduction to Action Research Inquiry.

EDUC 5396. Classroom Ethnography in Action.

EDUC 5397. Dissemination of Classroom Action Research.

EDUC 5391. Independent Research.

EDUC 5390. Selected Topics on Action Research.

Elective: 3 hours

Total: 36 hours

Online Degree Option

The Master of Education in Curriculum and Instruction with Reading Specialist Certificate, Master Reading Teacher (MRT) Certificate, and English as a Second Language (ESL) Endorsement This degree provides opportunities for those interested in the field of education to develop effective teaching, research, and leadership skills that are congruent with an ever-expanding theoretical knowledge base in the field. This program enables elementary and secondary in-service teachers to specialize in advanced coursework in their teaching fields and other professional certification areas designed to meet a variety of professional goals.

This program requires 36 credit hours (12 courses). Once you have successfully completed all coursework, you will graduate with a Master of Education in Curriculum and Instruction. In addition, if you pass the appropriate ExCET tests, you will also have the Reading Specialist Certification, the Master Reading Teacher Certification, and/or the English as a Second Language Endorsement. The ESL is a 12-hour, four course program that can be taken as part of this master's degree plan or separately in preparation for the ESL Endorsement ExCET Test. For more information, please visit http://www.telecampus.utsystem.edu/programs/Medread/read.html.

EDUC 5309. Advanced Instructional Strategies
EDUC 5322. Educational Research and Evaluation
READ 5325. Current Trends in Language Arts
READ 5326. Teaching the Language Arts in Secondary Schools
READ 5345. Content Area Reading and Writing
READ 5346. Teaching the Writing Process
READ 5350. Literacy Assessment
READ 5353. Literature for Children and Young Adults
READ 5354. Multicultural Literature for Children
READ 5361. Language Learning: Educational Perspectives
READ 5362. Literacy Instruction in ESL and Bilingual Settings
READ 5389. Designing Internet-Based Literacy Projects

Professional-Level Certifications

The Department of Curriculum and Instruction offers graduate-level programs leading to professional certificates. Certifications include Initial Teacher Certification (Early Childhood -- Grade 4, Middle Level, Secondary, and All-Level) and the Reading Specialist Certification. Endorsements include English as a Second Language (ESL), Gifted and Talented (G/T), and Bilingual (BIL). The graduate-level coursework required for these programs may be applied toward a master's degree (M.Ed.). The Graduate Advisor works with the student to build an individual degree plan that incorporates one or more of these certification areas.

Initial Teacher Certification

Students holding a baccalaureate degree may pursue initial teacher certification at the graduate level. Students must be admitted to the Graduate School as a master's-degree-seeking student (students may elect to complete certification only) and be admitted to Teacher Certification in the College of Education (see a Teacher Certification advisor for current requirements). Twelve hours of graduate-level teacher certification hours may be applied toward an M.Ed.T. Students must also complete the residency requirements and pass the appropriate ExCET exams. Candidates for Teacher Certification must also meet all state requirements for coursework in their teaching field/academic specialization. Note, certification students must be advised and cleared to take teacher certification courses through Teacher Certification Advising.

Early Childhood - Grade 4 Teacher Certification
(21 Semester Credit Hours)

Pre- and co-requisites

EDTC 5301, ECED 4310, ECED 4373

Certification requirements

ECED 5317. Theories of Development and Learning in ECE

ECED 5318. Programs and Practices in ECE

ECED 5319. Early Education: Instructional Strategies I

ECED 5320. Early Education: Instructional Strategies II

ECED 5321. Language and Literacy Development

READ 5351. Literacy and Authentic Assessment: EC-4

BEEP 5321. Literacy Instruction in ESL/Bilingual Settings

Completion of Residency requirements

Option 1 Complete Residency (ECED 4687) at an approved school site. This is a one-semester experience with UTA and mentor teacher supervision.

Option 2 A student who holds a bachelor's degree, employed as a full time teacher of record by a school district may use the teaching in lieu of Residency. This is a one-year experience with school district supervision. (A UTA deficiency Plan is required.)

Middle Level (Grades 4-8) Teacher Certification

(Required: 18 Semester Credit Hours)

EDUC 5300. Contemporary Concerns in American Education

EDML 5308. Middle School Classroom Organization, Classroom Management and Methods.

EDML 5310. Diverse Populations in Today's Schools

EDML 5328. Pre-Adolescent/Adolescent Growth, Development and Learning Theory.

READ 5345. Content Area Reading and Writing (for non-English/Language Arts majors)
or
READ 5378. Literacy and Literature at the Middle Level (for English/Language Arts majors)

READ 5326. Teaching the Language Arts in Secondary Schools. (For English/Language Arts majors)

Content Area Emphasis:

EDUC 5302. Science at the Middle Level

EDUC 5303. Mathematics at the Middle Level

EDUC 5304. Social Studies at the Middle Level

READ 5345. Content Area Reading and Writing (for English/Language Arts majors)

READ 5326. Teaching the Language Arts in the Secondary Schools (for English/Language Arts majors.

Completion of Residency requirements

Option 1 Complete Residency (EDML 4677) at an approved school site. This is a one-semester experience with UTA and mentor teacher supervision.

Option 2 A student who holds a bachelor's degree, employed as a full time teacher of record by a school district may use the teaching in lieu of Residency. This is a one-year experience with school district supervision. (A UTA deficiency Plan is required.)

Secondary Teacher Certification (15 Semester Credit Hours)

EDUC 5300. Contemporary Concerns in American Education.

EDUC 5310. Diverse Populations in Today's Schools.

EDUC 5314. Secondary Methods.

EDUC 5329. Classroom Management.

READ 5326. Teaching Language Arts in Secondary Schools. (English/Language Arts majors only)
or
READ 5345. Content Area Reading and Writing. (All majors except English)

Plus complete the Residency requirements.

Residency Requirement Options

Completion of Residency requirements

Option 1 Complete Residency (EDUC 4647) at an approved school site. This is a one-semester experience with UTA and mentor teacher supervision.

Option 2 A student who holds a bachelor's degree, employed as a full time teacher of record by a school district may use the teaching in lieu of Residency. This is a one-year experience with school district supervision. (A UTA deficiency Plan is required.)

Master Reading Teacher Certificate

This certification focuses on the needs of the multicultural and multilinguistic classrooms of today. To qualify for the Master Reading Teacher Certificate, students must complete nine semester credit hours and pass the Master Reading Teacher ExCET. Course requirements are as follows.

READ 5325. Current Trends in Language Arts

READ 5350. Literacy Assessment

READ 5361. Language Learning: Educational Perspectives.

Reading Specialist Certification

Teachers interested in focusing on the important area of reading may pursue the Reading Specialist Certificate, an all-level (K-12) certificate. This unique program focuses on the needs of the multicultural and multilinguistic classrooms of today by integrating the requirements for ESL and/or Bilingual Education Endorsements into the total reading program with no supplementary coursework required. To qualify for the Reading Specialist Certificate, students complete a master's degree, hold a valid Texas teacher certificate, document three years of acceptable classroom teaching experience, and pass the Reading Specialist ExCET. Course requirements for the Reading Specialist Certificate and an M.Ed. are as follows. (Note: Those who already hold a master's degree and who are seeking only the Reading Specialist Certificate and either the ESL or Bilingual Endorsements are not required to complete the 9-hour Common Core.)

Common Core Area (Required: 9 Semester Credit Hours)

EDUC 5309. Advanced Instructional Strategies.

EDUC 5322. Educational Research and Evaluation.

READ 5389. Designing Web-Based Literacy Projects.

Reading Area (Required: 12 Semester Credit Hours)

READ 5325. Current Trends in Reading and Language Arts.

READ 5350. Literacy Assessment.

READ 5353. Literature for Children.

READ 53__. (an additional reading course approved by the Graduate Advisor).

Language Area (Required: 6 Semester Credit Hours)

READ/BEEP 5361. Language Learning: Educational Perspectives.

READ/BEEP 5362. Literacy Instruction in ESL and Bilingual Settings.

ESL Area (Required: 6 Semester Credit Hours)

READ 5345. Content Area Reading and Writing.

READ 5354. Multicultural Literature for Children.
or
Bilingual Area (Required: 6 Semester Credit Hours)

READ 5363. Literacy Development in English and Spanish.

READ 5364. Literacy Instruction in Spanish.

Elective: 3 hours

Total: 36 hours

English as a Second Language (ESL) Endorsement

The English as a Second Language (ESL) certification prepares candidates to teach children from all cultural and language backgrounds (speakers of Spanish, Vietnamese, etc.), and is required for those teachers working with students in grades PK-12 whose first language is not English. (No foreign language background is required for the ESL certificate.) The ESL endorsement may be added to any valid Texas teacher certificate. Students are required to take the following four courses in any sequence, complete a practicum in an ESL classroom or one year of successful teaching experience in an ESL or Bilingual Education program approved by the Texas Education Agency, and pass the ESL ExCET. (The four courses may be applied toward a master's degree and to the Reading Specialist Certificate.)

READ 5345. Content Area Reading and Writing.

READ 5354. Multicultural Literature for Children.

READ/BEEP 5361. Language Learning: Educational Perspectives.

READ/BEEP 5362. Literacy Instruction in ESL and Bilingual Settings.

Teaching Practicum or Experience

Gifted and Talented (G/T) Endorsement

Teachers who wish to specialize in working with children identified as gifted and talented may want to consider adding the G/T endorsement to their teaching credentials. The all-level (K-12) Gifted and Talented endorsement may be added to any valid teacher certificate. The Gifted and Talented ExCET, when developed by the state, will be required for certification. Students are required to take the following four courses in any sequence as well as provide documentation of two years of successful teaching experience in a program for gifted and talented students approved by the Texas Education Agency or complete a practicum experience in a gifted and talented classroom.

EDUC 5370. Introduction to Gifted and Talented Children.

EDUC 5371. Measurement and Assessment of Gifted and Talented Children.

EDUC 5372. Methods, Materials and Curriculum for the Gifted and Talented Student.

EDUC 5373. Creativity: Theories, Models and Application.

EDUC 5374. Practicum.

Bilingual Education (BIL) Endorsement

Those teachers who are fluent in Spanish and wish to specialize in bilingual education will want to add the Bilingual Endorsement to their initial certification. The required 12 hours of coursework may be incorporated into a master's degree program developed in consultation with the Graduate Advisor. It is also possible to earn the Reading Specialist Certificate in conjunction with the Bilingual Endorsement within the 36 hours required for the master's degree. Students are required to take the following four courses as well as provide documentation of one year of successful teaching experience in a bilingual setting approved by the Texas Education Agency. Candidates must also pass the ExCET in Bilingual and the TOPT for language proficiency.

BEEP 5318. Foundations in Bilingual Education.

BEEP 5321. Literacy Development in the Bilingual Classroom.

BEEP/READ 5362. Literacy Instruction in ESL and Bilingual Settings.

BEEP 5363. Literacy Development in English and Spanish.

BEEP 5364. Literacy Instruction in Spanish.

Teaching Practicum or Experience.

The grade of R (research in progress) is a permanent grade; it cannot be changed by completing course requirements in a later semester. To receive credit for an R-graded course, the student must continue to enroll in the course until a passing grade is received.

An incomplete grade (the grade of X) cannot be given in a course that is graded R, nor can the grade of R be given in a course that is graded X. To receive credit for a course in which the student earned an X, the student must complete the course requirements. A grade of X cannot be changed by enrolling again in the course in which an X was earned. At the discretion of the instructor, a final grade can be assigned through a change of grade form.

Three-hour thesis courses and three- and six-hour dissertation courses are graded R/F/W only (except social work thesis courses). The grade of P (required for degree completion for students enrolled in thesis or dissertation programs) can be earned only in six- or nine-hour thesis courses and nine-hour dissertation courses. In the course listings below, R-graded courses are designated either "Graded P/F/R" or "Graded R." Occasionally, the valid grades for a course change. Students should consult the appropriate Graduate Advisor or instructor for valid grade information for particular courses. (See also the sections titled "R" Grade, Credit for Research, Internship, Thesis or Dissertation Courses and Incomplete Grade in this catalog.)

Bilingual/ESL/Early Childhood Program (BEEP)

Course fee information is published in the online Student Schedule of Classes at www.uta.edu/schedule. Please refer to this Web site for a detailed listing of specific course fees.

5318. FOUNDATIONS IN BILINGUAL EDUCATION (3-0). Analyzes the development of bilingual education in the United States. Introduces bilingual education program models and discusses research findings on their effectiveness.

5321. LITERACY DEVELOPMENT IN THE BILINGUAL CLASSROOM (3-0). Compares first and second language acquisition processes and identifies best teaching practices to meet the needs of English language learners. Analyzes elements from Spanish that can affect the acquisition on literacy in English.

5361. LANGUAGE LEARNING: EDUCATIONAL PERSPECTIVES (3-0). Deals with the relationship between first and second language acquisition and literacy, dialect, linguistics, culture; nature and definition of language; overview of linguistic science and language with pedagogical applications. May be cross-listed with READ 5361. Students may not take both BEEP 5361 and READ 5361.

5362. LITERACY INSTRUCTION IN ESL/BILINGUAL SETTINGS (3-0). Translation of theory into practice stressing various methods and techniques for teaching ESL/bilingual students with emphasis on techniques for oral language development, reading and writing. A comparison/contrast of the various methods, their specifics, and when and how to use them for various instructional objectives as well as the relationship of language development, culture, and conceptual processes to language teaching. May be cross-listed with READ 5362. Students may not take both BEEP 5362 and READ 5362.

5363. LITERACY DEVELOPMENT IN ENGLISH AND SPANISH (3-0). The development of literacy for bilinguals with specific emphasis on the rationale, methods, and materials for literacy instruction in the home language of the child. A focus on assessing and supplementing first language literacy materials and the successful transition from first language literacy instruction to literacy instruction in English.

5364. LITERACY INSTRUCTION IN SPANISH IN THE CONTENT AREAS (3-0). Content area instruction in the home language of the child along with methods and materials utilized to teach the content areas in the students' first language. Issues of transition from home language instruction in the content areas to English language instruction.

Course fee information is published in the online Student Schedule of Classes at www.uta.edu/schedule. Please refer to this Web site for a detailed listing of specific course fees.

5300. CONTEMPORARY CONCERNS IN AMERICAN EDUCATION (3-0). An overview of historical foundations, issues and trends in American schools, including application of instructional technology. Focus on developmental characteristics of the whole child as a learner will be explored through research. Designed for elementary, secondary, and all-level post-baccalaureate students.

5301. CURRENT APPLICATIONS OF TECHNOLOGY IN EDUCATION (3-0). Study of technology use in educational environments. Topics include: instructional, learning, assessment, and management applications; a review of current research on selection, evaluation, and integration of appropriate media; and computer hardware and software, multimedia, laser disk, CD-ROM, and telecommunications systems.

5305. CURRICULUM DESIGN, IMPLEMENTATION, AND EVALUATION (3-0). An examination of theory and research in curriculum development, implementation, and evaluation. Emphasis on current trends in the content areas.

5309. ADVANCED INSTRUCTIONAL STRATEGIES (3-0). A study of advanced models of teaching including concept attainment, inductive thinking, inquiry, cognitive growth, non-directive group investigation, laboratory training, simulation and the training model. Research in teacher effectiveness and demonstration of various models will be required.

5310. DIVERSE POPULATIONS IN TODAY'S SCHOOLS (3-0). An overview of the diverse populations in today's schools. Urban, suburban, and rural school communities and populations will be addressed with special attention to issues of human growth and development, culture, ethnicity, exceptionality, gender, language, religion and socioeconomic status. Prerequisite or concurrent: EDUC 5300.

5314. EFFECTIVE CLASSROOM INSTRUCTION (3-0). Designed to provide teachers with skills and competencies based on research findings on effective teaching and instruction related to promoting student academic achievement. Includes identifying, developing, and practicing instructional variables that affect teacher performance and student learning tasks. Prerequisite or concurrent: EDUC 5300 and EDUC 5310.

5315. RESEARCH PRACTICUM (0-3). Directed practicum in student's teaching areas. The student will be assigned to a public school classroom for an extended field-based experience. This longitudinal experience will help students apply theory and research to practice. The student will be responsible for planning, instruction, and evaluation. A research project is required. Can be repeated for credit with permission.

5321. EDUCATIONAL RESEARCH (3-0). Examination of basic concepts and procedures necessary for empirical research investigations within classroom contexts, experimental design, data collection and interpretation, and statistical analysis.

5322. EDUCATIONAL RESEARCH AND EVALUATION (3-0). An overview of basic concepts and procedures necessary for analyzing, designing, and conducting quantitative and qualitative educational studies. A focus on educational research, including empirical research, investigations data collection and interpretation, and statistical analysis. Also, a focus on educational evaluation including Accreditation, personnel appraisal, and educational programs and materials.

5329. CLASSROOM MANAGEMENT AND DISCIPLINE (3-0). Analysis of the variables that affect teacher and student behavior in the classroom. Survey of effective strategies of classroom management and discipline based on contemporary research. Particular attention to individual student differences in settings such as gifted and talented, handicapped, and learning disabled. Prerequisite or concurrent: EDUC 5300 and EDUC 5310.

5330. LEADERSHIP IN THE INSTRUCTIONAL SETTING (3-0). Examination of current research on effective instructional organizations and classroom instruction in today's schools, on characteristics of school leadership, and on the role and function of the teacher as instructional leader. Topics include the essential components of instruction, developing instructional-management systems, evaluating student and teacher performance, assisting colleagues to monitor and improve instructional skills, school climate and leadership styles as they impact on school improvement.

5333. EXCEPTIONAL LEARNERS (3-0). Learning styles and effective teaching strategies for exceptional learners. Applications of research on identification, assessment, teaching, and technology for the full range of exceptions including students with disabilities and talented and gifted.

5335. THEORIES OF TEACHING AND LEARNING (3-0). Examination of theories of teaching and learning and their applications to elementary and secondary school contexts.

5340. EDUCATIONAL EVALUATION (3-0). Various means of evaluating school systems and their communities, school personnel, and students. Includes Accreditation standards, personnel appraisal, mandated testing of students, and a review of the purpose, description, special utility, standardization, reliability, validity, and strengths, and weaknesses of tests commonly used in public schools.

5343. PRACTICUM IN SUPERVISION (1-20). Directed practicum in supervision. The student will be assigned to a public school for field-based supervisory experience. Activities involved may include grant writing, campus planning, site-based management activities, and restructuring efforts as they relate to planning, instruction, and evaluation.

5358. THEMATIC SCIENCE FOR ELEMENTARY AND SECONDARY TEACHERS (3-0). Professional development program for elementary and secondary science teachers who will examine a variety of instructional strategies. The course will provide a broad spectrum of content from all areas of science and provide opportunities to participate in investigations, field trips and seminars. The course will facilitate the implementation of a thematic science curriculum in elementary and secondary schools through research-based practices.

5370. INTRODUCTION TO GIFTED AND TALENTED CHILDREN (3-0). Psychological characteristics of gifted and talented children. Introduction to identification techniques, educational programs, instructional approaches, and special problems.

5371. MEASUREMENT AND ASSESSMENT OF GIFTED AND TALENTED CHILDREN (3-0). Tests, formal and informal measures, and systems for identification and selection of the gifted and talented student. Basic test construction theory, test interpretation, and test uses.

5372. METHODS, MATERIALS, AND CURRICULUM FOR THE GIFTED AND TALENTED (3-0). Curriculum theory and curriculum design for the gifted student. Methodology for implementing practical and theoretical objectives for gifted instruction.

5373. CREATIVITY: THEORIES, MODELS, AND APPLICATION (3-0). The concept of and current research on creativity, the nature and assessment of creative thinking, as well as methods of fostering creativity.

5374. PRACTICUM (1-5). Participation in a gifted and talented setting supervised by a university and/or school district representative. A wide range of practical experiences will be emphasized. Graded P/F/R.

5380. DIVERSITY IN EDUCATIONAL SETTINGS (3-0). Effective leadership, instruction, and management strategies for work in diverse educational settings. Designed to provide increased self-awareness and insight into issues of diversity such as culture, ethnicity, exceptionality, gender, language, religion, and socioeconomic status. Demographic issues along with urban and suburban educational settings will also be addressed.

5391. INDEPENDENT RESEARCH (3-0). Research for course substitution or a topic agreed upon between the student and instructor. May be repeated for credit with permission.

5395. INTRODUCTION TO ACTION RESEARCH (3-0). Introduces students to the methods of qualitative inquiry in education, including ethnography and case studies. Knowledge and skills for critical consumption of action research are emphasized. The course is classroom-based, naturalistic identification and application. The study of the identification and application of the phases of the action research process.

5396. CLASSROOM ETHNOGRAPHY IN ACTION (3-0). Surveys researchable issues and techniques which assist in selecting research strategies for more intensive investigation. Strategies for implementing action research will be emphasized for students to conduct their own action research project.

5397. DISSEMINATION OF CLASSROOM ACTION RESEARCH STUDY. Prepares students to use vocabulary related to an action research study when writing and disseminating results in a form that can be presented at state, regional, and national conferences and published in education journals.

5190, 5290, 5390. SELECTED TOPICS IN EDUCATION. An examination of different topics related to education. This seminar may be repeated for credit as the topic changes.

5191, 5291, 5391. INDEPENDENT RESEARCH. Research for thesis substitute or equivalent over a topic agreed upon between the student and instructor. May be repeated for credit with permission. Graded R.

Early Childhood Education (ECED)

Course fee information is published in the online Student Schedule of Classes at www.uta.edu/schedule. Please refer to this Web site for a detailed listing of specific course fees.

NOTE: Recommended sequence: EDTC 5301, READ 4373, ECED 4310, ECED 5309, ECED 5317, ECED 5318, ECED 5321, ECED 5319, ECED 5320, READ 5351. Please consult with advisors before registering for courses. ECED courses are offered only once per academic year.

5309. TRENDS AND ISSUES IN EARLY CHILDHOOD EDUCATION (3-0). In-depth analysis of current research on issues in Early Childhood Education. Emphasis on the evaluation and impact of historical, political, and social policy; overview of legislation and advocacy on behalf of young children.

5317. THEORIES OF DEVELOPMENT AND LEARNING IN EARLY CHILDHOOD EDUCATION (3-0). Human growth and development, including developmental anomalies, from birth through early childhood with emphasis on cognitive, social, emotional, and physical growth. Attention is given to current research regarding establishment of learning environments that foster development of the child's self-concept, cognitive competencies, oral language and literacy development, and positive social behaviors including tolerance of diversity among individuals and groups. (May be taken prior to or with ECED 4310, READ 4373 and EDTC 5300).

5318. PROGRAMS AND PRACTICES IN EARLY CHILDHOOD EDUCATION (3-0). An overview of the historical and philosophical influences of early education and the current research perspectives on fostering educational environments conducive to development of the whole child. Attention is given to organization and implementation of a developmentally appropriate curriculum in EC-4 and formulating programs which extend and integrate learning experiences of young children, including the home-school relationship. Prerequisite: ECED 5317.

5319. EARLY EDUCATION: INSTRUCTIONAL STRATEGIES I (3-0). Study of principles of integration of content in EC-4 classrooms with focus on mathematics and science concepts and cognitive development. Emphasis on developing dispositions promoting scientific investigation and appropriate objects, materials, activities, and programs to assist in assimilation of mathematics and science concepts. Prerequisite: ECED 5317, 5318.

5320. EARLY EDUCATION: INSTRUCTIONAL STRATEGIES II (3-0). Study of principles of integration of content in EC-4 classrooms with focus on social studies and the creative arts and cognitive development. Emphasis on developing dispositions promoting developing self, awareness of others, and group dynamics involved in the socialization process in a diverse community. Strategies for enhancing creative and risk-taking characteristics in EC-4 classrooms. Prerequisite: ECED 5317, 5318 and 5319.

5321. LANGUAGE AND LITERACY DEVELOPMENT: THE EARLY YEARS (3-0). Examine relationship between listening, talking, reading and writing. Focus on oral and non-verbal communication skills in native and second language development. Consider theories of early speaking, reading and writing in young children, with focus on the relationship between the use of children's literature and social and cognitive development. Prerequisite: ECED 5317 and 5318.

5190, 5290, 5390. SELECTED TOPICS IN EARLY CHILDHOOD EDUCATION. An examination of different topics related to early childhood education. This course may be repeated for credit with permission.

5191, 5291, 5391. INDEPENDENT RESEARCH. Research over a topic agreed upon between the student and instructor. May be repeated for credit with permission.

Educational Technology (EDTC)

Course fee information is published in the online Student Schedule of Classes at www.uta.edu/schedule. Please refer to this Web site for a detailed listing of specific course fees.

5300. INTRODUCTION TO FOUNDATION OF EDUCATION INSTRUCTIONAL DESIGN AND TECHNOLOGY (3-0). Analysis of integrating TEKS, computers and related technologies in education. Topics include issues and concerns prior to integration, use of software in teaching and learning, identifying resources and strategies for use of the World Wide Web, and creating instructional activities into and across curriculum.

5301. CURRENT APPLICATIONS OF TECHNOLOGY IN EDUCATION (3-0). Study of technology use in educational environments. Topics include: instructional, learning, assessment, and management applications; a review of current research on selection, evaluation, and integration of appropriate media; and computer hardware and software, multimedia, laser disk, CD-ROM, and telecommunications systems.

5302. INTERNET IN EDUCATION (3-0). Course to aid educators and training professionals in developing robust techniques for locating and utilizing Internet resources in their day-to-day activities. Selected exercises from representative categories of tools such as: Telnet, FTP, Gopher, and WWW.

5310. COMPUTER APPLICATIONS IN CURRICULUM AND INSTRUCTION (3-0). Designed for both elementary and secondary teachers; skills and methods necessary to implement computer applications within the curriculum. Methods for managing the computer in the classroom, courseware telecommunications within the curriculum.

5320. WEB AUTHORING (3-0). Study of Web site planning, development and HTML tagging. Topics include: storyboards, content creation, Web site tagging with browser independent tags, use of color and fonts to communicate concepts, interactivity by design, ethical use of and respect for intellectual property, understand copyright, fair use, patent, and trademarks, the Master Technology Teacher Standards (EC-12) and the Standards for Basic Endorsement in Educational Computing and Technology Literacy. Prerequisites: EDTC 5300, EDTC 5301 or instructor permission.

5330. DESKTOP PUBLISHING (3-0). Study of desktop publishing planning, development, and production. Topics include: desktop publishing terminology, basic design theory, principles of form and design, guidelines for desktop publishing, ethical use of and respect for intellectual property, understand copyright, fair use, patent, and trademarks, the Master Technology Teacher Standards (EC-12) and the Standards for Basic Endorsement in Educational Computing and Technology Literacy. Prerequisites: EDTC 5300, EDTC 5301 or instructor permission.

5340. MULTIMEDIA (3-0). Study of multimedia planning, development, and implementation that maximize the use of technology, student learning, and teacher effectiveness. Topics include: methodologies for tutorials, hypermedia, drills, simulations, educational games, open-ended learning environments, testing, Web-based learning, interactivity by design, ethical use of and respect for intellectual property, understand copyright, fair use, patent, and trademarks, the Master Technology Teacher Standards (EC-12) and the Standards for Basic Endorsement in Educational Computing and Technology Literacy. Prerequisites: EDTC 5300, EDTC 5301, and EDTC 5320 or EDTC 5330, or instructor permission.

5190, 5290, 5390. SELECTED TOPICS IN EDUCATION. An examination of different topics related to education. This seminar may be repeated for credit as the topic changes.

5191, 5291, 5391. INDEPENDENT RESEARCH. Research for thesis substitute or equivalent over topic agreed upon between student and instructor. Can be repeated for credit with permission. Graded R.

Middle Level (EDML)

Course fee information is published in the online Student Schedule of Classes at www.uta.edu/schedule. Please refer to this Web site for a detailed listing of specific course fees.

5302. SCIENCE IN THE MIDDLE GRADES (3-0). The examination of instructional strategies, materials, current research, and technology pertinent to teaching science in the middle grades; the scope and sequence of science content and implementation of instructional approaches to accommodate diverse student populations. Prerequisite or concurrent: EDUC 5300 and EDUC 5310.

5303. MATHEMATICS IN THE MIDDLE GRADES (3-0). The examination of instructional strategies, materials, current research, and technology pertinent to teaching mathematics in the middle grades; the scope and sequence of math content and the selection and implementation of instructional approaches to accommodate diverse student populations. Prerequisite or concurrent: EDUC 5300 and EDUC 5310.

5304. SOCIAL STUDIES IN THE MIDDLE GRADES (3-0). An examination of content, methods, current research, and learning theory appropriate for social studies education in the middle grades. Special attention to methods that promote analytical and evaluative abilities necessary for participatory democracy in a culturally diverse society. Prerequisite or concurrent: EDUC 5300 and EDUC 5310.

5308. MIDDLE GRADES ORGANIZATION, INSTRUCTION, AND MANAGEMENT (3-0). The examination of principles, theories, and research related to developmentally responsive middle level programs, effective instruction and effective strategies of classroom management. Attention is given to the employment of a variety of approaches for developing an appropriate climate to meet the varying needs of the middle level student.

5328. PREADOLESCENT/ADOLESCENT GROWTH, DEVELOPMENT, AND LEARNING THEORY (3-0). Physical, social, emotional, and cognitive growth patterns of 10- to 15-year-old children, emphasizing familial, cultural, societal, and genetic determinants of behavior. Attention is given to current research regarding the developmental characteristics of adolescents, including exceptional learners and students with special needs.

Reading (READ)

Course fee information is published in the online Student Schedule of Classes at www.uta.edu/schedule. Please refer to this Web site for a detailed listing of specific course fees.

5316. PRACTICUM AND SEMINAR IN LITERACY LEARNING (2-1). Directed practicum in literacy learning. Seminar will be held with emphasis on classroom application of recent issues in literacy learning. This course should be taken as the last reading course in the sequence of graduate reading courses.

5325. CURRENT TRENDS IN READING AND LANGUAGE ARTS (3-0). Relationships between theory and practice in the field of reading and language arts at the elementary and secondary level. Emphasis on current trends and issues such as the teaching of word identification, vocabulary, comprehension, spelling and writing. The use of thematic teaching and integrated instruction also will be explored.

5326. TEACHING THE LANGUAGE ARTS IN SECONDARY SCHOOLS (3-0). Teaching of the processes and skills for reading/language arts (grades 7 through 12). Topics include teaching the reading and writing process, children's and adolescent literature, poetry, drama, listening/speaking, and media.

5345. CONTENT AREA READING AND WRITING (3-0). Explores methods of teaching reading, writing, and study skills in content area subjects. Emphasis on text structure and the difference between narrative and expository text, graphic organizers for text structure, the reading/writing process as applied to informational text. Classroom adaptations for culturally and linguistically diverse populations in the content areas also will be addressed.

5346. TEACHING THE WRITING PROCESS (3-0). Current research and theory on the writing process, how children develop as writers, the teacher's role, the learning environment, and motivation, assessment, and evaluation in writing.

5350. LITERACY ASSESSMENT (3-0). Assessment and diagnosis, both formal and informal, of reading and language arts learning.

5351. LITERACY AND AUTHENTIC ASSESSMENT (3-0). This course is designed to provide individuals seeking initial certification with a foundation of literacy assessment. Introduces the relationship between literacy assessment practices and instruction. The course includes an investigation of research and techniques in literacy testing and assessment and issues of reliability and validity in relation to norm-referenced and criterion-referenced testing as well as authentic assessment. Assessment techniques which support the acquisition and development of literacy in diverse classrooms in grades PK-4 will be examined. The course emphasizes the principles, practices, and applications of a variety of reading assessments for students with different learning abilities and needs. Students will explore individual students' literacy strengths, areas that need development, and specific instructional strategies to meet those needs.

5353. LITERATURE FOR CHILDREN AND YOUNG ADULTS (3-0). Selection, evaluation, and use of current literature published for children and young adults.

5354. MULTICULTURAL LITERATURE FOR CHILDREN (3-0). Study of literature for children and young adults which reflects the culture and experiences of African-Americans, Asian-Americans, Mexican-Americans, and Native Americans, among others. Consideration of selection guidelines, evaluation of literary quality as well as cultural authenticity and teaching applications, including adaptations for culturally and linguistically diverse populations.

5355. EMERGENT LITERACY (3-0). Examination of the natural process of early literacy development: an overview of current theory/research, designing literacy learning environments, philosophy, organization and assessment; relationship between home and school; community and parental involvement.

5356. POETRY FOR CHILDREN (3-0). The study of poetry published for children, from classic to contemporary. Consideration of theory and research, selection and analysis, classroom applications, and performance of poetry of all types.

5357. COMPARATIVE LITERACY PROGRAMS (3-0). An overview of diverse paradigms and instructional approaches for literacy learning from a national and international perspective; impact of sociocultural variables on literacy programs, and exploration of learning/teaching processes from a cross-cultural perspective.

5361. LANGUAGE LEARNING: EDUCATIONAL PERSPECTIVES (3-0). Deals with the relationship between first and second language acquisition and literacy, dialect, linguistics, culture; nature and definition of language; overview of linguistic science and language with pedagogical applications. May be cross-listed with BEEP 5361. Students may not take both BEEP 5361 and READ 5361.

5362. LITERACY INSTRUCTION IN ESL/BILINGUAL SETTINGS (3-0). Translation of theory into practice stressing various methods and techniques for teaching ESL/bilingual students with emphasis on techniques for oral language development, reading and writing. A comparison/contrast of the various methods, their specifics, and when and how to use them for various instructional objectives as well as the relationship of language development, culture, and conceptual processes to language teaching. May be cross-listed with BEEP 5362. Students may not take both BEEP 5362 and READ 5362.

5378. LITERACY AND LITERATURE AT THE MIDDLE LEVEL (3-0). Research-based teaching of literacy and literature at the middle level, including theory and practice in the teaching of reading, writing, listening, and speaking; selection and integration of current and appropriate literature for children and young adults; issues of motivation, organization, and assessment.

5389. DESIGNING WEB-BASED LITERACY PROJECTS (3-0). Explores principles and techniques for Web page design and other Internet-based applications. Considers criteria for site analysis and assessment. Students will research current methods of effective Internet content delivery and create literacy applications for parent outreach, teacher networking, student tutoring, and other literacy projects.

5390. SELECTED TOPICS IN READING (3-0). An examination of different topics each semester, with a focus on subjects related to reading, writing, oral language, and literacy.

5191, 5291, 5391. INDEPENDENT RESEARCH IN READING (3-0). Individual or small group research project on a literacy-related topic agreed upon between student(s) and instructor. May be repeated for credit with permission.

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