School of Education
Dr. Sylvia C. Pena, Dean, Education #11 -983-7219
Department of Curriculum and Instruction
Vacancy, Chair -Tandy Hall #257-544-8979
Department of School Specialties
Dr. Charles Comeaux, Chair -Education #17 -982-0251
The graduate programs in the School of Education have as their purpose the promotion of continuing professional development of students who have made a commitment to teaching, counseling or administration. Graduate offerings also include courses which help students meet state requirements for certification as school principals, middle management administrators, supervisory personnel, counselors, bilingual/bicultural education teachers, special education and ESL teachers, and reading specialists. The School of Education also has a program for the Superintendent Certificate.
While the programs in education are intended primarily for personnel in public schools, the knowledge and skills inherent in the courses are applicable to other agencies (social, community, nursing, city, state, federal, e.). Students not seeking certification do not have to follow the curriculum requirements of those seeking educational certification but will plan a program with their advisor, within the parameters of the approved degree programs, which will be beneficial to them in their specific fields of interest. Students who plan to use their degree coursework towards meeting certification requirements should be aware that they may complete an M.Ed. degree at UTB/TSC without meeting all the specific state certification requirements in the degree area.
Master of Education (M.Ed.)
The Master of Education degree provides for majors in Counseling and Guidance, Curriculum and Instruction, Early Childhood, Educational Technology, Elementary Education, Elementary Education with a Bilingual/Bicultural Education concentration, English as a Second Language, Reading Specialist, Special Education, and Educational Administration.
Admission
In addition to the general graduate admission requirements, applicants for admission who seek certification must have a provisional teaching certificate. Students not seeking certification do not need to meet this requirement. International students must meet all admission requirements described in the general information section of this catalog.
Transfer Credit
Credit not exceeding 12 semester hours obtained in an accredited institution may be transferred and applied towards the Master of Education degree, provided the work was at the graduate level and meets program and other transfer requirements. Transfer credit for certification purposes must be approved by the graduate advisor, the Coordinator of Teacher Certification, and the Dean of the School of Education.
Residence Requirements
A residence of one academic year or the equivalent in summer sessions is required. In graduate programs that require a thesis, at least 24 semester hours of credit required for the master’s degree shall be earned in residence. For programs that require 36 semester hours of credit but do not require a thesis, at least 27 semester hours must be earned in residence. Students pursuing certification programs should consult with their Faculty Advisors (see “Graduate Programs”).
Degree Requirements
In addition to general graduate program degree requirements and policies, the following requirements apply to education degrees:
1. Satisfactory completion of an oral interview conducted by the advisor and one additional faculty member required in the Counseling and Guidance and Educational Administration programs.
2. A minimum of 36 semester hours of graduate work.
3. Satisfactory completion of a written comprehensive examination and/or successful defense of the thesis for those students choosing the thesis option.
Students must keep in mind that master’s degree requirements may not always lead to Texas certification, endorsement, or licensure in a major area. Certification, endorsement, or licensure in an area may require additional coursework, professionally approved experience, passing score on ExCet exams, or other requirements. Students seeking a certificate or endorsement should see the Coordinator of Teacher Certification in the School of Education.
Comprehensive Examination
During the final semester of coursework, and upon the recommendation of the Faculty Advisor, the student may request his/her final comprehensive examination. The purpose of the comprehensive examination is to evaluate: (1) the knowledge of the salient theories and literature that are a part of the major program of study; (2) ability to synthesize knowledge and to apply it in analyzing and solving related problems; and (3) the ability to communicate effectively in writing at a professional level. The form of the examination will have been specified in the Program of Study and may include one or both of the following:
1. An examination prepared by the graduate faculty under the guidance of the Faculty Advisor and scheduled by the Graduate Office. The examination will be evaluated by the Faculty Advisor and two graduate faculty members.
2. Thesis defense and appraisal of research competence by the student’s graduate research committee, chaired by the Faculty Advisor. See thesis/non-thesis section.
Requirements for Certification
Professional Certificate
A. Requirements for the Professional Certificate
1. Completion of a master’s degree in the certification or specialization area
2. A valid Provisional Certificate
3. Years of public school teaching experience required by the state for the certificate desired
a. School counselor - 3 years (2 years for counselors entering profession after September 1, 2002)
b. Educational Diagnostician - 3 years
c. Reading Specialist - 3 years
d. Supervisor - 3 years
e. Mid-management Administrator - 2 years
4. Acceptable scores on all required ExCET examinations
B. How to Obtain a Professional Certificate
Submit the following to the Certification Officer:
1. Completed application form prescribed by the State Board for Educator Certification (SBEC).
2. A service record showing the candidate’s years of teaching experience. This has to be completed by the School District Personnel Officer.
3. A copy of a valid provisional teaching certificate.
4. Required fee in the form of a money order or cashier’s check made payable to the State Board for Educator Certification (SBEC).
5. Transcript which indicates the degree has been granted and all work required for the certificate has been completed.
6. Acceptable scores on ExCET exams required for certificate.
Master of Education
Students seeking the Master of Education degree may major in Counseling and Guidance, Curriculum and Instruction, Early Childhood Education, Educational Administration, Educational Technology, Elementary Education English as a Second Language, Reading Specialist, and Special Education. Each student must prepare with his/her Faculty Advisor an individual thesis or non/thesis degree Program of Study based upon the student’s individual characteristics, background experience and projected future career needs. Students should review the program of study section of the graduate catalog for additional information.
M.Ed. - Elementary Education
36-Hour Non-thesis Program
Elementary Education and Provisional Bilingual Certification
Dr. Graciela Rosenberg, Advisor -Education #33 -982-0267 -gprosen@utb1.utb.edu
Dr. Elva Cerda PŽrez, Advisor -Education #32 -982-0121 -ecperez@utb1.utb.edu
The role of the Elementary Bilingual/Bicultural Education Specialist is that of a leader and master teacher in the field. Knowledge, skills, and attitudes which are characterized by language, culture and instructional dimensions are required. This Elementary Education M.Ed. degree provides an opportunity to develop these skills and characteristics. A comprehensive examination is required.
Students who have an Elementary Certificate may earn Bilingual Education certification upon completion of this program and the Texas Oral Proficiency Test (TOPT).
Degree Requirement:
EDCI 6300 Introduction to Research
EDCI 6312 Educational Measurement
Professional Development: 12 hours
READ 6309 Topics in Reading
EDCI 6319 Practicum in Bilingual Education
EDCI 6322 The Bilingual Child
EDCI 6324 Second Language Teaching: Theory & Methodology
Specialization Area: 12 hours
Language Component: 6 hours
SPAN 6341 Special Studies in Spanish Literature is required and
ENGL 6354 Linguistics and Reading or
ENGL 6355 Second Language Acquisition
Socio-Historical Component: 6 hours
SOCI 6313 American Minorities or
SOCI 6323 The Mexican-American People and
HIST 6314 Brownsville and Matamoros History or
HIST 6316 Studies in Mexican and American Heritages
Resource Area: 6 hours
EPSY 6302 Advanced Educational Psychology is required and
EDCI 6388 Socio-Cultural Foundations of Education
EDCI 6327 ESL Techniques in the Content Area
M.Ed. - Elementary Education
36-Hour Thesis/Non-thesis Program
Non-Certification Option
Dr. Paula Parson, Advisor -Tandy 235 -544-8865 -pparson@utb1.utb.edu
Dr. Kathy Bussert-Webb, Advisor -Education #23 -983-7595 ¥kbwebb@utb1.utb.edu
The Master of Education degree with a major in Elementary Education is designed for those individuals who wish to develop:
– the ability to integrate knowledge of human development with subject content;
– creative skills in new and modern pedagogy to provide an environment conducive to learning and positive self-concept in children; and
– an appreciation for the role of research and scholarly activities in professional growth. A comprehensive examination is required.
Degree Requirement:
EDCI 6300 Introduction to Research
EDCI 6312 Educational Measurement
Professional Development: 9 hours
EPSY 6302 Advanced Educational Psychology
EPSY 6311 Advanced Child Psychology
EDCI 6322 The Bilingual Child
EDCI 6330 The Curriculum in the Elementary School
EPSY 6360 Introduction to Guidance and Counseling
EDCI 6367 Statistical Methods
EDSU 6370 Supervision of Instruction
Content Courses: 12 hours
READ 6301 Foundations of Literacy Instruction
READ 6309 Topics in Reading
READ 6310 Child and Adolescent Literature
READ 6323 Problems in the Teaching of Reading
READ 6329 Diagnostic Teaching of Reading
READ 6369 Internship in Literacy Leadership
EDCI 6330 The Curriculum in the Elementary School
Resource Area: 9 hours
Nine hours from any of the graduate level courses outside the major or minor fields may be taken as resource area courses. Students who desire to complete the thesis will substitute EDCI 7300 and EDCI 7301 for six semester hours in the Resource Area for the non-certification option or six semester hours from Professional Development in the certification option.
M.Ed. - Elementary Education
36-Hour Thesis/Non-thesis Program
Professional Elementary Certification
Dr. Iliana Alanis, Advisor -Tandy #255-983-7268 -ialanis@utb1.utb.edu
Dr. Elva Cerda PŽrez, Advisor -Education #32 -982-0121 -ecperez@utb1.utb.edu
Students who are teacher certified and wish to receive Texas Professional Elementary Certification along with their M.Ed. degree in Elementary Education must pursue the following program:
Degree Requirement:
EDCI 6300 Introduction to Research
EDCI 6312 Educational Measurement
Minor Courses: 12 hours
Twelve semester hours of graduate level coursework in one of the following content areas or a combination of two content area fields divided 9-3 or 6-6: Biology, English, Government, History, or Spanish.
Professional Development: 6-12 hours
Six to 12 semester hours selected from the two courses below and the Professional Development courses for the M.Ed. in Elementary Education given above:
READ 6301 Foundations of Literacy Instruction
EDAD 6397 Analysis of Teaching Behavior
Resource Area: 6-9 hours
Six hours from any of the graduate level courses outside the major or minor fields may be taken as resource area courses. The following courses are recommended:
READ 6309 Topics in Reading
READ 6323 Problems in the Teaching of Reading
READ 6329 Reading Assessment and Intervention
Students who desire to complete the thesis will substitute EDCI 7300 and EDCI 7301 for six semester hours in the Resource Area for the non-certification option or six semester hours from Professional Development in the certification option. A comprehensive examination is required.
M.Ed. - Counseling & Guidance
39-Hour Thesis/Non-thesis Program
Dr. Alma G. Leal, Advisor -Education #15B -982-0122 -agleal@utb1.utb.edu
Dr. Charles Comeaux, Advisor -Education #17 -982-0251 -chuckc@utb1.utb.edu
Professional Counselor Certification - All-Level
The Counseling and Guidance Program prepares qualified counselors who can work with diverse populations in a variety of settings. The program promotes the development and application of counseling and research skills applicable to the role of the school/professional counselor. The program also focuses on personal growth, the development of ethical behavior and professionalism, and a commitment to provide the best possible education in counseling services to graduate students.
The curriculum of the program is for the preparation of school counselors and meets criteria of the Texas State Board for Educator Certification for endorsement of a school counselor. The program also provides additional coursework and experiences required prior to an individual applying for a temporary license in order to begin a supervised internship for state licensure as a Licensed Professional Counselor.
Oral Interview
Students are required to participate in an Oral Interview, after completion of or during the semester they are completing EDCI 6300, EPSY 6360, EPSY 6362, and EPSY 6363. The oral must be taken prior to completing 18 semester hours of coursework. The Oral Interview is an evaluative and diagnostic activity conducted by program faculty to assess student work and progress in the program. Interviews are held each Fall and Spring semester at times and locations announced in classes and posted on bulletin boards in the Education Building.
Degree Requirement: 6 hours
EDCI 6300 Introduction to Research
EDCI 6312 Educational Measurement (Elementary) or
EDCI 5342 Tests and Measurements for the Secondary Classroom Teacher (Secondary)
The Guidance Program: 3 hours
EPSY 6360 Introduction to Guidance and Counseling
The Pupil Served: 6 hours
EPSY 6304 Human Growth and Development
EPSY 6364 Multicultural Counseling
Resource Area: 24 hours, the following 18 hours are required
EPSY 6314 Psycho-Educational Assessment I
EPSY 6345 Educational and Occupational Information
EPSY 6362 Theories and Techniques in Counseling
EPSY 6363 Personal Growth
EPSY 6365 Counseling Practicum I
EPSY 6368 Group Counseling
EPSY Electives - Six hours to be selected in consultation with the Faculty Advisor. Students who choose to complete the thesis will take EDCI 7300 and 7301.
Students who wish to seek licensure in counseling should contact their advisor prior to beginning this program. A comprehensive examination is required. The ExCET in Counseling is required for students pursuing Professional School Counselor Certification.
M.Ed. - Curriculum & Instruction
36-Hour Thesis/Non-thesis Program
Elementary Education: Dr. Iliana Alanis, Advisor -Tandy #255 -983-7268 -ialanis@utb1.utb.edu
Secondary Education: Dr. James Telese, Advisor -Education #30 -548-8702 -jtelese@utb1.utb.edu
Dr. Jaime Garcia, Advisor -Education #29 -548-8703 -jhgarcia@utb1.utb.edu
Dr. Bobbette Morgan, Advisor -Education #31- 983-7965-bmorgan@utb1.utb.edu
The major in Curriculum and Instruction is designed to prepare master teachers and graduates with instructional leadership skills. It has three major objectives:
– to provide knowledge, skills, attitudes, and applicable research skills in curriculum and pedagogy;
– to develop master teachers to serve as teacher educators, mentors, clinical teaching faculty, and peer coaches;
– to provide experience in educational research related to effective educational practice in field-settings.
The major in Curriculum and Instruction is designed to serve the many educators who desire a program with an emphasis on instructional leadership and effective teaching. This major is responsive to the needs of the South Texas educational community and to state and national priorities for restructuring and delivering teacher education programs. A comprehensive examination is required. Students choosing the thesis option will take EDCI 7300 and 7301 in lieu of six hours of electives.
Required Courses: 15 hours
EDCI 6300 Introduction to Research
EDCI 6334 Curriculum Development
EDTC 6320 Instructional Technology
Elementary Level
EDCI 6330 Curriculum in the Elementary School
EDCI 6322 The Bilingual Child
Secondary Level
EDCI 6331 Curriculum in the Secondary School
EDCI 6353 Teaching the Culturally Different Secondary Learner
Electives: 12 hours
EDCI 6302 Field Research Methodology
EDCI 6303 Peer Coaching
EDCI 6304 Learning and Cognition
EDCI 6312 Educational Measurement
EDCI 6336 Problems in Education
EDCI 6341 Teaching and Learning Algebraic Concepts
EDCI 6342 Topics in Science Education
EDCI 6343 Teaching Geometric Concepts
EDCI 6344 Current Issues - Research in Science Education
EDCI 6346 Environmental Education Methods
EDCI 6348 Science Education Project
EDCI 6349 Current Issues and Research in Mathematics Education
Specialization: 9 hours
Courses to be selected from another area in education or an academic discipline with approval of the Graduate Advisor. With careful selection of specialization courses, students can meet course requirements for a temporary certificate in administration or a permit in supervision.
M.Ed. – Curriculum and Instruction
36-Hour Non-thesis Program
Emphasis in Mathematics Education
Elementary Education: Dr. Leo Coronado, Advisor -Education #28 -982-0240 -leoc@utb1.utb.edu
Secondary Education: Dr. James Telese, Advisor -Education #30 -548-8702 -jtelese@utb1.utb.edu
The options are designed for mathematics teachers who desire to improve their knowledge of pedagogy and content. The program is designed to emphasize instructional leadership and effective teaching in mathematics and has been approved by some area school districts for additional stipends.
Elementary Option
Curriculum and Instruction Core: 15 hours
EDCI 6300 Introduction to Research
EDCI 6330 Curriculum in the Elementary School
EDCI 6334 Curriculum Development
EDCI 6304 Learning and Cognition
EDCI 6302 Field Research Methodology
Mathematics Education Core: 12 hours
EDCI 6341 Teaching Algebraic Concepts
EDCI 6343 Teaching Geometric Concepts
EDCI 6349 Current Issues and Research in Mathematics Education
Mathematics Content: 9 hours
MATH 5305 Modern Geometry
MATH 5364 Mathematical Modeling
MATH 5373 Foundations of Mathematics
MATH 6351 Modern Algebra
MATH 6357 Advanced Calculus
Secondary Option
Curriculum and Instruction Core: 15 hours
EDCI 6300 Introduction to Research
EDCI 6331 Curriculum in the Secondary School
EDCI 6334 Curriculum Development
EDCI 6304 Learning and Cognition
EDCI 6302 Field Research Methodology
Mathematics Education Core: 9 hours
EDCI 6341 Teaching Algebraic Concepts
EDCI 6343 Teaching Geometric Concepts
EDCI 6349 Current Issues and Research in Mathematics Education
Mathematics Content: 12 hours
MATH 5305 Modern Geometry
MATH 5364 Mathematical Modeling
MATH 5373 Foundations of Mathematics
MATH 6351 Modern Algebra
MATH 6357 Advanced Calculus
M.Ed. – Curriculum and Instruction
36-Hour Non-thesis Program
Emphasis in Science Education
Elementary Education: Dr. Leo Coronado, Advisor -Education #28 -982-0240 -leoc@utb.edu
Secondary Education: Dr. Reynaldo Ramirez, Advisor -Education #18 ¥982-0201-reyr@utb.edu
Dr. Elva Laurel, Advisor -Education #10 -982-0251 -elaurel@utb.edu
The options are designed for science teachers who desire to improve their knowledge of pedagogy and content. The program is designed to emphasize instructional leadership and effective teaching in science and has been approved by some area school districts for additional stipends.
Elementary Option
Curriculum and Instruction Core: 15 hours
EDCI 6300 Introduction to Research
EDCI 6330 Curriculum in the Elementary School
EDCI 6334 Curriculum Development
EDCI 6304 Learning and Cognition
EDCI 6302 Field Research Methodology
Science Education Core: 12 hours
EDCI 6342 Topics in Science Education
EDCI 6344 Current Issues and Research in Science Education
EDCI 6346 Environmental Education Methods
EDCI 6348 Science Education Project
Science Content: 9 hours
May be chosen from approved graduate science courses. See Graduate Course Offerings in the School of Science, Mathematics and Technology.
Secondary Option
Curriculum and Instruction Core: 15 hours
EDCI 6300 Introduction to Research
EDCI 6331 Curriculum in the Secondary School
EDCI 6334 Curriculum Development
EDCI 6304 Learning and Cognition
EDCI 6302 Field Research Methodology
Science Education Core: 9 hours
EDCI 6342 Topics in Science Education
EDCI 6344 Current Issues and Research in Science Education
EDCI 6346 Environmental Education Methods
EDCI 6348 Science Education Project
Science Content: 12 hours
May be chosen from approved graduate science courses. See Graduate Course Offerings in the School of Science, Mathematics and Technology.
M.Ed. – Early Childhood Education
36 Hour Thesis/Non-thesis Program
Dr. Georgianna Duarte, Advisor -Education #27 -982-0257 -duarte@utb.edu
The major in Early Childhood Education is aimed at accomplishing two major goals:
– to develop knowledge and skills in curriculum (what to teach) and instruction (how to teach) in early childhood education; and
– to provide experience in educational research related to the education of the young child.
A comprehensive examination is required.
Required Courses: 30 hours
EDCI 6300 Introduction to Research
EPSY 6304 Human Growth and Development
EDEC 6301 Major Theories in Early Childhood Education
EDEC 6302 Instructional Planning & Curriculum Development for the Early Childhood Classroom
EDEC 6303 First & Second Language Acquisition
EDEC 6304 Children’s Literature
EDEC 6307 Emergent Literacy in Early Childhood Education
EDEC 6308 Graduate Internship in Early Childhood Education
EDEC 6310 Problems in Early Childhood Education
EDCI 6388 Socio-Cultural Foundations of Education
Electives: 6 hours
Six hours of courses in bilingual education or six hours of thesis. An elementary certified teacher can add an early childhood endorsement by completing 15 hours of specific courses within this program and one year of teaching in an early childhood classroom. Contact Graduate Advisor for information. EDEC 6310 may be taken twice if the topic is different.
M.Ed. - Educational Technology
36-Hour Thesis/Non-thesis Program
Dr. Michael Sullivan, Advisor -Education #20 -982-0266 -msullivan@utb.edu
The major in Educational Technology is designed to prepare teachers and other educators to:
– use instructional technology (computers, telecommunications and related technology) as resources for and deliverers of instruction,
– serve as facilitators or directors of instructional technology in educational settings, and/or
– be developers of instructional programs and materials for the new technologies.
The program will focus on the theory, research and applications related to the field of educational technology. A comprehensive examination is required. Revisions to the current degree requirements are being considered. Please check the program web site for the most current requirements. The web site is available at http://edtech.utb.edu and periodically updated with any changes in courses and degree requirements.
Required Courses: 24 hours
EDCI 6300 Introduction to Research
EDCI 6304 Learning and Cognition
EDTC 6320 Instructional Technology
EDTC 6321 Instructional Design
EDTC 6323 Multimedia/Hypermedia
EDTC 6325 Educational Telecommunications and Data Networks
EDTC 6329 Selected Topics in Educational Technology
EDTC 6332 Internship in Educational Technology
Electives: 12 hours
Students will select 12 hours of electives based upon their professional needs and academic interests. These electives should come from either education courses, specific content area courses (such as mathematics, reading, e), or technology-related courses. Other courses will be considered as appropriate electives. Please contact either Joanne Beriswill or Michael Sullivan for further information concerning the selection of electives.
M.Ed. - English as a Second Language
36-Hour Thesis/Non Thesis Program
Dr. Graciela Rosenberg, Advisor -Education #33 -982-0267 -gprosen@utb.edu
Dr. Elva Cerda Perez, Advisor -Education #32 -982-0121 -ecperez@utb.edu
The major in English as a Second Language (ESL) will prepare students in the advanced study of theory and research in the teaching of ESL and in the application of that theory and research to improve policy and practice in the ESL field. A comprehensive examination is required.
Required Courses: 27 hours
EDCI 6300 Introduction to Research
EDCI 6324 Second Language Teaching: Theory and Methodology
ENGL 6355 Second Language Acquisition
EDCI 6388 Socio-Cultural Foundations of Education
EDCI 6327 ESL Techniques in the Content Area
EDCI 6325 ESL for International and Intercultural Settings
EDCI 6326 Current Practices in Adult ESL Settings
EDCI 6328 Problems in Teaching English as a Second Language
EDCI 6320 Practicum in Teaching English as a Second Language
Electives: 9 hours
Nine hours of coursework in education, business, or the liberal arts. A certified teacher can add an ESL or bilingual endorsement by completing 12 hours of specific courses, teaching one year in an ESL or bilingual classroom, and taking appropriate tests. Contact the Graduate Advisor for information. For students in the thesis option, EDCI 7300 and 7301 will be taken in lieu of six hours of electives.
M.Ed. - Reading Specialist
36-Hour Program
Dr. Dianne Johnson, Advisor -Tandy Hall #239 -544-8269 -djohnson@utb.edu
Dr. Javier Ayala, Advisor -Tandy Hall #231 -548-6516 -ayala@utb.edu
Dr. Kathy Bussert-Webb, Advisor -Education #23 -983-7595 -kbwebb@utb.edu
All-Level Professional Reading Specialist Certification
This major is designed to provide knowledge and skills in reading instruction. Coursework is required in reading instruction, diagnostic and intervention techniques, linguistics, language arts, child/adolescent literature, research and testing and measurement. A written comprehensive examination is required. The following are required for students holding the Elementary or Secondary Provisional Certification:
Degree Requirement: 6 hours
EDCI 6300 Introduction to Research
READ 5313 Reading Tests
Reading Area: 18 hours
READ 6301 Foundations of Literacy Instruction
READ 6309 Topics in Reading
READ 6310 Child and Adolescent Literature
READ 6323 Problems in the Teaching of Reading
READ 6329 Assessment and Intervention
READ 6369 Internship in Literacy Leadership
Resource Area: 6 hours
SOCI 6313 American Minorities
ENGL 6354 Linguistics and Reading
Professional Development: 6 hours (All students)
For students holding an Elementary Provisional Certificate
EDCI 6330 Curriculum in the Elementary School, and
EPSY 6311 Advanced Child Psychology, or
READ 5323 Teaching Reading to the Elementary Student*
(Students who took READ 3323 at the undergraduate level, should take EPSY 6311.)
For students holding a Secondary Provisional Certificate
EDCI 6331 Curriculum in the Secondary School, and
EPSY 6341 Advanced Adolescent Psychology, or
READ 5351 Teaching Reading to the Secondary Student**
(Students who took READ 4351 at the undergraduate level should take the EPSY 6341 option.)
M.Ed. - Special Education
36 to 39 -Hour Thesis/Non-thesis Program
Dr. Ralph Hausman, Advisor -Education #26 -982-0265 -rhausman@utb1.utb.edu
Dr. Mary Curtis, Advisor -Education #25 -982-0259 -mcurtis@utb1.utb.edu
Dr. Steve Chamberlain, Advisor -Education #26 -548-8703 -schamberlain@utb1.utb.edu
The major in special education offers two options for graduate students: Option I offers a balanced curriculum in the advanced study of the special education field with a focus on the bilingual child. Candidates will develop knowledge and skills in the theory, research and practice of special education so as to become master special education teachers or to serve as consultants, trainers, curriculum directors for other teachers, support personnel or parents. Option II offers advanced study of non-discriminatory assessment and methods of remediation of special needs children, with a focus on the bilingual child. Candidates will develop knowledge and skills in administering standardized and non-standardized assessment instruments as well as the interpretation of test data. Candidates will become experts in diagnostic procedures, relevant remediation needs of school age children, and conducting mandatory meetings with parents and other school personnel
Students in both options will gain knowledge and develop skills in the following program elements:
- normal and abnormal child development
- major issues and trends within special education
- historical and philosophical foundations of special education
- legal aspects of special education
- perspectives of leaders in the field
- nonbiased testing and evaluation techniques
- remediation and intervention strategies
- curriculum, instruction and classroom management in special education, and
- the application of assistive technology in the assessment and instructional process.
Courses in both options are sequenced with prerequisites and must be taken in the order listed (Foundations Courses, Core Courses and finally Advanced Courses). Students are required to meet with their advisor each semester before registering. It is necessary that students take two courses each semester in order to finish within a 2-year period. Students who chose to take one course at a time or student who must dropout of a course in sequence will need 3 or 4 years to complete the program. Since courses are offered only one a year, it is not possible to complete this program in less than 2 years.
A comprehensive examination is required of all students in both options. An ExCET is required by the state for candidates seeking new certificate. It is recommended that students take both exams during their practicum semester.
Required Course Sequence (36): Option I-Generic Special Education
Foundation Courses:
EDCI 6300 Introduction to Research
SPED 6301 Psychology of the Exceptional Child
SPED 6303 The Bilingual Child with Exceptional Needs
*A foundation elective from minor
Core Courses:
SPED 6305 Measurement and Test Interpretation
SPED 6302 Educating Children with Learning and Behavior Problems
SPED 6307 Educating Children with Mental Retardation
*A core elective from minor
Advanced Courses:
SPED 6306 Selected Topics in Special Education (May be taken twice)
SPED 6309 Diagnosing Academic Problems
*Two advanced courses from minor (or 6 hours of thesis, which must be successfully defended to his/her Thesis Committee)
*Electives may be chosen in one of these related fields: Educational Administration, Counseling, or Elementary Education. These courses could apply towards a temporary certificate in the minor. Students must speak with an advisor from the chosen minor and follow the preferred sequence of courses.
Required Course Sequence (39): Option II-Educational Diagnostician
Foundation Courses:
EDCI 6300 Introduction to Research
SPED 6301 Psychology of the Exceptional Child
EPSY 6304 Human Growth and Development
SPED 6303 The Bilingual Child with Exceptional Needs
Core Courses:
SPED 6305 Measurement and Test Interpretation
SPED 6302 Educating Children with Learning and Behavior Problems
SPED 6307 Educating Children with Mental Retardation
SPED 6306 Selected Topics in Special Education
Advanced Courses:
READ 6329 Reading Assessment and Intervention
SPED 6309 Diagnosing Academic Problems
EPSY 6315 Psycho-Educational Assessment for Special Populations**
Practicum:
SPED 6600 Practicum in Diagnostic and Intervention Procedures***
There are no electives in this option. Both Comprehensive examinations and ExCETs should be scheduled during the practicum semester.
**EPSY 6315 is intended as the last course before the practicum. Students must speak with their advisor each semester in order to maintain the appropriate sequence of courses.
*** Students enrolling in SPED 6600 must have completed all other courses in the program.
M.Ed. - Educational Administration
36-Hour Program
Dr. Cindy Bradford, Advisor -Education #21 -982-0273 -cbradford@utb.edu
Dr. AndrŽs Vallado, Advisor -Education #15A -982-0258 -anvallado@utb.edu
The educational administrator’s program is designed to produce change-oriented administrators who can provide administrative leadership and are competent in site-based school management, organization, school law, finance, and contemporary personnel practices. Upon completion of the degree and the additional 15 semester hours, the student may earn the Principal Certificate. An oral interview and written comprehensive examination are required.
Degree Requirement: 6 hours
EDCI 6300 Introduction to Research
EDCI 6367 Statistical Methods or
EDCI 6312 Educational Measurement
Specialized Preparation: 9 hours
EDAD 6337 Administration of Special Instructional Programs
EDAD 6338 The Principalship
EDAD 6397 Analysis of Teaching Behavior
*Common Core: 12 hours
EDCI 6330 The Curriculum in the Elementary School, or
EDCI 6331 The Curriculum in the Secondary School
EDAD 6384 Introduction to Educational Administration
EDSU 6370 Supervision of Instruction
EDAD 6385 Public School Law
Resource Area: 9 hours
Three hours selected from
EDCI 6388 Socio-Cultural Foundations of Education, or
SOCI 6313 American Minorities
Six additional hours from Educational Technology, Special Education, Bilingual Education, Reading, Early Childhood, Sociology, Psychology, Business, or Economics with the Advisor’s Approval.
Professional Principal (formerly-Middle Management) Certification Program
After obtaining the M.Ed. degree in Educational Administration, the student wishing to obtain a Professional Principal Certificate must complete:
Requirements
EDAD 6389 Administration of School Business Services (School Finance)
EDCI 6334 Curriculum Development
EDAD 6398 Internship in Middle Management
Six hours of electives selected from the following courses. Other selections may be made with approval of advisor.
EDAD 6381 Problems in Organization & Administration of Public Schools
EDAD 6386 Administration of Pupil Personnel Services
EDAD 6393 Administration of Staff Personnel
EDCI 6336 Problems in Education
EDAD 6336 Topics in Educational Administration (May be counted twice if the problems are different.)
Additional requirements for a school principal certificate are a provisional teacher certificate and two years minimum creditable classroom teaching experience.
Temporary Principal’s Certificate
Current Texas regulations permit issuance of a temporary certificate to persons being employed as administrators prior to their completing the requirements for full certification. This temporary certificate will be valid for five years and cannot be renewed. UTB/TSC will recommend applicants for the Temporary Principal’s Certificate if the following criteria are met:
1. Assistant Principal
a. a bachelor’s degree
b. a Provisional Teacher’s Certificate
c. two years of creditable classroom teaching experience
d. admission into the Graduate Program
e. 12 graduate hours of the core required for the Temporary Certificate
f. approval by the Department for the Administrator’s Program
g. a completed application for the Temporary Assistant Principal’s Certificate
h. a money order or cashier’s check for the appropriate fee payable to the Texas Education Agency
2. Principal - all requirements for Assistant Principal Temporary Certificate and a Master’s degree.
Additional information is available at the Certification Office in the School of Education.
Professional Superintendent Certificate Program
The Professional Superintendent Program is designed to prepare individuals with needed skills and abilities to focus effectively on creating schools for a rapidly changing modern multicultural society. The program has been planned for individuals who have demonstrated administrative skills, who exhibit leadership potential, and who desire to work in central office administrative positions.
Admission Requirements
Admission to the Professional Superintendent Program will be determined by the Department Admissions Committee for the Superintendent Certificate based on the following:
- Submission of admittance form
- Master’s degree
- Professional Mid-Management Certificate
- Minimum GPA of 3.6 based on all graduate courses
- Submission of recent GRE scores.
- Portfolio of professional experience (to be developed in consultation with Faculty Advisor)
- Three letters of reference from persons who have supervised applicant or have recent knowledge of applicant’s professional performance
- Letter of recommendation from Superintendent, Deputy Superintendent or equivalent of applicant’s employing, or last employing, school district
- Approval by the Department Admissions Committee for the Superintendent Certificate following the oral interview.
Temporary Superintendent Certificate
Current Texas certification regulations permit issuance of a Temporary Superintendent Certificate, valid for five years, nonrenewable. To be recommended for the Temporary Superintendent Certificate, a student must meet the following criteria:
- Hold a Professional Mid-Management Certificate
- Have admission to the Superintendent Certificate Program
Professional Superintendent Certificate
In addition to the above requirements for the temporary certificate, to be eligible for recommendation for the Professional Superintendent Certificate a student must complete the courses (15 hours) as outlined below, pass the ExCET for the Superintendent Certificate (ExCET Test 64), complete the application for certification form and furnish a money order or cashier’s check for the required fee.
Required courses: 6 hours
EDAD 7338 The Superintendency
EDAD 7398 Internship for the Superintendent
Electives: Select 9 hours from the following
EDAD 7384 Educational, Social, Political Problems for the Superintendency
EDAD 7389 Texas Public School Finance
EDAD 7390 Administration of School Facilities
EDAD 7393 Administration of Programs for Special Populations
Graduate Courses in Education
Bilingual Education (BILC)
BILC 6361 Issues in Dual Language Education
This course focuses on the psychological, sociocultural, cognitive, and cultural factors that shape bilingual education programs. Students will analyze trends, issues and innovations in the field. Readings will provide opportunities to reflect on the current and future status of bilingual education. This course is taught in Spanish.
Prerequisite: Admission to Graduate School and EDEC 6303 Lec 3, Cr 3
BILC 6362 Principles of Curriculum Development in Dual Language Programs
This course will examine the current research and best practices that shape bilingual education curricula. Students will discuss factors influencing cognitive, linguistic, and social development and apply this knowledge to instructional contexts across the curriculum. In addition, the complexities in assessing a bilingual child will be discussed. This course is taught in Spanish and English. Prerequisite: BILC 6361 Lec 3, Cr 3
BILC 6363 Literatura Infantil
The focus of this course is to develop an appreciation of poems, short stories, theatre and novels for children, written originally in Spanish by authors from diverse regions of the Spanish speaking world. Students will be required to analyze and interpret texts from a literary perspective. Students will examine various strategies to incorporate children’s literature into the curriculum as well as assess the ethical and aesthetic value of texts. All lectures, reading, papers, presentations and examination are in Spanish. Prerequisite: BILC 6362 and Concurrent Enrollment in BILC 6364 Lec 3, Cr 3
BILC 6364 Foundations of Literacy Instruction in Spanish
Models of reading instruction and the components of a Spanish reading program for native speakers will be investigated from multiple perspectives. Students will examine practical classroom applications, the historical development of literacy, and the processes that affect acquisition and development of literacy in the home and school. This course is taught in Spanish. Prerequisite: BILC 6362 and Concurrent Enrollment in BILC 6363 Lec 3, Cr 3
BILC 6365 Seminar in Dual Language Education
The focus of this course is for students to integrate research, pedagogy, and critical thinking in the development and implementation of dual language education programs. Students will conduct readings on critical issues in the field of bilingual education and engage in classroom debates and presentations. Students will be required to complete and action research project involving technology as well as an integrated review of the literature in bilingual education. Prerequisite: BILC 6363 and BILC 6364 Lec 3, Cr 3
Educational Administration (EDAD)
EDAD 6336 Topics in Educational Administration
This course presents and examines current topics in public school administration. Topics will focus on current best practices in school administration. Examples of topics include, but are not limited to, grant writing, conducting hearings for student discipline cases, teacher terminations, curriculum issues, and developing effective school public relations. This course may be repeated once when the topic changes. Lec 3, Cr 3
EDAD 6337 Administration of Special Instructional Programs
Emphasis is placed on the administration of special elementary and secondary school programs including career, vocational, special, compensatory, bilingual, and gifted and talented education. Lec 3, Cr 3
EDAD 6338 The Principalship
A study of the unique functions of a principal in administering elementary, middle, junior and secondary schools. Special emphasis is on the principal’s leadership in management and instruction. Lec 3, Cr 3
EDAD 6381 Problems in Organization and Administration of Public Schools
Research, readings and study of the organization and administration of elementary and secondary schools; analysis of the role of middle management personnel in improving instruction; analyses of administrative functions and leadership styles are emphasized. Lec 3, Cr 3
EDAD 6384 Introduction to Educational Administration
An overview of public school administration introducing such topics as processes of organization and administration of instructional staff, personnel, finance, leadership roles, curriculum, physical plant operation, maintenance, and legal aspects. Lec 3, Cr 3
EDAD 6385 Public School Law
Constitutional provisions, statutory laws, court decisions, torts and regulations governing public schools with special reference to their influence upon the administration and function of public schools. Lec 3, Cr 3
EDAD 6386 Administration of Pupil Personnel Services
A problems approach to understanding, developing and managing special pupil services of concern to teachers, counselors, supervisors and administrators. Lec 3, Cr 3
EDAD 6389 Administration and Organization of School Business Services
Principles and procedures of developing and managing a sound financial plan for local school districts with emphasis on Texas Educational Agency financial and accounting procedures. Emphasis on school law, taxation, property management and maintenance, school transportation and managing business personnel. Lec 3, Cr 3
EDAD 6393 Administration of School Staff Personnel
Analysis of personnel organization, administration and function in school systems; relationships of various school positions; a study of ethics, welfare, security and professional improvement. Lec 3, Cr 3
EDAD 6397 Analysis of Teaching Behavior
Methods of gathering, analyzing and interpreting data in leadership conferences with student teachers, interns and teachers; applying technology in evaluating skills to show effective behavior. Required of all principals. Emphasis is placed on the Texas Teacher Appraisal System (TTAS). A pass/fail grade will be assigned. Prerequisite: EDSU 6370. Lec 3, Cr 3
EDAD 6398 Internship in Middle Management
A field-based course in which students practice skills and theories acquired as they assume responsibilities associated with each of the middle management positions in local school districts. A pass/fail grade will be assigned. Prerequisite: Approval of Department. Lec 3, Cr 3
EDAD 7338 The Superintendency
Using field-based applications, as appropriate, to study the unique roles, duties, and responsibilities of the superintendency. Successful students will exhibit competence in strategic planning, collaborative decision making, public information, student activities, community involvement, personnel management, instructional leadership, financial management, board relations, school governance, and other areas of importance to the superintendency. This will be the first course taken for the Superintendent’s Endorsement. Prerequisite: Approval of Department Lec 3, Cr 3
EDAD 7384 Educational Social Political Problems and the Superintendency
This course deals with the interrelationships of the local district with other political subdivisions in the community and a study of the impact of power structures upon the district. Professional and nonprofessional organizations, power structures, diverse cultural and ethnic groups, demographic trends, sociological issues, and community expectations are studied to determine their influences upon educational decisions. Prerequisite: Approval of Department Lec 3, Cr 3
EDAD 7389 Texas Public School Finance
Participants will engage in advanced studies on the impact of school districts in equity issues, taxation, statutory mandates, district budget preparation and approval, fiscal management, and business operations of school systems. Prerequisite: Approval of Department Lec 3, Cr 3
EDAD 7390 The Administration of School Facilities
Candidates will study the roles of the superintendent and board of trustees in developing and implementing finance programs for capital outlay. Topics include the following: communications, planning new building programs, conducting needs assessments, developing educational specifications, selecting and working with architects, maintaining school facilities, and arranging for supervision of construction and installations. Prerequisite: Approval of Department Lec 3, Cr 3
EDAD 7393 Administration of Programs for Special Populations
This course deals with competencies required to administer, from a district-wide perspective, programs for special populations, such as students in special education, at-risk, with limited English proficiency, in gifted and talented programs, and in vocational education. The requirements of state and federal legislation, such as ADA and Section 504, will be reviewed. Cooperation with community agencies, selection and assignment of personnel, allocation of resources, pupil personnel management and other instructional programs will be emphasized. Prerequisite: Approval of Department Lec 3, Cr 3
EDAD 7398 Internship for the Superintendent
This course is designed to provide future superintendents with competence in such areas as instructional leadership, resource management, human resource development, and systematic evaluation through on-the-job experiences under the guidance of an experienced practicing superintendent, assistant superintendent or other central office administrator and under the supervision of a faculty member of the School of Education, Educational Administration program. Prerequisite: Approval of Graduate Advisor Lec 3, Cr 3
Curriculum and Instruction (EDCI)
EDCI 5342 Tests and Measurement for the Secondary Classroom Teacher
This course emphasizes the role of the teacher in selecting and administering standardized achievement and diagnostic tests and in interpreting and using test results to direct learning in the classroom. Lec 3, Cr 3
EDCI 6136 Topics in Education
This course emphasizes current innovations and best practices in education. Credit may be applied toward professional development credit or the graduate programs in education when appropriate. May be repeated for credit as topics change for a maximum of six semester credit hours towards the graduate degree. Lec 1, Cr 1
EDCI 6300 Introduction to Research
Introduction to research techniques; identification of problems, research designs and data gathering procedures. The planning and design of research proposals and projects are emphasized. The course must be completed or in progress before the student applies for the oral interview. Lec 3, Cr 3
EDCI 6301 Instructional Technology in Teaching
An advanced course designed to provide students the opportunity to acquire skills, insight and practice in selecting, using, producing and managing teaching tools. The course is helpful to teachers and other who want to direct instructional media centers in public schools. Lec 3, Cr 3
EDCI 6302 Field-Research Methodology
This course is an introduction to field-based research methodologies with an emphasis on the teacher as a researcher and on reflective teaching and teaching as decision-making. This is a field-based course. Lec 3, Cr 3
EDCI 6303 Peer Coaching
This course, focused on improvement of instruction and the attainment of school improvement goals, recognizes the role of peers as a component of planning, discussion, classroom observation, support, and sharing of ideas and materials. This is a field-based course. Lec 3, Cr 3
EDCI 6304 Learning and Cognition
This critical course focuses on topics, theories, and models of cognitive research and their implications for instructional practice and curriculum restructuring and design. This is a field-based course. Lec 3, Cr 3
EDCI 6312 Educational Measurement
The content of this course includes scaling, variance, item analysis, reliability and true score theories, and validity. These topics will be related to constructing and interpreting norm and criterion referenced measures, teacher made tests, and systematic observational scales. Lec 3, Cr 3
EDCI 6319 Practicum in Bilingual Education
Supervised practical experience in a bilingual/bicultural elementary classroom in which several of the essential components of a bilingual/bicultural education program will be analyzed and implemented by each participant with the cooperation of local school districts. Actual laboratory responsibility will be based on theoretical concerns, as field experiences will complement the principles governing community involvement, curriculum and instruction, instruction materials, staff development and assessment.
EDCI 6320 Practicum in Teaching English as a Second Language
This course provides field-based supervised practical experiences in an ESL classroom or other instructional settings. This course will be assigned a grade of pass or fail. Prerequisite: EDCI 6328 Lec 3, Cr 3
EDCI 6322 The Bilingual Child
This course studies the problems and strengths of bilingual children, with emphasis on the educational programs of multicultural, multi-ethnic elementary schools. Lec 3, Cr 3
EDCI 6324 Second Language Teaching: Theory and Methodology
A study of the acquisition of languages by bilingual children, focusing on the role of the child, the community and the school through various stages of language development, and the relationship of linguistic, cultural and conceptual processes within a bilingual/bicultural environment. Evaluating methods and materials for language teaching as these relate to social context and the principles of communication is stressed. Lec 3, Cr 3
EDCI 6325 ESL for International and Intercultural Settings
This course will emphasize compar