The School of Education
Dean: Jeanne Gerlach, Ed.D., Ph.D.
5th Floor, Hammond Hall • Box 19227 • 817-272-2591 • www.uta.edu/soe

The School of Education at The University of Texas at Arlington offers certification, and/or degree opportunities for persons interested in becoming elementary, middle-level, all-level, or secondary teachers and administrators. The State Board for Educator Certification (SBEC) defines the certification levels as follows: Elementary: Early Childhood-4th grade; Middle-level: 4th-8th grade; Secondary: 8th-12th grade. As part of a redesigned certification program, U.T. Arlington emphasizes experiential learning models through field-based applications. Students spend a majority of time in public school classroom settings applying acquired content knowledge to learning situations with (1) public school students, (2) master public school teachers who serve as mentors, (3) principals and other school administrators who are instructional leaders, and (4) experienced university professors and instructors who provide the bridges from theory to application in today’s diverse classrooms. In some cases, students may have additional experiences in private school settings.

Certification programs are designed to develop skilled and professionally competent teachers who have the ability to think critically and creatively. To acquire certification, teacher candidates must demonstrate mastery of the state-adopted Learner-Centered Proficiencies that relate to the following essentials for effective teaching:

• A knowledge base (experience in the teaching field)
• Instructional ability (ability to teach in ways that cause children to learn)
• Communication (skills in relating to others)
• Diversity (ability and desire to work with all children)
• Professional growth (ongoing growth and development as an educator)

Candidates for certification must actively demonstrate proficiency in the above essentials through assessment strategies such as individual portfolios, reflective journals and other performance-based assessments.

Non-degreed candidates seeking teacher certification must choose an appropriate academic major and earn a baccalaureate degree in addition to completing certification requirements. The School of Education offers the following degree options:

Bachelor’s of Arts degree in Child Studies leading to certification for Early Childhood – 4th grade Generalist or Early Childhood – 4th grade Bilingual Generalist. This degree is for community college transfer students who transfer under specific articulation agreements.

Bachelor’s of Arts or a Bachelor’s of Science degree in Interdisciplinary Studies with the following certification options: Early Childhood – 4th grade Generalist, Early Childhood – 4th grade Bilingual Generalist, Middle-level Generalist, Middle-level Math/Science Specialist, or Middle-level Language Arts/Social Studies Specialist.

Students interested in teaching certification for secondary level must select a major in an academic content area that is taught in the secondary schools. The following areas are available for secondary certification: history, government, composite social studies, mathematics, biology, chemistry, physics, composite science, English, journalism, speech, communication, theatre arts, Spanish, German, French, computer information systems, and physical education (as an option in athletic training degrees). All-level certification programs are available in music, art and physical education. A list of content area academic advisors is available on the School of Education Web site.

The U.T. Arlington School of Education also offers a variety of graduate level master’s degree programs in education leading to the Master of Education in Teaching (M.Ed.T.), the Master of Education (M.Ed.) in Curriculum and Instruction, the Master of Education (M. Ed.) in Educational Administration. Professional certification programs are also available in the following areas: Early Childhood – 4th grade, Middle-level, Secondary, Master Reading Teacher, Reading Specialist, English as a Second Language (ESL), Bilingual, Temporary Assistant Principal, Temporary Principal, Principalship and Superintendency. Candidates must meet all state and degree requirements for certification.

Candidates successfully completing all certification program requirements are recommended for certification in Texas to the State Board for Educator Certification (SBEC) by the School of Education.

Due to the ongoing program revisions necessary to meet new certification standards, specific degree programs are not listed in this two-year catalog. Please consult the School of Education Web site for current information on degree plans.

Admission, Enrollment and Program Continuation
Eligibility for Admission and Enrollment
Students seeking admission to the School of Education must meet specific criteria set by the School of Education and complete or satisfy the following requirements for unconditional admission:

• Satisfying the University’s credit hour requirements for admission to a degree plan as outlined on page 40 of this catalog.
• Petition for admission.
• Transcripts from each college or university the student has attended (reflecting all current/completed semesters).
• Meet School of Education requirements on the TASP: Reading-270; Writing-220; Math-230.
• Have a GPA of at least 2.75 (overall or for the last 60 hours, whichever is higher).
• Any other assessment requirements deemed necessary by the School of Education.

Eligibility for Program Continuation
Each candidate for certification must:

• Demonstrate suitability for admission to the teaching profession.
• Demonstrate knowledge of and adherence to the Code of Ethics and Standard Practices for Texas Educators.
• Demonstrate the speech competencies associated with proficient oral communication in instructional settings. If a student is found to be deficient in these competencies, successful completion of SPCH 3315 or an approved substitute will be required.
• Demonstrate progress through committee assessment of their teaching field(s) or specialization(s), and by maintaining a 2.75 GPA in all School of Education courses (with the exception of Kinesiology).

Continuation Committee: Should questions be raised by U.T. Arlington faculty or professional practitioners regarding a student’s program continuation, the student will be notified and invited to respond to the Continuation Committee within the School of Education. Candidates for certification who are required to withdraw from internship or residency must be reviewed by the Continuation Committee prior to consideration for an additional internship or residency assignment or to be eligible for a deficiency plan or a post-baccalaureate internship.

Certification
Transfer Students
Certification programs for transfer students will be designed on an individual basis. To qualify for a recommendation for certification, a minimum of 15 semester credit hours in professional education must be completed at U.T. Arlington.

Degreed Students
Students with baccalaureate degrees may take courses for initial teacher certification at the undergraduate level. Degreed students may choose the post-baccalaureate program for initial teacher certification which includes some courses at the graduate level. See the School of Education Web site or an academic advisor for details.

Please note: As changes in certification programs become necessary to meet new SBEC standards, the School of Education will make every effort to prepare students to meet the standards.

Internship Practicum, Inquiry Semester and Residency Practicum
Internship Practicum (EC - 4th Grade Certification)
Early Childhood - 4th Grade Internship is a semester that involves a block of courses centering around practicum experiences in a variety of settings where young children are served. Early Childhood - 4 Internship Semester requires concurrent enrollment in ECED 4308, 4310, 4311. One READ course (READ 4373, 4374 or 4376) may be taken with the Early Childhood - 4 Internship Block. Students will: (1) meet with instructors for discussions on course topics and classroom experiences, and (2) be assigned for a day or a day and a half in an approved PreK - 4 field setting for application of theory. Students may be offered opportunities for employment as early childhood teaching assistants. Students should complete all core and support system courses prior to the Intern semester. All students must meet all requirements (GPA, TASP scores and prerequisite courses) prior to Internship. The Intern semester is in the fall, begins and ends with the school district calendar and must immediately precede Residency.

Early Childhood - 4th Grade Residency (ECED 4687) is a full-time supervised and directed practice in approved prekindergarten - 4th grade classrooms. Students will have at least two placements: one in PreK or kindergarten and one in the primary grades. Residents who are employed as intern/resident early childhood teaching assistants in the fall will retain their positions for Residency. Residency is blocked with ECED 4314, 4319 and Resident Seminars, and those courses must be taken during the Resident semester. It is expected that only the blocked courses will be taken during the Resident semester. Residency must follow the Internship semester.

Inquiry Semester (Middle-level Certification)
The Inquiry Semester is a one-semester experience for students seeking middle-level certification. It follows the university calendar. The Inquiry Semester should immediately precede the Residency semester.

Eligible students must make application for the Inquiry Semester before the deadline early in the preceding semester. Middle-level applications are then sent to participating partner schools and students subsequently assigned to appropriate school sites by the Field Experience Office.

For purposes of determining eligibility for the Inquiry Semester, all applicable grades, including those earned at other institutions, will be used in the calculation of grade point averages.

To be eligible to enter the Inquiry Semester for middle-level certification, the student must:

• Have filed a degree plan with the School of Education.
• Have an overall (or last 60 hours) GPA of 2.75.
• Have completed at least 75 percent of the required hours in specialization area, including six advanced hours in an academic specialization(s).
• Have a minimum GPA of 2.75 in all School of Education courses (with the exception of Kinesiology).
• Have completed EDML 4300.
• Be concurrently enrolled in EDML 4370, EDML 4371, EDML 4372, READ 4373.

Middle-level certification candidates will spend two days each week in assigned schools working with supervising teachers, university faculty, and middle-level students. One-half of each day will be spent in the classroom working with the 4th-8th grade students under the supervision of the district teacher and university faculty. The other half of the day will be spent in classroom lecture at the district site.

Internship Practicum (Secondary Certification)
Internship practicum is a one-semester experience for students seeking Secondary certification. It follows the public school district calendar. The Internship semester should immediately precede the Residency semester.

Eligible students must make application for secondary internship before the deadline early in the semester preceding the internship assignment. Secondary intern applications are then reviewed by partner schools and students subsequently assigned by the Field Experience Office to appropriate school sites (based on student’s area of specialization and the partner school’s needs).

For purposes of determining eligibility for internship, all applicable grades, including those earned at other institutions, will be used in the calculation of grade point averages. Students are urged not to take more than 15 semester credit hours, including internship, during the internship semester.

Students should become familiar with the Internship Handbook prior to the internship assignment.

To be eligible to enter the Internship in the secondary certification program, the student must:

• Have filed a degree plan with major academic department and have provided a copy to the School of Education advising office.
• Have an overall (or last 60 hours) GPA of 2.75.
• Have completed at least 75 percent of the required hours in specialization/teaching field, including six advanced hours in an academic specialization(s).
• Have completed at least 9 semester hours of English course work with a minimum GPA of 2.5.
• Have a minimum GPA of 2.75 in all School of Education courses (with the exception of Kinesiology).
• Meet additional requirements as follows:

Secondary certification candidates will spend five instructional clock hours and a one-hour planning period per week in their assigned schools working with mentor teachers and secondary students. In addition, students are required to attend seminars throughout the semester.

Residency Practicum
Residency immediately follows Internship for students seeking Early Childhood - 4th grade certification or Secondary certification and the Inquiry Semester for students seeking Middle-level certification. It is a one-semester experience scheduled according to the public school district calendar that involves working with mentor teachers and EC-12 students in the school setting five days a week. Residency is considered to be full-time enrollment.

Students should become familiar with the Resident Handbook prior to the residency assignment.
For purposes of determining residency eligibility for all education students, the following must be completed:

• 2.75 GPA overall or last 60 hours.
• 2.75 GPA in all School of Education courses (with the exception of Kinesiology).
• Additional requirements specific to each certification level.

Recommendation to the State Board
for Educator Certification
To be eligible for certification under all programs, a candidate must meet specific criteria set by the School of Education, the University, and the State Board for Educator Certification. To be recommended to the State Board for Educator Certification for initial teacher certification, a student must have successfully completed the following:

A. All course work specified on the certification plan and required for certificate sought, including:
       • A baccalaureate degree.
       • All School of Education courses (with the exception of Kinesiology)
         with a grade of C or better and with a minimum GPA of 2.75.
B. For purposes of determining eligibility for certification, all applicable grades, including those earned at other institutions, will be used in the calculation of grade point averages.
C. Examination for Certification of Educators in Texas (ExCET)
To register to take an ExCET, U.T. Arlington education students should:
      • Pass ExCET Qualifying Exam as required by academic department
         and/or School of Education.
      • Be in last year of course work (as a general rule).
      • Bring the following to the School of Education to be mailed:
         1. completed U.T. Arlington School of Education ExCET registration form.
         2. completed ExCET application form.
         3. stamped pre-addressed envelope (not sealed).

Note: Students are required to obtain authorization to take the ExCET from U.T. Arlington. The School of Education reserves the right to schedule first-time examinees for the most appropriate test date. The School of Education deadline is typically two weeks prior to the deadline printed in the ExCET bulletin to allow for processing.

D. Submission of all necessary documentation to the School of Education which includes, but may not be limited to, the following:
     • Official transcripts from all colleges and universities attended.
     • Official U.T. Arlington transcript indicating completion of internship
        and residency and additional degree requirements.
     • Passing scores on the applicable Examinations for Certification of Educators
        in Texas (ExCET), prescribed by the State Board for Educator Certification.
     • Application for certification, including the appropriate certification fee made
        payable to the State Board for Educator Certification, within one year
       of completion of the certification plan. Students who do not submit the
       necessary documentation within this time frame must reapply for certification
       and meet any additional requirements in effect at that time.
E. Due to changing requirements for Texas teacher certification, it is possible that course work completed prior to the current application will not be counted toward certification requirements.
F. All applicants for Texas credentials will be screened for a record of felony or misdemeanor conviction through the Texas Department of Public Safety. In accordance with Texas Civil Statutes, Article 6252-13c § 4 a, “A licensing authority may suspend or revoke an existing valid license, disqualify a person from receiving a license, or deny to a person the opportunity to be examined for a license because of a person’s conviction of a felony or misdemeanor if the crime directly relates to the duties and responsibilities of the licensed occupation.”

 

Oral Communication Competency Requirement
All students will satisfy the oral communication requirement during the professional development sequence leading to initial teacher certification. These students must complete the internship semester with an acceptable evaluation of oral communication by university professors and assigned mentors in the field. The oral communication evaluation criteria are outlined in the Internship Handbook.

Computer Use Competency Requirement
For those students who are pursuing Middle-level or Secondary certification:

• These students will satisfy the computer use requirement during the professional development sequence leading to initial teacher certification. These students must complete a technology course. Information regarding the proficiencies covered in these technology requirements is available in the Center for Educational Technology.
For those students who are pursuing Early Childhood - 4th grade certification:
• These students should be proficient in the use of computers by the time they have completed 60 semester credit hours. If students transfer in with 60 or more hours, they should complete the competency requirement by the time they complete 12 semester credit hours. These competencies may be demonstrated by completion of university course work, credit by exam or proficiency exam.
• These students must also complete an additional technology requirement during their professional development sequence leading to initial teacher certification. These students must complete a course regarding technology applications for the PK-12 classroom. Information regarding the proficiencies covered for the technology requirement is available in the Center for Educational Technology.

School of Education Centers
Certification and Advising Center
The Certification and Advising Center helps School of Education students succeed by providing the information and support services needed to achieve their academic and career goals. The Certification Officer and the Academic Advisors are available to assist students in various stages of preparing for or furthering their careers as educators and school administrators. The center provides information and advising regarding School of Education admission requirements and degree plan options, as well as the academic content areas, field-based experiences, state examinations, and application procedures needed to obtain teacher, principal, superintendent, and special program certification in Texas. Information on nontraditional certification options and additional support in preparing for the state exams are also available. Contact: Dr. Louann Schulze, Assistant Dean for Student Affairs, (817) 272-2956.

Office of Field Experiences
Prospective teachers apply their knowledge of content and pedagogy during both a field-based internship and a residency semester arranged through the Office of Field Experiences. The internship practicum gives teacher education students the opportunity to observe and interact with diverse student populations in variety of formal and informal educational settings at locations throughout the Metroplex. During the residency practicum, these preservice teachers refine their teaching skills by working directly with students in classrooms at designated public schools in the area, guided by a cooperating mentor teacher and supervising university faculty. Contact: Dr. Maryann Felps, Director, (817) 272-2545.

Teacher Career Services
Education students are assisted in securing positions as teachers and administrators through the efforts of the Office of Teacher Career Services. The office maintains good working relationships with area school districts, working in partnership to match job openings with qualified applicants completing their professional training at U.T. Arlington. Students are assisted in writing effective résumés and developing exemplary interview skills. The office sponsors two on-campus Teacher Career Days each year and an online database of currently available positions and links to similar information elsewhere within the state and across the nation. Contact: Dr. Frank Gault, Director, (817) 272-3259.

Community College Articulation Agreements
Earning a four-year degree has been simplified for students transferring to U.T. Arlington from a number of community colleges as a result of articulation agreements. Students who enter either the Child Development or Professional Educator Program at a participating community college may complete their associates degrees while at the same time earning university credit for designated courses required for a bachelor’s degree and either Early Childhood - Grade 4 or Early Childhood -Grade 4/Bilingual certification at U.T. Arlington. Contacts: Dr. Carol Sue Marshall, Early Childhood Education, (817) 272-2842, and Dr. Luis Rosado, Bilingual Education, (817) 272-7567.

UTA-North Texas Writing Project
Through its annual Summer Invitational Institute and other inservice programs, the UTA-North Texas Writing Project works to improve the teaching and learning of writing in K-16 classrooms across the Metroplex. Using a teachers-teaching-teachers model, the Writing Project provides participating inservice teachers with opportunities to come together in a supportive environment to examine the theory, practice, and challenges of teaching writing, while at the same time honing their own writing skills and developing their leadership abilities. Contact: Dr. Diana Wisell, Director, (817) 272-2515.

Center for Science Education
The School of Education and the College of Science work collaboratively through the Center for Science Education to increase the number of new and existing educators in both formal and informal settings who are adequately prepared to deliver challenging, standards-based science, mathematics, and technology (SMT) instruction through the application of new, research-validated models for teaching and learning. The center also coordinates the University’s outreach to school districts, community-based organizations, and local businesses in support of efforts to guide all PreK-16 students, especially those in urban settings, in achieving higher standards of learning in SMT. Contact: Dr. Karen Ostlund, Director, (817) 272-2502.

Center for Action Research
The Teacher Researcher Academy, a master’s-level degree program offered through the Center for Action Research, promotes school-based teacher research aimed at understanding and impacting teaching and learning in ways that maximize student achievement and ensure success for all students. Academy participants gain practical experience with those techniques and skills needed to manage the process of improvement and change in their classrooms and schools in ways that not only inform their own practice, but also the practice of others. Contact: Dr. Judy Reinhartz, Director, (817) 272-2187.

Center for Bilingual Education
Created in response to the growing number of English language learners, the Center for Bilingual Education strives to increase the number of qualified bilingual and ESL teachers in Texas through bachelor and masters-level degree programs. The center provides technical support to school districts in the areas of bilingual and ESL education, as well as preservice and inservice teacher training in the areas of the Elementary Comprehensive/Bilingual ExCET, the Texas Oral Proficiency Test, cross-cultural communication, and effective teaching practices for language-minority students. Contact: Dr. Luis Rosado, Director, (817) 272-7567.

Center for Educational Technology
The School of Education and U.T. Arlington are committed to ensuring that all learners have equitable opportunities to employ a variety of technological tools to enhance the learning process. Educational technology provides the opportunity to offer education anywhere, any time for everyone. The Center for Educational Technology addresses statewide technology initiatives for teachers and students in the State of Texas. The center supports the faculty and students in their efforts to successfully use and understand the many new technology tools and strategies. The Center for Educational Technology also assists faculty in the development and implementation of interactive technologies, which increases the effectiveness of their pedagogy. Contact: Dr. Kathy Canaday, Director, (817) 272-2853.

The Office of Development, Grants, and Contracts
The Office of Development, Grants, and Contracts is responsible for planning, managing, and directing the School of Education’s efforts to attract supplemental funding from federal and state governments, corporations, foundations, groups, and individuals to support and enhance the school’s strategic initiatives, academic programs, service activities, and research efforts. The office offers technical assistance to School of Education faculty in the identification, development, and submission of grant proposals and requests for financial assistance in support of individual research projects and program development initiatives. In addition, the office coordinates fund-raising events for the School of Education. Contact: Dirk Mathis, Director, (817) 272-7451.

Online Master’s Degree
The School of Education offers graduate students convenience and quality with a master’s degree in Curriculum and Instruction available entirely over the Internet. This program option includes cutting-edge graduate courses that can also lead to three Texas professional credentials: Reading Specialist and Master Reading Teacher Certifications and English-as-a-Second Language Endorsement. A total of seven courses are already available, with five more coming online for the 2001-02 academic year. Over 400 students from as far away as New York, Georgia, and Nebraska have enrolled in Internet courses through this award-winning program. Contact: Dr. Sylvia Vardell, Coordinator, (817) 272-5058.

Transition to Teaching Program
The Transition to Teaching in Texas (T3) is a collaborative project of The University of Texas at Arlington, Sam Houston State University, and Southwest Texas State University. The T3 Program offers a five-course sequence of graduate-level education courses for individuals with baccalaureate degrees seeking a Texas Secondary Teacher Certificate. All courses in the program are available via the Internet. Applicants for the program must meet certain U.T. Arlington Graduate School and School of Education admission standards, as well as satisfactorily completing a required field experience. Contact: Dr. Ted Chase, Coordinator, (817) 272-2955.

For specific information on degree plans, please consult the School of Education Web site or an academic advisor.

Department of Curriculum and Instruction Faculty
Chair
Associate Professor Leffingwell
Professors
Crow, Ostlund, Reinhartz
Associate Professors
Hadaway, Hirtle, Marshall, Rosado, Vardell
Assistant Professors
Alcala, Burkhalter, Canady, Felps, Kribs-Zaleta, Wisell
Clinical Faculty
Carman, Ermel, Gault, Ison, Malin, Tice, Warmsley

Education (EDUC)
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.

The following courses may be taken only with the approval of and/or admission to the School of Education (Exceptions: 1130, 1131, 1302, 2330, 3335, 2101, 4340, EDML 4300, ECED 4317 and EDTC 4201). Refer to the “Admission, Enrollment and Program Continuation” section of the School of Education portion of this catalog.

1130. FOUNDATIONS OF LEADERSHIP (1-0) 1 hour credit. This interactive course will help students identify necessary skills for effective leadership in university, personal, and professional settings, and will distinguish leadership from management. Topics include: personality traits, personal and group values identification and clarification, leadership styles, effective communication, collaboration and synergy, conflict resolution, creating action, personal and organizational renewal. Pass-Fail grades will be awarded.

1131. COLLEGE ADJUSTMENT (1-0) 1 hour credit. Student counselors, under the supervision of the Counseling, Advising, Assessment & Career Services Office, in group discussion will communicate academic survival information, analyze potential academic and social problems, and assist in implementing individualized corrective measures. Elective only; does not count as a part of the professional certification requirements. Pass-fail grades will be awarded. Prerequisite: entering freshman.

1302. COLLEGE LEARNING (3-0) 3 hours credit. An introduction to the learning strategies and behaviors necessary for academic success in academic programs and in personal and career development. Focus is on self-assessment, self-regulation, and employing cognitive theory and strategies for self-change. Students complete a self-change project based on theories and models of behavior modification.

2101. EXPLORING TEACHING (1-0) 1 hour credit. An opportunity to explore teaching as a career, this course presents an overview of schooling in our region, effective teaching practices and the diversity of education. Tutoring and small group teaching in a variety of settings required.

2330. STUDENT LEADER EFFECTIVENESS TRAINING (3-0) 3 hours credit. Leadership styles and theory, problem solving, responsibility of group members, public relations, organization administration, the relationship of groups to the university community, and the student organization viewed as an extension of the educational curricula. Only pass-fail grades will be awarded. Prerequisite: organization officer or permission of instructor. Elective only and does not count as part of the professional certification requirements.

3335. STUDENT COUNSELOR TRAINING (3-0) 3 hours credit. To train students to be peer counselors who will work as group leaders in EDUC 1131 during the Fall Semester. Group counseling procedures and requisite guidance material to explain academic regulations and student services, analyze deficient study skills, initiate appropriate study habits, and make referrals when necessary. Only pass/fail grades will be awarded. Prerequisite: permission of instructor. Elective only and does not count as a part of the professional education certification requirements.

4340. HUMAN GROWTH AND DEVELOPMENT (3-0) 3 hours credit. Prerequisite to subsequent courses in teacher education. Physical, social, emotional, and cognitive growth patterns from conception to early adulthood, emphasizing familial, cultural, societal, and genetic determinants of behavior. Topics include developmental characteristics of children and adolescents including exceptional learners and students with special needs.

4341. ORGANIZATION AND MANAGEMENT OF INSTRUCTION IN SECONDARY SCHOOLS (2-2) 3 hours credit. Emphasizes the importance of organizing, developing, and adapting management systems to enhance learning in classroom environments. Managing the teaching-learning process, applying a variety of assessment techniques, motivation, and adapting management styles to meet student needs. This course involves a two-hour lecture and two-hour application of lecture/theory. The two-hour application of lecture/theory will require students to spend time in a K-12 classroom during normal school hours, 8 a.m.-4 p.m., Monday-Friday. Prerequisite: EDUC 4340.

4342. APPLICATIONS OF INSTRUCTION IN SECONDARY CLASSROOMS (2-2) 3 hours credit. Field-based applications of curriculum planning and instructional theory and methods. Includes writing and implementing unit and instructional goals and objectives, using instructional lesson models to meet teacher appraisal criteria including utilization of classroom technology and audiovisual aids, planning for individual needs, and evaluating student progress. This course involves a two-hour lecture and two-hour application of lecture/theory. The two-hour application of lecture/theory will require students to spend time in a K-12 classroom during normal school hours, 8 a.m.-4 p.m., Monday-Friday. Prerequisite: EDUC 4340.

4346. SECONDARY SCHOOL CULTURE AND THE TEACHING PROFESSION (2-2) 3 hours credit. School cultures, effective schools and teaching practices, stages of professional development, foundations of American schools, legal and ethical aspects, and societal demands on the school.

4347. SECONDARY SCHOOL INTERNSHIP WITH TECHNOLOGY APPLICATIONS (1-5) 3 hours credit. Supervised and directed professional practice in a local secondary school. The student will be assigned to a public school site for five hours per week. Weekly seminars are required. Internship must be taken the semester prior to residency. Theory from technology will be applied during internship assignment. Prerequisite: EDUC 4340.

4352. TEACHING DIVERSE POPULATIONS (2-2) 3 hours credit. Effective instruction, assessment, and management strategies for working 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. This course involves a two-hour lecture and two-hour application of lecture/theory. The two-hour application of lecture/theory will require students to spend time in a K-12 classroom during normal school hours, 8 a.m.-4 p.m., Monday-Friday. Prerequisite: EDUC 4340.

4360. TEACHING STUDENTS WITH SPECIAL NEEDS-A SURVEY (3-0) 3 hours credit. Theory and practice in the teaching of students with special needs, including a survey of the variety of disabilities (LD, ED, physical handicapped, conduct, ADD, ADHD, etc.), the creation and purpose of Individual Education Plans, concepts and forms. The IDEA law and its application, and ethical considerations. A variety of instructional approaches will be discussed including the purpose and need for appropriate modifications, inclusion, resource, consult, content mastery and others. Special emphasis will be the TAAS and State Developed Alternative Assessment. Prerequisites: EDTC 4201, EDML 4300, or other Human Growth and Development.

4191, 4291, 4391. CONFERENCE COURSE (Variable credit from 1 to 3 semester hours as arranged). Independent study in the preparation of a project or a paper on a research topic; consultation with instructor on a regular basis. May be repeated for credit. Prerequisite: consent of the instructor.

4392, 4492, 4592, 4692. PRACTICUM IN INSTRUCTION (Variable credit from 3 to 6 semester hours as arranged). Directed practicum in both primary and intermediate grades in the elementary school. The student will be assigned to a public school classroom for an extended field-based experience. This longitudinal experience will help students apply theory to practice. The student will be responsible for planning, instruction, and evaluation.

4647. SECONDARY TEACHER PREPARATION RESIDENCY WITH TECHNOLOGY APPLICATIONS (2-25) 6 hours credit. Supervised and directed practice in an approved field setting. The student will be assigned for the ISD calendar. Required seminars will provide students with theory to integrate and apply during residency. Prerequisite: EDUC 4347.

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.

2301. EARLY CHILDHOOD PROFESSIONS (3-0) 3 hours credit. Interdisciplinary course examines variety of opportunities for working with young children and their families. This course combines the fields of early childhood education, social work, and nursing and may be co-taught by faculty from each representative department. Students will explore a variety of school, medical, day care and agency settings where young children and families are served. Field experiences required.

4209. PLAY: ENVIRONMENTS AND EDUCATION (1.5-1.5) 2 hours credit. Study of play theories as they apply to the total development of the child. Emphasis on physical, cognitive, social and affective development and creative expression experienced in outdoor and indoor environments, including adapted environments for children with disabilities. Special focus on designing and scheduling developmentally appropriate indoor and outdoor environments and the role of play in education. Taken concurrently with ECED 4208 and 4210. Students will be assigned for a half day to an approved field setting and will spend a half day in a required seminar for the six hour block: ECED 4208, 4209 and 4210.

4304. LANGUAGE ACQUISITION AND EDUCATION (3-0) 3 hours credit. Focus on the young child’s developing oral and non-verbal communication skills. Special consideration for children in the Southwest and second language acquisition. Specific focus on theories regarding the relationship between first and second language acquisition and early education. Prerequisite: ECED 4317, EDTC 4201.

4305. LANGUAGE AND LITERACY DEVELOPMENT IN YOUNG CHILDREN (2-2) 3 hours credit. Focus on the young child’s developing oral and non-verbal communication skills. Examine relationship between listening, talking, reading and writing. Consider theories of early reading and writing in young children. Special attention to the relationship between literature, social and cognitive development; technological advances; and diversity in children and families. Prerequisite: ECED 4317 and EDTC 4201. Weekly field experiences in EC - 4 classrooms required.

4308. APPLICATIONS IN TECHNOLOGY FOR TEACHERS OF YOUNG CHILDREN (2-2) 3 hours credit. Provides introduction to basic computer operations and technology, including fundamentals of formatting documents in ClarisWorks; spreadsheet, database and word processing. Students will examine hardware and software appropriate for use with young children and consider developmentally appropriate use of technology in early childhood classrooms. Taken concurrently with ECED 4210. Students will be assigned for a half day to an approved field setting and will spend a half day in a required seminar for the six hour block: ECED 4308 and 4310. (replacing Elementary Education Technology requirement). Prerequisites: ECED 4317 and EDTC 4201.

4310. SPECIAL POPULATIONS AND DIVERSE SETTINGS (2-2) 3 hours credit. Provides preparation for accommodating young children with special needs in early childhood education settings. Focus on characteristics of young children with special needs, program accommodations, legal issues, individual assessment and planning, family and agency involvement, and inclusion strategies. Course will include examination of a variety of diverse settings where children live and learn, including homeless shelters. Taken concurrently with ECED 4308. Students will be assigned for a half day to an approved field setting and will spend a half day in a required seminar for the six hour block: ECED 4308 and 4310. Prerequisites: ECED 4317 and EDTC 4201.

4311. MATH AND SCIENCE FOR YOUNG CHILDREN (2-2) 3 hours credit. Principles of integration of mathematics and science concepts in relation to 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. Taken concurrently with ECED 4208, 4209, 4210, READ 4373 and 4374. Field experiences required.

4314. CREATIVE ARTS AND SOCIAL STUDIES FOR YOUNG CHILDREN (2-2) 3 hours credit. Integrated relationship of social studies, expression, creativity and aesthetic appreciation will be explored in this course. Content, methods and materials will focus on the developing self, awareness of others and group dynamics involved in the socialization process. Students will also consider appropriate strategies and environments for enhancing the creative and risk-taking characteristics of young children in classrooms. Prerequisite: Taken concurrently with ECED 4687 Residency.

4317. GROWTH, DEVELOPMENT AND LEARNING IN EARLY CHILDHOOD (3-0) 3 hours credit. Examination of major theories and principles of cognitive, social, emotional, physical and aesthetic development and learning. Emphasis on development and learning from prenatal through the eighth year. Emphasis on application of play theories as they apply to the total development of the child and cultural dynamics of families. This course is a prerequisite course and must be taken before any other ECED course.

4318. FOUNDATIONS IN EARLY CHILDHOOD EDUCATION (3-0) 3 hours credit. History of the education of young children; issues and trends in early childhood education, including changing beliefs regarding prekindergarten and kindergarten programs; state and federal mandates regarding programs for young children; and foundations for EC - 4 learning environments such as planning curriculum based on play, developing lesson plans, guidance, partnerships with families and appropriate assessment. Prerequisite: ECED 4317 and EDTC 4201.

4319. ASSESSMENT OF YOUNG LEARNERS (2-2) 3 hours credit. Principles of observation; designing and implementing assessment techniques that are individually respectful, culturally fair, reliable, dependable and appropriate for children under third grade age. Emphasis on documentation, portfolios, informal vs. formal evaluations, group tests and measurements, and differentiation between norm-referenced and criterion-referenced tests. Students will focus on research and literature regarding authentic assessment of young children. Taken concurrently with ECED 4687.

4687. RESIDENCY IN EARLY CHILDHOOD - 4 (1-25) 6 hours credit. Full-time supervised and directed practice in university approved classrooms for students prekindergarten-4th grade. Students will have at least two placements: one in prekindergarten or kindergarten and one in grade 1-4. Students earning bilingual teacher certification concurrently will be placed in a bilingual classroom. Residency must immediately follow the Internship semester. Residency assumes that students will follow school district’s calendar, and report to the classroom all day and each day of the semester. It is recommended that Residency is taken together with ECED 4314 and ECED 4319.

Education 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.

4300. PRE-ADOLESCENT/ADOLESCENT GROWTH AND DEVELOPMENT (3-0) 3 hours credit. Prerequisite to subsequent courses in teacher education. Physical, social, emotional, and cognitive growth patterns from emphasizing familial, cultural, societal, and genetic determinants of behavior. Topics include developmental characteristics pre-adolescent and adolescents including exceptional learners and students with special needs.

4370. SOCIAL STUDIES AND DIVERSITY IN THE MIDDLE LEVEL GRADES (2-2) 3 hours credit. Examination of materials, methods, content, and assessment learning experiences associated with middle level social studies. Content areas include history; geography; economics; government; citizenship; culture; and science, technology, and society. Opportunities to demonstrate application of current researched based theory occur in an approved field site. This course involves a two-hour lecture and two-hour application of lecture and two-hour application of lecture /theory. The two-hour application of lecture/theory will require students to spend time in a 4-8 classroom during normal school hours, 8 a.m.-4 p.m., Monday-Friday. Prerequisites: EDML 4300, EDTC 4201 and EDUC 2101.

4371. SCIENCE IN THE MIDDLE LEVEL GRADES (2-2) 3 hours credit. Instructional approaches, management, materials, and effective teaching practices pertinent to teaching science in the middle level grades; the organization of science content and the selection and implementation of lesson designs which utilize a hands-on approach promoting discovery and inquiry. This course involves a two-hour lecture and two-hour application of lecture and two-hour application of lecture /theory. The two-hour application of lecture/theory will require students to spend time in a 4-8 classroom during normal school hours, 8 a.m.-4 p.m., Monday-Friday. Prerequisites: EDML 4300, EDTC 4201, and EDUC 2101.

4372. MATHEMATICS IN THE MIDDLE LEVEL GRADES (2-2) 3 hours credit. Curriculum standards, methods, and effective teaching practices as proposed by the National Council of Teachers of Mathematics for the middle level; the organization of mathematics content with an emphasis on using manipulatives and technology to teach math. This course involves a two-hour lecture and two-hour application of lecture and two-hour application of lecture /theory. The two-hour application of lecture/theory will require students to spend time in a 4-8 classroom during normal school hours, 8 a.m.-4 p.m., Monday-Friday. Prerequisites: EDML 4300, EDTC 4201, and EDUC 2101.

4377. MIDDLE LEVEL PREPARATION INTERNSHIP AND CLASSROOM MANAGEMENT (2-9) 3 hours credit. Supervised and directed practice emphasizing the importance of organizing, developing, and adapting management systems to enhance learning in classroom environments. Managing the teaching-learning process, applying a variety of assessment techniques, motivation, and adapting management styles to meet student needs. Students will be assigned for a day and a half in an approved field setting and will spend a half-day in a required classroom management seminar. Prerequisites: EDML 4300, EDTC 4201, and EDUC 2101.

4677. MIDDLE LEVEL PREPARATION RESIDENCY WITH TECHNOLOGY APPLICATIONS (2-25) 6 hours credit. Supervised and directed practice in an approved field setting. The student will be assigned for the ISD calendar. Required seminars will provide students with theory to integrate and apply during residency. Prerequisite: EDML 4377.

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.

4201. TECHNOLOGY APPLICATIONS (2-0) 2 hours credit. This course is for K-12 educators who are interested in integrating technology into teaching and learning. Its focus is on the Technology Applications Texas Essential Knowledge and Skills (TA-TEKS). Participants should gain a greater understanding of the Technology Applications TEKS and how to introduce them into curriculum. Study and application of technology use in educational environments. Topics include: instructional learning, and computer software.

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.

4326. TEACHING THE LANGUAGE ARTS IN SECONDARY SCHOOLS (3-0) 3 hours credit. Teaching of the processes and skills for reading/language arts. Topics include teaching the reading and writing process, children’s and adolescent literature, poetry, drama, listening/speaking, and media. Course delivered over the Internet.

4343. CONTENT AREA READING AND WRITING (2-2) 3 hours credit. Explores methods of teaching reading, writing, and study skills across the curriculum in grades 4-12. Emphasis on text structure and the differences 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 will also be addressed.

4345. CONTENT AREA READING AND WRITING (3-0) 3 hours credit. Explores methods of teaching reading, writing, and study skills in content area subjects. Emphasis on text structure and the differences 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 will also be addressed. Course delivered over the Internet. Students may not take both READ 4343 and READ 4345 for credit.

4354. MULTICULTURAL LITERATURE FOR CHILDREN (3-0)
3 hours credit. Study of literature for children and young adults, which reflects the culture and experiences of African-Americans, Asian-Americans, Hispanic-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. Course delivered over the Internet.

4361. LANGUAGE LEARNING: EDUCATIONAL PERSPECTIVES (3-0) 3 hours credit. Deals with relationship between language acquisition and literacy, dialect, linguistics, culture; nature and definition of language; overview of linguistic science and language with pedagogical applications. Course delivered over the Internet. Students may not take both READ 4361 and READ 4381 for credit.

4362. LITERACY INSTRUCTION IN ESL/BILINGUAL SETTINGS (3-0) 3 hours credit. The rationale for and orientation of various methods of instruction for ESL/Bilingual Education settings 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 will be provided. Course delivered over the Internet. Students may not take both READ 4362 and BEEP 4384 for credit.

4373. LITERACY LEARNING IN THE ELEMENTARY SCHOOL: READING AND WRITING (2-2) 3 hours credit. Balanced literacy approach to teaching with an emphasis on reading and writing. Theoretical models, principles of teaching reading and writing using a variety of instructional strategies, the role of phonemic awareness, effective program organization, assessment, and classroom management. This course involves a two-hour lecture and two-hour application of lecture/theory. The two-hour application of lecture/theory will require students to spend time in a K-12 classroom during normal school hours, 8 a.m.-4 p.m., Monday-Friday.

4374. LITERACY LEARNING IN THE ELEMENTARY SCHOOL: LITERATURE AND LANGUAGE (2-2) 3 hours credit. Balanced literacy approach to teaching with an emphasis on literature and oral language development. Theoretical models, major genres of children’s literature, strategies and techniques for classroom use of literature across the curriculum, use of appropriate media and non-print materials, selection and evaluation of literature, strategies for stimulating and expanding children’s response to literature, and alternatives for developing children’s listening, speaking, and phonemic and alphabetic awareness skills. This course involves a two-hour lecture and two-hour application of lecture/theory. The two-hour application of lecture/theory will require students to spend time in a K-12 classroom during normal school hours, 8 a.m.-4 p.m., Monday-Friday.

4375. LITERACY LEARNING IN THE ELEMENTARY SCHOOL: LANGUAGE ARTS (2-2) 3 hours credit. Balanced literacy approach to teaching with an emphasis on language arts development. This course examines children’s acquisition of the language arts including learning of word meanings, phonemic awareness, the alphabetic principle, spelling, handwriting, grammar, learning to read and write various kinds of text structures, and reading writing connections. This course involves a two-hour lecture and two-hour application of lecture/theory. The two-hour application of lecture/theory will require students to spend time in a K-12 classroom during normal school hours, 8 a.m.-4 p.m., Monday-Friday.

4376. ASSESSMENT IN LITERACY LEARNING (2-2) 3 hours credit. Examines a variety of formal and informal assessment tools of reading and language arts learning. Strategies will be taught for helping children with various reading and language arts needs. Students will apply reading and writing assessment and instructional strategies with children. This course involves a two-hour lecture and two-hour application of theory/lecture. The two-hour application of theory/lecture will require students to spend time in a K-12 classroom during normal school hours.

4378. TEACHING, READING, WRITING, AND LITERATURE IN THE MIDDLE LEVEL GRADES (2-2) 3 hours credit. Theory and practice in the teaching of the English language arts for the middle level, including various instructional approaches to reading, writing, listening, and speaking; motivating student readers and writers, the teaching of work level skills, vocabulary, and comprehension, strategies for various writing modes, purposes, and audiences; strategies for developing rereading, revision and editing skills, basic components of assessment. Integration of literature suitable for the middle level; selection and evaluation of appropriate fiction, nonfiction, and poetry for instruction, as well as literature-based instructional methods. This course involves a two-hour lecture and two-hour application of lecture and two-hour application of lecture/theory. The two-hour application of lecture/theory will require students to spend time in a 4-8 classroom during normal school hours, 8 a.m.- 4 p.m., Monday-Friday.

4381. LANGUAGE ACQUISITION AND DEVELOPMENT (3-0) 3 hours credit. This course compares and contrasts first and second language acquisition as well as examining similarities and differences in child and adult second language acquisition. The course will chart oral language development as well as the development of reading and writing for children acquiring English as another language. An overview of descriptive and applied linguistics as well as issues pertaining to psycholinguistics and sociolinguistics will be provided. The impact of culture on language development, dialect variation, language retention or language loss will be examined. Students may not take both READ 4361 and READ 4381 for credit. Cross-listed with BEEP 4381.

4391, 4291, 4191. CONFERENCE COURSE. (Variable credit from 1 to 3 semester hours as arranged). Independent study in the preparation of a project in a paper on a research topic; consultation with instructor on a regular basis. May be repeated for credit. Prerequisite: Consent of instructor.
Bilingual and ESL Education 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.

3381. LANGUAGE MINORITY STUDENTS: DEVELOPMENT AND ASSESSMENT (3-0) 3 hours credit. This course addresses issues of child development with emphasis on the psychological, cultural and social background of language minority children. Assessment of language minority children will also be addressed including factors such as cultural bias in assessment, procedures for assessing eligibility for special language programs, and general literacy assessment with language minority students.

3382. INTRODUCTION TO SPECIAL LANGUAGE PROGRAMS (3-0) 3 hours credit. Legal foundations and historical development of bilingual education and special language programs will be introduced. Various models of bilingual education and English as a Second Language will be examined. An overview of special education, gifted and talented, and compensatory education legislation and its impact in the implementation of special language programs will be examined.

4306. FAMILY LITERACY AND SECOND LANGUAGE ACQUISITION (2-2) 3 hours credit. Examine the relationship between family literacy with second language acquisition and literacy development in children. The course provides opportunities for students to explore a variety of adult literacy programs designed to facilitate the development of literacy skills in parents, and programs between schools and parents designed to support reading and writing at home. Specific focus on theories regarding the relationship between first and second language acquisition and early education. Prerequisite: ECED 4317 and EDTC 4201. Weekly field experiences in designated settings required.

4381. LANGUAGE ACQUISITION AND DEVELOPMENT (3-0) 3 hours credit. This course compares and contrasts first and second language acquisition as well as examining similarities and differences in child and adult second language acquisition. The course will chart oral language development as well as the development of reading and writing for children acquiring English as another language. An overview of descriptive and applied linguistics as well as issues pertaining to psycholinguistics and sociolinguistics will be provided. The impact of culture on language development, dialect variation, language retention or language loss will be examined. Cross-listed with READ 4381.

4382. LITERACY INSTRUCTION IN SPANISH FOR THE BILINGUAL CLASSROOM (2-2) 3 hours credit. The development of literacy for bilingual children will be highlighted. Specific emphasis will be placed on the rationale, methods and materials for literacy instruction in Spanish. The successful transition from first language literacy instruction to literacy instruction in English will also be addressed. The course will be delivered in Spanish and students will be exposed to content and techniques to master the Texas Oral Proficiency Test (TOPT). This course requires a two-hour internship in a bilingual setting. Prerequisites: BEEP 3381 and BEEP 3382. Students may not take both READ 4362 and BEEP 4384 for credit.

4383. TEACHING CONTENT AREAS IN SPANISH (2-2) 3 hours credit. Methods and materials for the teaching of the content areas in Spanish will be examined. Successful transition from native language instruction in the content areas to English language instruction will be highlighted. This course will be delivered in Spanish and students will be required to present a microlesson in Spanish. Students will be assigned to a bilingual setting during Spanish content area instruction. Prerequisites: BEEP 3381 and BEEP 3382.

4384. Literacy Methods for ESL/Bilingual Classrooms (2-2) 3 hours credit. The rationale and orientation of various methods of instruction for English language learners will be discussed. Language development techniques for students at different stages of development will be examined. Shelter English instruction for the teaching of content areas will also be presented. Students will be assigned to a special language program to examine methods of instruction and modifications for language minority children.

4687. RESIDENCY IN EARLY CHILDHOOD/BILINGUAL - 4 (1-25). Full time supervised and directed practice in university approved classrooms for students prekindergarten - 4th grade bilingual. Residency must immediately follow the Internship semester. Residency assumes that students will follow school district’s calendar, and report to the classroom all day and each day of the semester. It is recommended that Residency is taken concurrently with ECED 4314 and ECED 4319.

Department of Educational Administration Faculty
(Graduate Programs Only)
Chair
Professor Funkhouser
Associate Professor
Wilmore
Assistant Professors
McNeil, Patrick
Clinical Faculty
Johnson, Smith, Townzen

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