L. M. Burlbaw, G.S.Cannella, R. M. Capraro,
N. P. Carter, F. E. Clark, D. W. David, J. J. Denton, C. J. Dockweiler,
E. S. Foster, D.C. Godwin, V. Gonzalez, J. P. Helfeldt (Head),
R. K.James, D.L.Janke, G. R. Johnson, R. M. Joshi, D.S.Kaplan,
J. B. Kracht, G. O. Kulm, C. E. Lamb, R. Lara-Alecio, P.J.Larke*,
C. C. Loving, R. E. McBride, J. E. Morris, D. E. Norton, W. H.
Peters, W.H.Rupley, M. C. Sadoski, J. F. Schielack, V. P. Schielack,
Jr., G. P. Slattery, Jr., C.L. Stuessy, V. L. Willson, L. H.
Young-Hawkins
* Graduate Advisor
The Department of Teaching, Learning
and Culture offers two degrees at the master's level: the Master
of Science (MS) in Curriculum and Instruction (thesis option
only) and the Master of Education (MEd) in Curriculum and Instruction
(non-thesis). The department offers the Doctor of Philosophy
(PhD) degree in Curriculum and Instruction. This program is
offered to those with an interest in the philosophical, theoretical
and methodological constructs of both applied and basic quantitative
and qualitative research. The acquisition of knowledge evolves
from conceptualizing the procedures of educational inquiry
as they relate to both the consumer and the practitioner. Specializations
within this research-based program are designed to encompass
the original independent research interests of the individual.
The program affords the opportunity for specialized study in
the following teaching and cognate areas: Multicultural/Urban/ESL
International Education, Curriculum and Instruction, Mathematics
Education, Reading / Language Arts, Science Education and Social
Studies Education.
The admission deadlines for the
Master of Science (MS) degree and Master of Education (MEd)
degree are listed below.
|
|
Admission
Deadline
|
|
Summer Admission
|
March 1
|
|
Fall Admission
|
June 1
|
|
Spring Admission
|
September 15
|
Admission to the Doctor of Philosophy
(PhD) degree program requires an interview. The admission deadlines
and admission notification dates for the Doctor of Philosophy
(PhD) degree are listed below.
|
|
Admission
Deadline
|
Notification
Date
|
|
Summer Admission
|
January 15
|
April 1
|
|
Fall Admission
|
January 15
|
April 1
|
|
Spring Admission
|
September 15
|
November 15
|
The Department of Teaching, Learning
and Culture also offers a post-baccalaureate certification
program for individuals who have completed a bachelor's degree
and desire initial certification at the secondary level. The
certification program requires the completion of twenty-four
(24) graduate semester credit hours and the successful completion
of the appropriate State certification examinations. Participants
may apply the graduate certification course work toward the
Master of Education (MEd) degree in Curriculum and Instruction.
In addition, program participants will serve a full public
school year internship either in a salaried or non-salaried
position. The admission deadline for the post-baccalaureate
certification program is February 1.
The Department of Teaching, Learning
and Culture also offers programs at the graduate level that
lead to endorsements or certifications in the following areas:
Bilingual Endorsement, Master Reading Teacher Certification
and Reading Specialist Certification.
In order to be eligible for all
forms of University-based financial assistance, applicants
interested in fall admission should apply prior to January
15. For additional information on the programs offered by the
Department of Teaching, Learning and Culture or for more information
on the application process and admission deadlines, contact
the Department of Teaching, Learning and Culture by telephone
at 979-845-8382 or visit the department on the website at www.coe.tamu.edu/~tlacgrad.
(EDCI)
602. Cultural Foundations
of Education. (3-0). Credit 3.
Contributions of behavioral
sciences applied as analytic tools in solving problems of
curriculum and instruction.
607. Programs and Procedures
in Supervision. (3-0). Credit 3.
Designed for teachers, supervisors
and administrators; philosophy, organization and administration
of supervision of both elementary and secondary schools.
Required for mid-management and supervisor's certificate.
608. Supervision of Student
Teachers. (3-0). Credit 3.
Performance objectives, observation
systems, conferencing and evaluation procedures related to
supervision of student teaching; public school teacher's
role in supervision of student teachers.
610. Second Language Assessment
and Development. (3-0). Credit 3.
Second language assessment and
development stressing classroom situations to teach second
language acquisition. Prerequisite: Graduate classification.
611. Teaching English as
a Second Language. (3-0). Credit 3.
Translation of theory into practice
stressing various methods and techniques in ESL; relationship
of language development, culture and conceptual processes
to language teaching. Prerequisite: Graduate classification.
612. Bilingual/ESL Content-Area
Instruction. (3-0). Credit 3.
Integrating English language
instruction with content-based ESL instruction in science,
mathematics and social sciences for non-English speaking
students. Prerequisite: Graduate classification.
613. Spanish/English Reading
for Bilinguals. (3-0). Credit 3.
Developmental processes in second
language reading; nature of knowledge transfer and the application
of second language principles in the classroom. Prerequisites:
Graduate classification and Spanish proficiency.
614. ESL for International
and Intercultural Settings. (3-0). Credit 3.
International and intercultural
teaching practices with major emphasis on second language
instruction in an international setting. Prerequisite: Graduate
classification.
615. Classroom Practice
in Adult ESL. (3-0). Credit 3.
Literacy practice issues in
adult ESL literacy leading to assessment, instructional planning,
curriculum development and program evaluation. Prerequisite:
Graduate classification.
616. Teaching in Spanish
in the Bilingual Classroom. (3-0). Credit 3.
Acquisition of Spanish in an
elementary bilingual classroom and its relationship to instructional
and curriculum issues. Prerequisites: Graduate classification
and Spanish proficiency.
617. Early Childhood Mathematics.
(3-0). Credit 3.
Development of mathematical
concepts in young children from developmental and mathematical
perspectives. Prerequisite: Graduate classification.
619. Teaching Basic Concepts
of Mathematics. (3-0). Credit 3.
Content and pedagogy of middle/junior
high school mathematics programs.
621. Teaching and Learning
Space, Dimension and Measure Concepts. (3-0). Credit 3.
Course will address geometric
constructs; evaluate and pose conjectures and arguments;
write and collaborate on solution strategies; pose problems;
construct knowledge from data; develop relationships from
empirical evidence; connect mathematics concepts; examine
relevant content, pedagogy, technology; and research on teaching
and learning.
622. Theories of Learning
and Teaching Mathematics. (3-0). Credit 3.
Theoretical bases of the learning
and teaching of mathematics, including an examination of
the research which supports the theoretical bases.
624. Diagnosis and Prescription
in Elementary School Mathematics. (3-0). Credit 3.
Diagnostic procedures in elementary
school mathematics and their potential in identifying problem
areas related to elementary school children's acquisition
of computational skills. Prerequisite: Graduate classification.
625. Remediating Error Patterns
in Elementary School Mathematics. (2-2). Credit 3.
Application of remedial techniques
after identifying an elementary student's mathematical difficulties.
Prerequisite: EDCI 624.
631. Mentoring the Novice
Educator. (3-0). Credit 3.
To prepare the "teaching" graduate
student to observe, evaluate, and reflect upon teaching,
mentoring, communication, and supervision skills that support
the novice or pre-service teacher with tools necessary to
be successful. Examine research related to effective mentoring
and supervising strategies and behaviors in environments
which support mentoring behavior. Prerequisite: graduate
classification.
637. Educator as Researcher.
(3-0). Credit 3.
Course will help students develop
action research skills to enable them to critically analyze
insights into the historical, philosophical and social foundations
of reflective teaching and leadership in educational environments.
Course will include an analysis of theories, methodologies,
implications and actions related to educational action research.
Prerequisite: graduate classification.
638. Trends in Curriculum
and Instruction. (3-0). Credit 3.
Recent research and development
in theories and practices of curriculum and instruction;
curriculum innovations, school organization and new instructional
media.
640. Language/Literacy for
Bilingual/Multicultural Young Learners. (3-0). Credit 3.
Critical multicultural perspectives
on the acquisition and development of communication skills
by young children who represent bilingual and multicultural
backgrounds; critique of language development practices as
applied in education settings with young children. Prerequisite:
Graduate classification.
642. Multicultural Education:
Theory, Research and Practice. (3-0). Credit 3.
Theory and research that undergirds
the discipline of multicultural education by exploring the
philosophical, anthropological and psychological theoretical
frameworks. Prerequisite: Graduate classification.
643. Teaching in Urban Environments.
(3-0). Credit 3.
Provide educators with historical
perspectives, pedagogical knowledge and insights concerning
educational experience of teachers and learners in urban
environments. Will address cognitive, psychomotor and affective
aspects of teaching and learning in urban environments. Prerequisite:
graduate classification.
644. Curriculum Development.
(3-0). Credit 3.
Curriculum development; bases
of curriculum design; problems of balance, scope, organization,
sequence, selection and articulation.
645. Society and Education
in World Perspective. (3-0). Credit 3.
Comparative
education; interrelationships among societal institutions
and particular roles that education plays in different
cultures and political systems.
646. Instruction Theory.
(3-0). Credit 3.
Theoretical basis for research
and training in instruction; systematic study of existing
research on key factors influencing instructional effectiveness.
Exploration of interaction among variables of instruction.
Doctoral level only. Prerequisite: EDCI 675.
647. Curriculum Theory.
(3-0). Credit 3.
Theoretical basis for curriculum
conceptualization, development, evaluation and implementation;
value and empirical basis of curriculum decision-making strategies
for curriculum change. Doctoral level only. Prerequisite:
EDCI 644.
650.
The Bilingual/Multicultural Young Child in Family and Culture.
(3-0). Credit 3.
Bilingual/multicultural notions
of family/culture as foundations for learning/anthropological
investigation including cross-cultural comparisons of western
concepts of "child" and "parenting;" critique
of various constructions of child as learner within family
context and monocultural perspectives of "developmentally
appropriate" educational practice. Prerequisite: Graduate
classification.
651. Bilingual/Multicultural
Early Childhood Education. (3-0). Credit 3.
Historical/current models of
early childhood curriculum/methodology as a foundation for
the more critical analysis of curriculum as social construction,
grounded within values of a particular society or culture;
bilingual/multicultural views of early childhood education,
curriculum and teaching strategies requiring constant examination.
Prerequisite: Graduate classification.
658. History of Education.
(3-0). Credit 3.
The genesis of formal education
in the Western world beginning with the ancient Greeks and
working through the Enlightenment; tracing the idea that
schooling is a fundamental part of human existence and therefore
crucial to all questions concerning the human condition.
Prerequisite: Doctoral classification or approval of instructor.
659. History of American
Education. (3-0). Credit 3.
The social and institutional
role of public education in the United States from 1789 to
the present; including clarification of the political and
economic underpinnings that have worked catalytically to
change the structure of public education in terms of philosophy,
methods and curricula. Prerequisite: Doctoral classification
or approval of instructor.
662. Philosophical Theories
of Education. (3-0). Credit 3.
Selected historical theories
of education from Plato to Skinner; evaluating educational
ends and means; the nature of knowledge, its acquisition
and transmission. Doctoral level only.
663. Advanced Methods of
Elementary Science Education. (3-0). Credit 3.
Strategies for teaching elementary
school science; design and evaluation of elementary school
science instruction; recent developments in elementary school
science teaching.
664. Advanced Methods of
Secondary Science Education. (3-0). Credit 3.
Strategies for teaching secondary
school science; design and evaluation of secondary school
science instruction; recent developments in secondary school
science teaching.
665. Science Curriculum.
(3-0). Credit 3.
Critical
exploration of the trends and issues in school science
programs; consideration of the foundations and strategies
for the design, selection and evaluation of science curriculum.
666. Laboratory Methods
and Management in Science Teaching. (3-0). Credit 3.
Foundations, procedures and
techniques associated with effective laboratory science teaching;
planning, conducting and evaluating laboratory activities,
facilities management and safety.
667. Research and Foundations
of Science Education. (3-0). Credit 3.
Analysis of research in science
education which relates the historical and philosophical
basis of science and science teaching; emphasis on implications
for improved instruction, especially on the nature of science,
its relation to other disciplines, and student understanding
of the scientific way of knowing.
670. Social Studies in Elementary
and Secondary Education. (3-0). Credit 3.
Methodology course focusing
upon the implementation, both practical and theoretical,
of the objectives of social studies: current trends, resource
materials, demonstrations of teaching methods.
672. Curriculum and Methodology
of Language Arts. (3-0). Credit 3.
Advanced methodology course
for teachers of language arts courses and their supervisors;
total curriculum development, attitudes and procedures for
fostering developmental skills and creativity.
673. Analysis of Teaching
Behavior. (3-0). Credit 3.
Identification of beliefs and
assumptions regarding teaching; review of research on teacher
effectiveness; alternative methods for gathering data regarding
dimensions of teaching behavior; development of teacher analysis
systems.
675. Teaching Strategies:
Patterns of Learning. (3-0). Credit 3.
Learning and teaching theory
and research applied to development of teaching strategies
appropriate for various contents, objectives and instructional
situations; variables influencing learner behavior and approaches
to optimization of teacher behavior. Prerequisite: EPSY 602
or 673 recommended.
677. Strategies for Teaching
in a Culturally Pluralistic Society. (3-0). Credit 3.
Research concerning the cognitive,
psychomotor and affective aspects of learning and teaching
among culturally diverse learners; practical applications
to curriculum and instruction.
678.
Curriculum Development and Instructional Strategies in
Teaching Composition. (3-0). Credit 3.
Methods
of teaching writing in the primary, elementary and secondary
grades; focuses on teaching and learning all aspects of
the writing process, and development of writing across
the school curriculum. Prerequisite: Approval of instructor.
681. Seminar. (1-0). Credit
1.
Professional roles and responsibilities,
research, special topics and other issues relevant to master's
and doctoral students in curriculum and instruction.
682. Seminar in... (1-0).
Credit 1.
Knowledge, skills and attitudes
in educational curriculum and instruction. Specific topics
will be assigned for each seminar as it is offered. May be
repeated for credit.
684. Professional Internship.
Credit 1 to 6 each semester.
On-the-job training for educational
curriculum and instruction majors under the supervision of
successful, experienced personnel from the University; conducted
in a setting appropriate to the student's projected career
aspirations and areas of specialization.
685. Directed Studies. Credit
1 to 4 each semester.
Directed individual study of
selected problems in the field of education.
689. Special Topics in...
Credit 1 to 4.
Selected topics in an identified
area of curriculum and instruction. May be repeated for credit.
690. Theory of Curriculum
and Instruction Research. (3-0). Credit 3.
Theory and design of research
problems and experiments in various subfields of curriculum
and instruction; communication of research proposals and
results; evaluation of current research of faculty and student
and review of current literature. May be repeated for credit.
691. Research. Credit 1
or more each semester.
Research for thesis or dissertation.
692. Professional Study.
Credit 1 or more each semester.
Approved professional study
of project undertaken as the terminal requirement for doctor
of education degree. Preparation of a record of study summarizing
the rationale, procedure and results of the completed project.
Prerequisite: Approval of major advisor.
(RDNG)
604. Reading Diagnosis.
(2-3). Credit 3.
Appraisal
and diagnosis of reading problems; practicum in administration
and interpretation of individual reading inventories. Prerequisite:
RDNG649 or674 recommended.
612. Children's Literature
and Literacy. (3-0). Credit 3.
Critical selection and evaluation
of various children's literature genres; comparative studies
of children's literature; development, implementation and
evaluation of research in children's literature and literacy;
integration of reading and response theory into the study
of literature. Prerequisite: Graduate classification.
613. Multicultural Children's
Literature and Literacy. (3-0). Credit 3.
Analysis and evaluation of Native
American, Black and Hispanic children's literature; development,
implementation and evaluation of research in multicultural
literature and literacy; analysis of issues influencing multicultural
literature and literacy. Prerequisites: RDNG 612; graduate
classification.
614. Reading Research and
Trends. (3-0). Credit 3.
Exploration of recent research
in reading; identification of trends and patterns in issues
attached, research designs employed and consistent findings;
generation of new research hypotheses and guidelines for
improving current practice. Doctoral level only. Prerequisites:
Doctoral classification; 12 graduate hours in reading.
642. Clinic Teaching in
Reading. (1-6). Credit 3.
Practicum in recognition, diagnosis,
remediation and corrective procedures of reading-study problems;
demonstration and laboratory analysis of physiological and
psychological factors related to reading disabilities. Prerequisite:
RDNG 649 or 674.
649. Reading Instruction
in High School and College. (3-0). Credit 3.
Basic principles of reading
instruction; nature and scope of total reading program; methods,
materials and organization of developmental, corrective and
speed-reading programs in high school and college.
650. Foundations of Reading
Instruction. (3-0). Credit 3.
Psychological, linguistic and
physical factors related to reading performance; implications
for content and teaching methods; appraisal of current research
and related reading for teachers, supervisors and reading
specialists. Prerequisites: RDNG 649 and 674 or approval
of instructor.
674. Developmental Reading
in the Elementary School. (3-0). Credit 3.
Methods and materials of reading
instruction in the elementary grades; past, present and emerging
programs; organization and administration of programs and
classroom management; teaching reading to special groups;
issues in reading.
689. Special Topics in...
Credit 1 to 4.
Selected topics in an identified
area of reading. May be repeated for credit.
