Teacher Education

TEACHER EDUCATION

Interim Chair: James E. Baird (Elementary Education)
Interim Chair: C. Garn Coombs (Secondary Education)
Graduate Coordinator: J. Lloyd Eldredge (Elementary Education)
217-D MCKB
Provo, UT 84602-5099
(801) 378-2458

THE PROGRAM OF STUDIES

The Department of Teacher Education offers graduate programs in teaching/learning and reading. Master's programs are designed to improve the art and science of teaching or to prepare educators to function as curriculum specialists. The doctoral program is designed to prepare educators to function in the following career roles: diagnostic-remedial reading specialist, developmental reading specialist, reading consultant/coordinator/
supervisor, or university professor.

Three degrees are offered through the Department of Teacher Education: Teaching and Learning—MA, Teaching and Learning—MEd, and Reading—EdD.

The department accepts up to twenty-six graduate students per year. Master's students generally complete their program in two years, whereas doctoral students average about three and half years to complete their program.

Teaching and Learning—MA,
Teaching and Learning—MEd

The MA and MEd programs in teaching and learning provide two options for completing graduation requirements. The student may elect the summer residency program or the full-time, on-campus program. The summer residency option consists of a minimum of three full-time summers on the campus, with intervening supervised field experiences during the fall and winter semesters. The on-
campus program is for those who attend the university as full-time students. Both programs, MA and MEd, are designed for fall, winter, and summer entrance.

Admission and Entry.

• Semesters of entry and application deadlines: fall, summer, February 1; winter, September 15.
• Application requirements: minimum required 3.25 GPA for last 60 hours; one year of successful teaching experience.
• Entrance examination: GRE general test. Scores (not to be more than five years old) must be submitted to the Department of Teacher Education when applying for the MA degree.

Requirements for Degree.

• Credit hours (36): minimum 36 course work hours.
• Required courses: determined in consultation with graduate committee. A maximum of 10 semester hours of approved graduate transfer credit is allowed. Faculty recommendation upon completion of ElEd 672R.
• Residency: full-time, on-campus program—two consecutive full-time semesters.
• Summer residency: minimum three consecutive full-time summer terms with supervised course work during fall and winter semesters for two years.
• Thesis (MA: 6 hours, ElEd 699R) or professional improvement project (MEd: 3 hours, ElEd 693R, 695R, 696R).
• Examinations: (A) comprehensive written or oral examination; (b) oral defense of thesis or project.

Reading—EdD

The EdD program in reading features specific programs developed by students and faculty to help students prepare for careers as professors, reading specialists, etc.

Admission and Entry.

• Semesters of entry and application deadlines: fall, summer, February 1; winter, September 15.
• Application requirements: minimum 3.25 GPA for last 60 hours. Successful completion of three years of acceptable professional teaching experience in education or equivalent experience. Admission application evaluated by department graduate faculty. Admission considered according to the resources available.
• Entrance examination: GRE general test. Scores (not to be more than five years old) must be submitted to the Department of Teacher Education when applying.

Requirements for Degree.

• Credit hours (95): minimum 95 hours, including 12 dissertation hours (ElEd 799R). Up to 36 hours from an approved master's degree may apply.
• Skill requirements (included in 95 required hours).
• Courses required: IP&T 651, Quantitative Reasoning; IP&T 653, Measurement Theory; IP&T 672, Empirical Inquiry in Education, or ElEd 672R, Introduction to Research Design.
• Required courses: 36 hours required in reading, including 12 hours of dissertation. A minimum 12 hours must be taken outside the McKay School of Education or concentrated within another department of the school. Remaining hours to be determined in consultation with graduate committee.
• Residency: two consecutive full-time semester registrations (9 hours each).
• Dissertation.
• Examinations: (A) written and oral comprehensive examinations taken upon completion of course requirements; (B) oral defense of dissertation.
• Time limit: graduate within eight years following admission.

FINANCIAL ASSISTANCE

A limited number of departmental graduate and research assistantships are available. To qualify, a student must be registered full-time. Most assignments are in supervisory positions over elementary education undergraduate majors.

RESOURCES AND OPPORTUNITIES

Computer Laboratory with Access to VAX. Computer terminals in the laboratory provide graduate students direct line access to the university's large mainframe computers, enabling students to use several sophisticated programs, such as SPSS and SAS, to analyze research data. These terminals also enable students to search out books in the Harold B. Lee Library.

Graduate Student Project and Research Laboratory. Laboratory space is provided for graduate students who are working with faculty on research, evaluation, and development projects.

Study Areas. Graduate study areas are available in the Project and Research Laboratory, the Science Education Laboratory, and the McKay School of Education Learning Resource Center.

COURSE DESCRIPTIONS FOR ELEMENTARY EDUCATION

Class Schedule

Note: ElEd 514R is for certification purposes only and is listed in the BYU Undergraduate Catalog.

515R. Special Topics in Education. (1-3)

Two hours of 515R credit are acceptable if taught by graduate faculty and approved by the candidate's committee.

—Art in Education

—Children's Literature

—Classroom Management

—Curriculum Innovations

—Dance Drama in Education

—Early Childhood Education

—Effective Teaching

—Evaluating Student Learning

—Foundations

—Health Education

—Home-School Relations

—Human Development

—Investigating Home Schooling

—Language Arts

—Mathematics

—Microcomputers in Schools

—Multicultural Education

—Music in Education

—PE in Education

—Precision Teaching

—Program Evaluation

—Reading

—Reading in the Content Areas

—Science

—Social Science

—Writing in the Elementary School

530. Principles of Learning. (3)

Improving classroom learning through understanding underlying psychological principles and theories.

533. Written Expression in the Elementary Schools. (2)

Foundation, objectives, and strategies for teaching the writing process to elementary students, including spelling, handwriting, and integration with listening and speaking skills.

620. Organization and Administration of Reading Programs. (2)

Examining ways to organize and administer school and classroom reading programs. Examining issues relating to program types, reading assessment, grouping, grade level articulation, and supervision.

632. Science in Elementary Education. (2)

Teaching elementary science; current developments and trends. Planning instructional materials and procedures for a science curriculum.

633. Trends and Issues in Literacy Education. (3)

Research, literature, and trends in listening, speaking, and writing, with their implications for instruction.

635. Mathematics in Elementary Education. (2)

Issues, research, and innovations in teaching elementary school mathematics.

636. Social Studies in Elementary Education. (2)

Domains, methods, and theories of social studies, including innovative content, e.g., law-related education, consumer education, etc.

640. Literature for Young People. (3)

Overview of (primarily) American literature of elementary school pupils; contemporary authors, trends, and classroom applications.

641. Trends and Issues in Reading. (3)

Developmental, functional, and recreational reading, with focus on research, literature, and trends in reading instruction.

642. Emergent Literacy. (2)

Needs of young readers and approaches to teaching them to read.

645. Classroom Reading Diagnosis. (3)

Formal and informal diagnostic procedures for classroom teachers to use in assessing and correcting reading deficiencies.

647. Comprehending Expository and Narrative Text. (2)

Comprehending and retaining text materials in different subject areas, including study and writing strategies for learning from school texts.

648R. Practicum in Reading. (1-4)

Prerequisite: ElEd 645.

Diagnosing reading difficulties, designing effective teaching strategies, and evaluating effectiveness of instruction.

650. Technology in Reading and Evaluation of Reading Materials. (1-3)

Using available software and technology for reading instruction in elementary schools and a critical analysis of print and nonprint materials.

660. Historical Foundations in Reading. (2)

In-depth study of the history of reading education, books, and reading instruction with implications for present-day reading practices.

672R. Introduction to Research Design. (1-3)

Introduction to designing, conducting, analyzing, reporting, and evaluating research studies in education.

676. Research in Reading. (2)

Prerequisite: ElEd 641.

Research literature in reading, both classical and current, emphasizing application of findings to educational practice.

680R. Professional Internship. (1-6)

Professional work experience in area of specialization under direction of a faculty member.

690. Master's Colloquium. (1)

Current research and educational studies by faculty and students for collegial critique and analysis.

693R. Directed Individual Study. (1-4)

695R. Independent Research. (1-6)

Conceptualizing, designing, implementing, and evaluating a student-initiated project in a school classroom for curriculum improvement.

696R. Professional Education Project. (1-6)

Developing, observing, gathering, interpreting, and reporting data derived from a project in relation to the student's professional assignment.

699R. Master's Thesis. (1-6)

Formal report and defense of substantive research, evaluation, or curriculum project designed to make an original contribution to knowledge in the field.

734. Literacy Seminar. (2)

Significant research and publications in language arts and their implications for classroom practice.

740. Theoretical Models of Reading. (2)

In-depth study of the theoretical models of the reading process. Statistical, psychological, literary, linguistic, and motivational models analyzed and critiqued.

741. Psychology and Physiology of Reading. (2)

Physiology of the eye, ear, and brain as these relate to the reading act and potential reading disabilities; psychophysical measurement methods.

742. Teaching Reading Vocabulary and Comprehension. (2)

Theories and research studies of vocabulary acquisition and reading comprehension as they relate to effective teaching.

743. Oral Language Acquisition: Parallels in Reading and Writing Development. (2)

Developmental reading stage theories, writing development theories, and invented spelling research; how these relate to oral language acquisition.

780R. Professional Internship. (1-8)

Professional work experience in area of specialization under direction of a faculty member.

790R. Advanced Seminar. (1-3)

Significant research and publications and their implications to reading instruction.

793R. Directed Individual Study. (1-4)

795R. Independent Research. (1-6)

Conceptualizing, designing, implementing, and evaluating student- initiated research.

799R. Dissertation. (1-12)

Formal report and defense of substantive research, evaluation, or curriculum project designed to make an original contribution to knowledge in the field.

COURSE DESCRIPTIONS FOR SECONDARY EDUCATION

Class Schedule

Note: ScEd 514R is for in-service education purposes only. Topics are listed in the BYU Undergraduate Catalog.

515R. Special Topics in Education. (1-3)

—Learning and Teaching

—Science Education

—Middle Education

—Teaching Reading in the Content Area

531. Effective Classroom Instruction. (2)

Developing strategies to initiate and to maintain effective learning in elementary and secondary classrooms. Expanding teaching perspectives and acquiring observation skills.

539R. Practicum in Learning and Teaching. (1-8)

Experience in a school setting under direction of college faculty.

601. Structure, Function, and Outcomes of Education. (3)

Relationships between purposes of education and means selected to achieve those aims. Establishing and maintaining integrity in educational practice.

606. Western Educational Thought and Practice. (3)

History of educational thought and practice, including pedagogical reform, national systems, and recent trends.

607. Multicultural Education. (3)

Exploring common cultural universals from archaic and modern societies to develop skills for learning within a culturally diverse environment.

649. College and Adult Basic Reading. (2)

Prerequisite: one course in reading or instructor's consent.

Adult basic education programs; advanced work in community college and university reading services.

660. Historical Foundations in Reading. (2)

In-depth study of the history of reading education, books, and reading instruction, with implications for present-day reading practices.

693R. Directed Individual Study. (1-4)

698R. Master's Project. (1-6)

699R. Master's Thesis. (1-6)

FACULTY 

BAIRD, JAMES E., Professor. PhD, University of Utah, 1973. Teacher Education.

BIRRELL, JAMES R., Assistant Professor. EdD, University of Nevada, Las Vegas, 1993. Qualitative Research; Multicultural Education.

BUNDERSON, EILEEN D., Assistant Professor. PhD, Brigham Young University, 1983. Gender Issues in Science.

CHILCOAT, GEORGE (SKIP), Associate Professor. EdD, Arizona State University, 1983. Social Studies Education.

EARLE, RODNEY S., Professor. PhD, Indiana University, 1981. Teacher Planning Processes; Instructional Design; Assessment.

ELDREDGE, J. LLOYD, Professor. EdD, University of Utah, 1970. Reading; Language Arts; Discipline; Motivation.

ERICKSON, LYNNETTE B., Assistant Professor. PhD, Arizona State University, 1996. Social Studies Education; Teacher Education.

FAWSON, PARKER C., Associate Professor. EdD, Brigham Young University, 1989. Reading.

HARDY, GARRY R., Associate Professor. EdD, University of Houston, 1977. Science Education.

HARRIS, R. CARL, Professor. PhD, Pennsylvania State University, 1971. Educational Reform; Hypermediated Case Studies.

JACOBS, JAMES S., Professor. EdD, University of Georgia, 1978. Children's Literature.

MONROE, EULA E., Professor. EdD, Vanderbilt University, 1980. Mathematics and Reading Education; Curriculum and Instruction.

MORRISON, TIM, Associate Professor. PhD, University of Illinois, 1986. Reading; Language Arts.

OSTLUND, MARGARET F., Assistant Professor. PhD, University of California, 1993. Teacher Education.

REUTZEL, D. RAY, Professor. PhD, University of Wyoming, 1982. Reading Education; Teacher Education.

TOLMAN, MARVIN N., Professor. EdD, Utah State University, 1975. Science Education.

TUNNELL, MICHAEL O., Associate Professor. EdD, Brigham Young University, 1986. Children's Literature.

TUTTLE, MARIE, Assistant Professor. PhD, Texas A&M University, 1995. Teacher Education.

WILCOX, BRADLEY R., Assistant Professor. PhD, University of Wyoming, 1994. Reading; Language Arts; Teacher Education.

YOUNG, JANET, R., Assistant Professor. PhD, University of Oklahoma, 1996. Reading.

Back

Catalog Homepage

BYU Homepage