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Chair: Vivian Fueyo;
Professors: Allen, Flake, Fueyo, Hansen, Lunstrum, Lynch-Brown, Miller, Palmer,
D. Scott-Simmons, K. Scott, Wolfgang;
Associate Professors: Clark, Kelsay, McCarty (Panama City), Piazza, Schluck;
Assistant Professor: Jones;
Visiting Assistant Professor: Almarza;
Professors Emeriti: Green, Hafner, Kirby, Kirtland
There are four major areas of specialization in the Department of Educational Theory and Practice: early childhood education, elementary education, reading and language arts education, and social science education.
The primary mission of the Department of Educational Theory and Practice is threefold: first, to conduct research that provides new knowledge for the improvement of practice in educational settings through the ongoing publication of basic and applied educational research, the dissemination of research findings at scholarly conferences, and the seeking of external research funding; second, to provide excellence in the preparation of educators at the graduate level in the fields of early childhood education, elementary education, and reading and language arts. This includes the development of doctoral students for leadership roles in educational research and policy, teacher education, instructional design, and public schools, as well as providing the education of master's students for leadership roles as curriculum specialists, master teachers, and teachers as researchers; third, to provide service to educational institutions and government agencies through the in-service training of teachers, leadership in professional organizations at the state, national, and international levels, and responsiveness to state, national, and international requests that relate to the departmental mission.
Professor: Wolfgang;
Assistant Professor: Jones
The early childhood education program offers graduate studies leading to master's, specialist, and doctoral degrees. The master's program is designed for persons aspiring to be master classroom teachers of children, birth to grade 3 (or age 8) in public and private schools, early childhood centers, or similar educational institutions. State certification requirements can be met in an expanded masters program for those wishing initial certification.
The specialist in education and doctor of philosophy degree programs are designed to prepare persons for leadership roles in early childhood education (i.e. infancy, preschool, kindergarten, and primary education). Some examples of the broad range of professional roles available to those pursuing these advanced degrees include serving as college or university faculty, staff specialists in public or private school systems, and in governmental or professional organizations.
The doctoral program is individually planned in conjunction with the major professor and the students supervisory committee with course work emphasis in the following areas: research, theory base for childhood education, evaluation, curriculum, instruction, special field experience, practicums, and directed research. A minor is suggested in the areas of psychology, sociology, anthropology, child development, or related fields.
Factors determining admission to graduate study towards a masters degree, a specialist degree, or a doctoral degree include: 1) academic achievement of a "B" average or better on all work attempted while registered as an upper-division student working toward a baccalaureate degree, or a 1000 on the Graduate Record Examinations (GRE) (all applicants must submit evidence of having taken the GRE within the past five years); 2) professional experience in the field or a related field; 3) three letters of recommendation; 4) a statement of professional objectives; and 5) a formal research-based paper (PhD only). This information and documentation should be submitted prior to the personal interview.
Individualized programs of study are designed to incorporate courses that will be consistent with career goals and skill levels of students. Persons interested in graduate study should write to the coordinator of early childhood education in the Department of Educational Theory and Practice.
EEC 5263. Thematic Curriculum and Direct Instruction for Young Children (3). One of three courses designed to provide theory/research bases for the development of curriculum and practices for educating children ages 3 years to grade 3. This course focuses on thematic curriculum and direct instruction.
EEC 5268. Curriculum and Play for Young Children (3). One of a three-course series designed to provide theory/research bases for the development of appropriate curriculum and practices for educating children ages 3 years to grade 3. This course focuses on active learning through play.
EEC 5302. Methods and Experiences with Young Children and Families (3). Provides direct experiences in working with young children and families and requires seminar attendance and field placement with young children.
EEC 5405. Teachers and Parents: Partners in Education (3). Effects of parental involvement on childrens educational development and achievements; designing/implementing strategies for enhancing parent-teacher partnership in education.
EEC 5521. Children's Centers (3). Investigate the basic principles involved in establishing and operating centers for the young child.
EEC 5605. Techniques of Classroom Management and Child Study (3). Identifies and analyzes theories, programs, and essential components in classroom management. Explores techniques for classroom teachers to use in developing a child study with emphasis on educational implications.
EEC 5615. Issues and Trends in Early Childhood Education (3). Identifies issues and trends in the area of early childhood education and addresses possible causes and relationships.
EEC 5665. Historical and Theoretical Bases of Early Childhood Education (3). This course compares, analyzes, and synthesizes the different philosophical and psychological theories that form the foundation of early childhood education programs and practices. It also studies the historical events that influenced the direction and nature of the care and education of young children.
EEC 5671. Research in Early Childhood Education (3). Comprehensively investigates the field through surveying, delineating, searching, and synthesizing research in early childhood education.
EEC 5906r. Directed Individual Study (1 - 3). (S/U grade only.) May be repeated to a maximum of twelve (12) semester hours.
EEC 5911r. Supervised Research (1 - 4). (S/U grade only.) May be repeated to a maximum of six (6) semester hours. A maximum of three (3) hours may apply to the masters degree.
EEC 5935r. Special Topics in Early Childhood Education (1 - 3). (S/U grade only.) Special topics in early childhood are studied in depth. May be repeated to a maximum of nine (9) semester hours.
EEC 5942r. Supervised Teaching (1 - 4). (S/U grade only.) May be repeated to a maximum of six (6) semester hours. A maximum of three (3) hours may apply to the masters degree.
EEC 5947. Field Laboratory Internship (1 - 8). (S/U grade only.)
EEC 5971r. Thesis (1 - 6). (S/U grade only.) A minimum of six (6) semester hours is required.
EEC 5973r. Specialist in Education Thesis (1 - 6). (S/U grade only.)
EEC 6516. Educational Environments for Infants and Toddlers (3). Updates research in first years of life to kinds of environment and learning experiences which promote and insure optimum development.
EEC 6675. Theory and Research in Young Childrens Play Curriculum (3). Prerequisite: EEC 5268 or permission of instructor. Seminar on the advanced study of young childrens play and curriculum.
EEC 6932. Doctoral Seminar in Early Childhood Education (2). (S/U grade only.)
EEC 6980r. Dissertation (1 - 12). (S/U grade only.)
EEC 8964r. Preliminary Doctoral Examination (0).
EEC 8966r. Masters Comprehensive Examination (0).
EEC 8968r. Specialist in Education Comprehensive Examination (0).
EEC 8976r. Masters Thesis Defense (0).
EEC 8978r. Specialist in Education Thesis Defense (0).
EEC 8985r. Dissertation Defense (0).
Professors: Flake, Fueyo, Hansen, K. Scott;
Associate Professors: Clark, Kelsay, McCarty (Panama City), Schluck;
Visiting Assistant Professor: Almarza
The primary goal of elementary education is to prepare professionals who work at various levels of instruction, including the primary, intermediate, and middle school grades; in-service teacher education; curriculum development; and college and university teacher education. Course work and field experiences prepare graduates with specializations appropriate for educating children, grades 1 through middle school. Elementary education graduate work includes curricula leading to the masters, specialist, and doctoral degrees. The Panama City campus only offers the masters degree.
Program faculty bring an interdisciplinary focus to inquiry in elementary education and have expertise in curriculum theory, developmental learning, integrated learning, teacher cognition, school improvement, teacher education, classroom organization, multicultural learning, and technology education. Subject area content and pedagogy are also integral to the program with specializations in language arts, mathematics, reading, science, and social studies teaching and learning. One faculty member resides at the Panama City campus. The program also draws on other faculty in the college and University from the disciplines of anthropology, philosophy, psychology, sociology, and the humanities.
The master of science degree in elementary education is designed for individuals aspiring to be master classroom teachers for elementary and middle school grades, curriculum leaders of schools and districts, or educational consultants. Initial certification for grades 1 - 6 can be obtained by college graduates with majors in other fields as part of an extended masters degree program. The masters degree is also attractive to prospective doctoral candidates in education who are seeking an interdisciplinary program of studies for a masters degree.
Admission to the master of science program is based upon the applicants previous academic performance, aptitude for graduate study, and teaching certification held; teaching experience is desirable. However, applicants will not automatically be accepted based on any single criterion; the faculty committee will consider evidence of the following: 1) a baccalaureate degree from an approved institution, 2) submission of a transcript including a grade point average of 3.0 or better in the last two years of undergraduate study, 3) submission of a minimum combined verbal and quantitative score of 1000 on the Graduate Record Examination (GRE), 4) certification in a field of education, and 5) successful teaching experience.
Two types of programs are offered. 1) For students who are already certified in elementary education, thirty-two (32) semester hours and a comprehensive exam or thesis is required. Course work includes a minimum of twelve (12) semester hours in elementary curriculum, teaching, and learning; fifteen (15) semester hours in content specializations; three (3) semester hours in computer education; and three (3) semester hours in educational foundations. Students may write a thesis that will substitute for up to six (6) semester hours of course work. 2) For students seeking initial certification in elementary education, an extended degree program of fifty-one (51) semester hours, including fourteen (14) semester hours of supervised teaching and internship, is offered. To complete this program, students must also be admitted to teacher education, described in the "College of Education "entry of this Graduate Bulletin.
The specialist in elementary education degree (EdS) is an advanced degree to prepare individuals for leadership in elementary education programs as master teachers, curriculum specialists, in-service teacher educators, and consultants for public or private educational organizations as well as state and federal government. Typically, this degree is sought as a terminal degree in the field.
Requirements for entrance to the specialist degree program are: 1) a masters degree from an accredited university; 2) GPA of 3.0 or better in the masters degree course work, or a minimum score of 1000 on the combined (verbal and quantitative) aptitude portions of the GRE; and 3) a minimum of two years teaching experience at the elementary or middle school level. The applicant must submit a statement of professional objectives and a GRE score as part of the application process. Prior certification in elementary education is required.
For the specialist degree, a thirty-two (32) semester hour program of studies is individually designed by each students committee based on the curricular needs and career focus of the student. Areas of concentration typically include developmental learning, integrated curriculum, subject area content and pedagogy, elementary and middle school improvement, or computer education. Students are encouraged to write a thesis in lieu of a comprehensive exam, which may substitute for up to six (6) hours of course work.
The doctor of philosophy (PhD) degree in elementary education emphasizes theory and research in elementary education drawn from the disciplines of anthropology, sociology, philosophy, psychology, and the humanities.
The doctorate in elementary education prepares individuals for leadership positions in colleges and universities, local school districts, in-service teacher education for school districts, state departments of education, state and federal government, and educational research and development centers. Since completing a doctoral program in elementary education requires an intensive commitment, students are encouraged to pursue doctoral study on a full-time basis. Qualified applicants are eligible for financial support, teaching assistantships, tuition waivers, student housing, and consulting opportunities for teacher education centers. A limited number of fellowships and scholarships from the college and University are also available on a competitive basis.
Applicants are selected on the basis of the following minimum requirements: 1) a master's degree from an accredited university; 2) a GPA of 3.0 or better in course work for the masters degree, and a minimum score of 1000 on the combined (verbal and quantitative) aptitude portions of the GRE; 3) a minimum of three years of professional experience in elementary education; 4) three letters of recommendation; 5) a statement of professional objectives and a writing sample; 6) an interview with faculty in elementary education. All applicants must submit a GRE score as part of the admission process.
The program of study leading to a doctor of philosophy degree in elementary education requires a minimum of forty-eight (48) semester hours of course work, twenty-four (24) semester hours of dissertation credit, and satisfactory completion of a qualifying exam, comprehensive exam, and oral defense of the dissertation. The course work includes a nine (9) semester-hour core of doctoral courses in elementary education; a fourteen to eighteen (1418) semester hour core in research design and qualitative and quantitative methods; and an interdisciplinary cognate specialization in two areas of elementary education. Students may substitute course work in a content field such as language arts, mathematics, reading, science, or social studies for one cognate specialization.
CGS 5112. Using Computer Graphics as an Instructional Tool (3). Prerequisites: CGS 2160, MAS 2103; Corequisite: COP 3001 or permission of instructor. Designed to help teachers of mathematics make a more effective use of computer graphics in their teaching of mathematics. Topics in construction of three dimensional graphics and computer aided design are included. Particular attention will be given to visualization.
CGS 5113. Using Computer Simulation as an Instructional Tool (3). Prerequisite: CGS 5112 or permission of instructor. Designed to help teachers of mathematics use computer simulation as an effective instructional tool in the teaching of mathematics. Particular attention will be given to microworlds.
EDE 5225. The Elementary School, K - 6 (3). Foundations for establishing an elementary school program, including the nature of knowledge, social issues, child development, and content development.
EDE 5227. The Integrated Curriculum in the Elementary and Middle School (3). Analyzes the reasons for integrating the curriculum and teaches how to implement an integrated approach in the elementary and middle schools.
EDE 5306r. Current Issues and Trends in Elementary Education (3). May be repeated to a maximum of nine (9) semester hours. Designed for students to perform a critical analysis of a number of issues and trends important to the public elementary school.
EDE 5324. Promoting Thinking in the Elementary School (3). Analysis of thinking processes of elementary-aged children and interventions to enhance thinking. Special emphasis given to critical thinking, creative thinking, moral thinking, problem solving, and decision making.
EDE 5346. Technology in Elementary and Middle School (3). Prerequisite: Graduate standing or permission from instructor. Designed to help professional teachers use technology for the development of higher-order thinking. Emphasis will be given to current trends and issues in technology, such as Hypermedia and Internet. Teachers will develop plans for their own classes that are consistent with recommendations for school improvement.
EDE 5511. Organization for Classroom Instruction in the Elementary School (3). Analysis and critique of current organizational patterns related to teaching in the elementary school.
EDE 5526. Systematic Procedures of Observation (3). Techniques for observing student, teacher, and classroom activities and for helping teachers use such data to improve their own behavior.
EDE 5906r. Directed Individual Study (1 - 3). (S/U grade only.) May be repeated to a maximum of twelve (12) semester hours.
EDE 5910r. Supervised Research (1 - 4). (S/U grade only.) May be repeated to a maximum of twelve (12) semester hours. A maximum of three (3) hours may apply to the masters degree.
EDE 5931r. Special Topics in Elementary and Middle School Education (3). Provides in-depth examination of topics related to elementary and middle school education. May be repeated to a maximum of nine (9) semester hours. May be repeated in the same semester.
EDE 5940r. Supervised Teaching (1 - 4). (S/U grade only.) May be repeated to a maximum of six (6) semester hours. A maximum of three (3) hours may apply to the masters degree.
EDE 5971r. Thesis (1 - 6). (S/U grade only.) A minimum of six (6) semester hours is required.
EDE 5973r. Specialist in Education Thesis (1 - 6). (S/U grade only.)
EDE 6805. Perspectives of Teacher Professional Development (3). For advanced graduate students preparing for leadership positions associated with professional development of teachers at preservice, induction, and inservice levels. Model programs will be viewed from historical, sociological, psychological, philosophical, and anthropological perspectives.
EDE 6935r. Doctoral Seminar in Elementary Education (3). (S/U grade only.) Developed to explore a variety of topics related to childhood education, curriculum, teacher education, and other areas relevant to professional preparation and thought. May be repeated to a maximum of nine (9) semester hours.
EDE 6937. Advanced Research Seminar in Elementary Education (3). (S/U grade only.) Prerequisites: EDF 5400; EDF 5402; and EDF 5481 or equivalent. To assist students to master tasks required for a prospectus of a dissertation.
EDE 6980r. Dissertation (1 - 12). (S/U grade only.)
EDE 8964r. Preliminary Doctoral Examination (0).
EDE 8966r. Masters Comprehensive Examination (0).
EDE 8968r. Specialist in Education Comprehensive Examination (0).
EDE 8976r. Masters Thesis Defense (0).
EDE 8978r. Specialist in Education Thesis Defense (0).
EDE 8985r. Dissertation Defense (0).
MAE 5318. The Topics and Teaching of Elementary School Mathematics (4). A study of mathematics learning, mathematics teaching strategies, and mathematics curriculum in elementary school mathematics.
MAE 5655. Computers in Mathematics Education (3) . Prerequisites: CGS 2160 and six (6) semester hours of 2000 or above mathematics. A study of methods and techniques for using the computer in mathematics education and/or precollege mathematics classroom instruction.
Professors: Lynch-Brown, Miller, Palmer, D. Scott-Simmons;
Associate Professor: Piazza
The primary goal of reading education and language arts is to prepare professionals to work at various levels of instruction, early reading and writing development, K - 12 school literacy, postsecondary reading programs, and adult literacy programs, as well as the preparation of college and university teacher educators in the area of literacy.
Reading education and language arts is a graduate program offering three degrees: master of science (MS), specialist in education (EdS), and doctor of philosophy (PhD).
The master of science degree is an advanced practitioner degree that offers a selection of courses in reading and language arts. These courses include the study of language, literature, and communication processes of reading, writing, speaking, and listening. Students become proficient in these areas and use this knowledge in their classroom instruction and assessment. The masters degree program is designed for persons aspiring to be master classroom teachers, reading specialists, resource teachers, and reading and language arts consultants.
Admission to the master's of science program is based upon the applicants previous academic performance, aptitude for graduate study, and teaching certification held; teaching experience is desirable. However, applicants will not automatically be accepted based on any single criterion; the faculty committee will consider evidence of the following: 1) a baccalaureate degree from an approved institution; 2) submission of a transcript including a grade point average of 3.0 or better in the last two years of undergraduate study; 3) submission of a minimum combined verbal and quantitative score of 850 on the graduate record examination (GRE); 4) certification in a field of education; 5) successful teaching experience.
The specialization in reading education and language arts leading to the masters degree requires thirty-three (33) semester hours of course work, including a core of five required reading certification courses and six additional courses to fulfill the masters degree.
The specialist in education degree is designed to meet advanced certification requirements and to prepare individuals for leadership roles in reading and language arts programs. Students who pursue a specialist degree choose from the same curricular options as those in the masters program but combine these courses with others available in the college and University. Students aspiring to be reading and language arts specialists study current theory and research and ways of applying this knowledge in clinical or field-based projects, public schools, community literacy programs, and state departments of education. Each program of study is tailored to the students experience and professional aims. As part of this program, the student may elect to write a thesis or complete six (6) semester hours of supervised research.
Requirements for entrance to the specialist degree are: 1) a masters degree from an accredited university; 2) a GPA of 3.5 or better in the masters degree course work, or a minimum score of 850 on the combined aptitude portions of the GRE; and 3) a minimum of two years teaching experience or related professional experience. The applicant must submit a statement of professional objectives and a GRE score as part of the application process. Prior certification in a field of education is required.
The program of study leading to the specialist in education degree in reading education requires a minimum of thirty-three (33) semester hours of course work including from fifteen to eighteen (15 - 18) semester hours in reading and language arts, an internship in an agency concerned with literacy education, and a course in methods of educational research. A thesis on a topic within reading and language arts is also required.
The doctor of philosophy (PhD) degree in reading education emphasizes scholarly work in theoretical disciplines such as psychology, linguistics, sociology, or anthropology. From a disciplinary perspective, students select a content specialization such as reading theory, comprehension, childrens literature, written composition, or adult literacy and address it from the standpoint of teaching and learning, development, or policy-making. Students study key research in the selected field of study, practice appropriate inquiry methods, and demonstrate the capacity to carry out independent scholarly investigation. The program is designed for persons aspiring to be college professors, scholars, researchers, or educational policymakers.
Applicants must provide evidence of: 1) a master's degree from an accredited university; 2) a 3.5 GPA or better in the masters degree course work, and a minimum score of 1000 on the combined aptitude portions of the GRE; 3) a minimum of three years of professional experience in the field or a related field. Additionally, applicants must submit a vita, a statement of professional objectives, writing samples, a GRE score, and three letters of professional recommendation. An interview with the reading and language arts faculty is also required.
The program of study leading to the doctor of philosophy degree in reading education requires forty-eight to fifty-eight (48 - 58) semester hours of course work and twenty-four (24) semester hours of dissertation credit. The course work includes research design and methods courses, foundation courses, a required core of twelve (12) semester hours, and selection of one of the following curricular strands: reading theories and processes, clinical studies in reading and language arts, reading in the secondary school curriculum, adult literacy, children's literature, language and writing, or integrated curriculum studies in language arts.
LAE 5319. Teaching Oral and Written Expression in the Elementary School (3). Observation, instruction, and evaluation of oral and written language in the elementary language arts classroom.
LAE 5515. Language and Literacy Assessment (3). Explores conventional and alternative forms of language and literacy assessment. Provides practice doing portfolio and performance assessments.
LAE 5714. Investigation in Children's Literature (3). Review of the various areas of childrens literature, recent trends in childrens books, and research related to curriculum, reading interests, students responses to literature, and development of taste in literature. Literature appropriate for children from birth to age 14 is required reading.
LAE 5738. Linguistic Research in Language Education (3). The purpose of this course is to overview the contributions of multiple disciplines to the study of language, literacy, and schooling.
LAE 5931r. Special Topics in Elementary Language and Literature (1 - 3). Provides examination of in-depth issues related to elementary education curriculum in language and literature. May be repeated to a maximum of nine (9) semester hours.
LAE 6746. Theory and Research in Language Education (3). This advanced course in language education considers the psycholinguistic and sociolinguistic bases of language and the various methods for studying language -- reading, writing, listening, and speaking.
RED 5109. The Development and Assessment of Emergent Reading and Writing (3). A review of the beginning stages of literacy and ways adults can foster a childs development.
RED 5147. Foundations of Developmental Reading (3). A course to help classroom teachers, reading specialists, and other educators seek answers to some of the problems related to reading needs of children of varying abilities.
RED 5337. Supervision and Instruction in Secondary School Reading (3). Application of the reading process to the secondary school curriculum. Diagnostic procedures and instructional strategies useful in developing school reading programs.
RED 5385. Teaching Reading to Adult Illiterates (3). Application of the reading process to ABE curriculum. Provides practitioners, administrators, and researchers with theoretical knowledge related to whole language and literacy education. Practicum included.
RED 5546. Diagnosis of Reading Disabilities (3). Prerequisite: RED 4310 or 5147. Review of various types of reading problems and techniques for diagnosing these problems. Study of a variety of model diagnostic cases.
RED 5548. Correction of Reading Disabilities (3). Provides teachers, reading specialists, and other educators with theoretical knowledge and expertise related to current procedures and instructional strategies for correcting reading disabilities.
RED 5646. Trends and Issues in Reading (3). Prerequisite: RED 4310 or 5147. Exploration of current issues and recent trends in the teaching of reading with emphasis on developmental aspects, present practices, and implications of research in reading.
RED 5865. Leadership Practicum in Reading and Language Arts (3). A practicum designed to provide individualized practicum experiences in educational agencies for advanced graduate students in reading and language arts.
RED 5906r. Directed Individual Study (1 - 3). May be repeated to a maximum of twelve (12) semester hours.
RED 5911r. Supervised Research (1 - 4). (S/U grade only.) May be repeated to a maximum of six (6) semester hours. A maximum of three (3) hours may apply to the masters degree.
RED 5945r. Supervised Teaching (1 - 4). (S/U grade only.) May be repeated to a maximum of six (6) semester hours. A maximum of three (3) semester hours may apply to the masters degree.
RED 5947. Seminar and Practicum in Reading and Language Arts (3). (S/U grade only.) This course is designed to provide field-based experience in public setting in conjunction with an on-campus seminar. Core readings will be discussed.
RED 5971r. Thesis (3 - 6). (S/U grade only.) A minimum of six (6) semester hours is required.
RED 5973r. Specialist in Education Thesis (3 - 6). (S/U grade only.)
RED 6747. Theory and Research in Reading (3). Prerequisite: RED 5147. Development of a broad knowledge of the research in reading and the ability to critically analyze and interpret studies in the field of reading.
RED 6786. Reading Research Related to Adult Literacy (3). Prerequisite: RED 5385 or permission of instructor. This course is designed to provide administrators, researchers, and practitioners with knowledge and expertise relating to the field of adult literacy. Current literature and data sources, research models, agencies and organizations, and literacy programs will all be investigated.
RED 6938r. Doctoral Seminar in Reading and Language Arts (1 - 3). (S/U grade only.) Provides doctoral students with knowledge and awareness of the professional environment within which they will practice. The resources of the University, professional organizations, professional skills such as grantsmanship and publication, and trends and issues in the field will be considered. May be repeated to a maximum of nine (9) semester hours.
RED 6980r. Dissertation (1- 12). (S/U grade only.)
RED 8964r. Preliminary Doctoral Examination (0).
RED 8966r. Masters Comprehensive Examination (0).
RED 8968r. Specialist in Education Comprehensive Examination (0).
RED 8976r. Masters Thesis Defense (0).
RED 8978r. Specialist in Education Thesis Defense (0).
RED 8985r. Dissertation Defense (0).
Professors: Allen, Lunstrum, K. Scott
The graduate faculty in social science education is active in research, development, and teacher education. Research and development projects have been conducted with museums, school systems, ministries of education, federal and state agencies, private foundations, international organizations, and consortia of private and public groups, domestic and multinational. In teacher education, the faculty designs and conducts programs with school systems enhancing the development not only of beginning teachers but of new teacher educators to serve our profession.
Program graduates are playing leadership roles in school systems throughout the United States and abroad, in community colleges and universities, and in state and national ministries of education. The achievements of program graduates reflect the increasing opportunities for well-trained social science education professionals in the public and private sectors of education at all levels.
The curricula in social science education lead to the master of science (MS), specialist in education (EdS), doctor of philosophy (PhD), and doctor of education (EdD) degrees.
The master's degree program is designed for classroom teachers (K through community college) who want to improve their competencies in social science instruction, for persons who want to gain special competency in social science education, and for persons who plan to proceed to educational specialist or doctoral studies. Candidates may pursue a thirty (30) semester hour thesis-type program or a nonthesis thirty-two (32) hour program. The intent is to provide the student with an increased depth of insight into the social-behavioral sciences and the humanities as they relate to social education. The curricula provide the opportunity to study and reflect on problems of learning and instruction and important social issues. To make social science education relevant to the concerns of youth and the major problems of todays society is a common goal of faculty and students. Considerable emphasis is given to social issues instruction and to direct experience in decision making. All curricula are flexible to meet the special interests and backgrounds of students.
The specialist degree program is designed for school and college practitioners who want to improve their knowledge and skills in social science education and for persons who want to gain special competency in the field beyond the masters degree. A candidate may choose to write a thesis as part of the thirty (30) semester hour requirement.
Candidates for the masters or specialist degree are encouraged to concentrate in one general substantive area of knowledge or skill development and successfully pursue studies in that area. The various areas include: United States history, government, geography (traditional content areas); ethnic and bilingual studies, Latin American affairs, humanities, American studies, population education, law education (interdisciplinary programs); or very specialized programs occasionally desired by a candidate (i.e., logic and inquiry, curriculum design, testing and evaluation, cross-cultural studies of values and attitudes). Interdisciplinary and very specialized programs must be organized around, and justified with reference to, a specific theme. The majority of candidates may elect the more traditional areas, but options are left open for other candidates who have their own goals and specialized interests. Specific courses in any program will be selected by the candidate with the advice of the major professor.
The doctoral program which leads to the PhD or EdD is designed to prepare community college teachers, university instructors, researchers, and curriculum leaders who draw upon the social and behavioral sciences to understand and investigate problems in education. The program competencies will be developed in formal courses and in research seminars and projects especially designed for the student by the faculty. The course work and research experiences of the candidate are designed to satisfy the requirements for the doctoral degree at The Florida State University. This program of graduate studies extends normally over a period of three years beyond the bachelor's degree. It combines courses in three major areas: 1) curriculum and instruction in social science education; 2) sociological and psychological foundations of education; and 3) cognate work in the behavioral sciences, social sciences, and humanities. The student is expected to participate in new or ongoing research or instructional projects soon after admission into the graduate program. The program should enable a student to occupy a teaching and/or a research position in higher education or a school system. A student in this program can prepare to: 1) teach courses in social science education and in the social or philosophical foundations of education; 2) accept joint responsibilities for teaching and/or for research in education and social science departments (e.g., education and political science, education and economics); and 3) become a director of research or curriculum development in an educational system desiring special competencies in learning and instruction.
The program of study leads to the doctor of philosophy or doctor of education degree and prepares graduate students to attain the following competencies:
For admission to the masters degree program, students must have a bachelors degree in an appropriate field from an accredited institution, a minimum 3.0 GPA on a 4.0 scale for their last two academic years or a minimum score of 1000 on the GRE, and the approval of the graduate faculty.
The masters degree program is flexible to meet the special interests and varied backgrounds of students. Students have a choice of a thirty-two (32) semester hour program with a comprehensive examination or a thirty (30) hour thesis-type program. The specified program of study will be developed by the student with a major professor, but the thirty (30) or thirty-two (32) hour masters program must include fourteen (14) hours of social science education credits. The other credits will be taken in a field of specialization such as an academic discipline.
For successful completion for the degree, students must earn a minimum 3.0 GPA and perform satisfactorily on the thesis defense or comprehensive examination. Only six (6) semester hours of 4000 level work may be counted toward the degree. Only six (6) hours may be transferred for the degree. Twenty-one (21) semester hours must be taken with a letter grade. Only nine (9) hours of special student credit may be used toward the degree.
For admission to the specialist in education program, students must have a masters degree with a 3.0 GPA in an appropriate discipline from an accredited institution, a minimum 1000 GRE score, and the approval of the graduate faculty.
The specialist degree program is flexible to meet the special interests and varied backgrounds of students. Students have the choice of a thesis or a nonthesis program. Both require thirty (30) credit hours.
The specific program of study will be developed by the student and a major professor, but the program must include fourteen (14) hours of social science education credit. The other credits will be taken in a field of concentration, such as an academic discipline. For successful completion of the specialist degree, students must earn a minimum 3.0 GPA and perform satisfactorily on the comprehensive examination and thesis defense. Only six (6) hours of 4000 level work may be counted toward the degree. Only six (6) hours may be transferred for the degree. Twenty-one (21) hours must be taken with a letter grade. Only nine (9) hours of special student work may be used toward the degree.
Students who have completed a bachelors degree in an appropriate field may also seek certification only in conjunction with course work toward a graduate degree. In meeting requirements for certification, these students should enroll in graduate-level professional courses.
Master's and specialist in education students may seek teacher certification in social science education, grades 6 - 12, as a part of their graduate study. These students must complete SSE 5366, 5367, and 5665 with a minimum grade of "B" during the fall semester and complete three (3) hours in educational psychology and three (3) hours in the social-philosophical foundations of education prior to entrance into the 15-week, 10-hour graduate internship (SSE 5947) during the spring semester. In addition, by the end of their program, certification students must have a minimum of fifty-one (51) college-university semester hours credit in history and social science, including three (3) credits each in sociology and anthropology, and six (6) credits each in American government, American history, geography, and economics. Some of these hours may be taken at the graduate level as part of the masters or specialist degree program. For successful completion, students must maintain a minimum 3.0 GPA and achieve better than satisfactory evaluation during the student teaching internship, which includes passing scores on both parts of the Florida Teachers Certification Examination (FTCE).
For admission to the doctor of philosophy and doctor of education degree programs, applicants must have a master's degree from an accredited institution, a successful academic background in an appropriate social science or humanities discipline, a minimum 1000 GRE score, successful academic and/or work experience in an appropriate educational activity, and the approval of the graduate faculty. During the first semester, students will take a diagnostic examination. Every year, their progress will be evaluated by the major professor and supervisory committee.
For completion of the program, students must fulfill twenty-four (24) semester hours in the 12-month residency requirement. Students must successfully complete EDF 5400, 5481, and a graduate research/methodology course in a social science or humanities discipline. Students must also successfully complete two social science doctoral seminars (SSE): 1) history of social studies/social science education and 2) research in social studies/social science education. In addition, students must pass a comprehensive examination covering their program of studies and successfully defend their dissertation before a graduate supervisory committee.
Students from the United States are required to take the verbal and quantitative aptitude tests of the GRE. Foreign students are required to take the Test of English as a Foreign Language (TOEFL) and present an acceptable score unless they have studied extensively in an English-speaking university or country. Both American and foreign students must submit three letters of recommendation, a statement of academic and professional goals, and records reporting previous academic achievement transcripts and GPA. Applicants are also encouraged to submit a resum and copies of any articles, reports, or materials they may have authored which are relevant to their application. In assessing eligibility for admission, the admissions committee takes into account these factors, as well as previous experiences.
EDF 5885. Education in the Arab World (3). Examines the development of Arab education focusing on curriculum and problems of learning and instruction. Patterns of language teaching and multiculturalism are carefully described and analyzed.
EDF 5892r. The Design of National Curricula in Developing Countries (3). Utilization of concepts and methods of the social and behavioral sciences in preparing a scheme for systematically revising a countrys curriculum with attention to current problems. May be repeated to a maximum of nine (9) semester hours.
EDF 5920r. Colloquium, Bilingual/Bicultural Education (1). Current topics and developments in multilingual/multicultural education. May be repeated to a maximum of nine (9) semester hours.
EDF 5921r. Special Language and Culture Colloquium (2). Development of theories of curriculum, instruction, and evaluation for multilingual/multicultural education. May be repeated to a maximum of twelve (12) semester hours.
EDG 6221. Curricular Theory (3). Theoretical concepts underlying significant curricular developments past and present; model development in curricular theory.
SSE 5144. Models of Teaching Social Studies (3). A graduate teaching methods course for middle school, junior high, and high school social science education.
SSE 5347r. Seminar: Contemporary Public Affairs and Trends for Teachers (3). Selected current social problems, their analysis, and implications for handling in teaching social science. May be repeated to a maximum of six (6) semester hours.
SSE 5365r. Problems of Teaching Social Studies in Secondary School and Junior College (1 - 3). The identification of problems, their investigation, and application of findings to instruction. May be repeated to a maximum of six (6) semester hours.
SSE 5366. Skill Development in Social Studies (3). Corequisites: SSE 5367, 5665.
SSE 5367. Fundamentals in Teaching Social Studies (3). Corequisites: SSE 5366, 5665. Rationale for social science instruction and an examination of traditional social science instructional methods.
SSE 5386. Goals and Methods for the Teaching of History (3). A survey of the major approaches to the study of history linked to the goals of history instruction in general education, with attention to various methods for teaching history.
SSE 5615. Problems in Teaching Elementary School Social Studies (3). The identification of problems, their investigation, and application of findings to instruction.
SSE 5665. Inquiry in Teaching Social Studies (3). Corequisites: SSE 5366, 5367. Provides theory and practice in discovery, problem solving, and inquiry teaching of social science.
SSE 5907r. Directed Individual Study (1 - 3). (S/U grade only.) May be repeated to a maximum of twelve (12) semester hours.
SSE 5915r. Supervised Research (1 - 4). (S/U grade only.) May be repeated to a maximum of twelve (12) semester hours. A maximum of three (3) hours may apply to the masters degree.
SSE 5943. Field Laboratory Internship (1 - 8). (S/U grade only.)
SSE 5946r. Supervised Teaching (1 - 4). (S/U grade only.) May be repeated to a maximum of twelve (12) semester hours. A maximum of three (3) hours may apply to the masters degree.
SSE 5947. Internship for Graduate Students (1 - 10). (S/U grade only.)
SSE 5971r. Thesis (1 - 6). (S/U grade only.) A minimum of six (6) semester hours of credit is required.
SSE 5973r. Specialist in Education Thesis (1 - 6). (S/U grade only.) A minimum of six (6) semester hours credit is required.
SSE 6931. Doctoral Seminar in Social Science Education (3). Critical review of research in social science education in preparation for the dissertation prospectus. Issues of epistemology and research methodology will be carefully analyzed and discussed.
SSE 6933. History of Social Studies/Social Science Education (3). The historical examination of the search for a curriculum rationale, adequate content, appropriate scope and sequence, and effective instructional practice in social studies/social science education, grades K - 12.
SSE 6980r. Dissertation (1 - 12). (S/U grade only.)
SSE 8964r. Preliminary Doctoral Examination (0).
SSE 8966r. Master's Comprehensive Examination (0).
SSE 8968r. Specialist in Education Comprehensive Examination (0).
SSE 8976r. Master's Thesis Defense (0).
SSE 8978r. Specialist in Education Thesis Defense (0).
SSE 8985r. Dissertation Defense (0).
SYD 5155. Seminar in Population Education (3). Inquires into the natural and human consequences of demographic change and adapts them to the needs of in-school and out-of-school programs in both developed and developing nations.