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College of Education 243 Ritter Hall, Degree Programs: Master
of Education and Doctor
of Education and Curriculum Instruction
and Technology in Education
Program Offerings: Educational Leadership
and Policy Studies Program Offerings: Urban Education Supervisory Certification
Program Psychological Studies
in Education Adult and Organizational
Development Counselling
Psychology Educational Psychology School Psychology Physical Education
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Required Courses: FL ED 610, 612, 614, 616, 618, 620. Students who have had previous coursework that addresses the issues covered in FL ED 610 can get special permission from their adviser to take an additional second and foreign language elective instead. Electives from second and foreign language courses: FL ED 433, 645 LANG ED 651, 654, 775. This is a partial list of electives; other electives are acceptable to fulfill this requirement with the permission of the student's adviser. Recommended Electives from outside the second and foreign language program: ED 554, 650, 652, 653; ED PSY 529. These can be any courses at the university outside the M.S. in Ed. in Teaching a Second and Foreign Language program, including the core courses from the M.S. in Ed. in CITE program, and are selected in consultation with the adviser to address a student's specific interests. Comprehensive Examination: All students must pass the comprehensive examination.
Doctor of Education General Statement An Ed.D. from the Department of Curriculum, Instruction, and Technology in Education (CITE) prepares individuals to assume positions of leadership as teachers or supervisors at the elementary, secondary, and college or university level and emphasizes the following areas:
Areas of Concentration CITE offers the Ed.D. in two academic specializations: Language Education (Reading and TESOL) and Mathematics and Science Education. Admission Requirements Scores from the general Graduate Record Examination (GRE) or Miller Analogies Test (MAT), official transcripts of all previous college or university work (including Temple University), a personal goal statement, and three letters of recommendation are required of all Ed.D. applicants. A minimum TOEFL score of 230 on the computer-based version (CBT) or 575 on the paper-based version is required for applicants who are not native speakers of English. An interview and a writing sample is required of applicants under serious consideration. Applicants must specify on the application which area of specialization is requested for their program or the application cannot be processed. See Graduate School and College guidelines for additional information. Note: Applicants who hold a master's degree in an academic specialization not offered in the CITE Ed.D. but who wish to pursue a specialization in this program, may be required to satisfy graduate prerequisites before pursuing the CITE Ed.D. level requirements. To confirm graduate standing and necessary prerequisites, contact the specialty area adviser. Degree Requirements The Ed.D. in Curriculum, Instruction, and Technology in Education requires a minimum of 78 semester hours of coursework; successful completion of a Doctoral Qualifying Preliminary Examination; a dissertation that exhibits scholarship, mastery of instructional techniques and a distinctive contribution to the candidate's academic area of specialization; a successful oral examination of the dissertation; and recommendation of the Graduate Faculty of the CITE Department. See the sections on College of Education and Graduate School regulations for other requirements. Coursework includes the following:
(See Graduate School and College of Education guidelines for additional information on other program requirements including ED 799, ED 899, and advanced standing for completion of a master's degree.) Doctoral Program Advanced Standing With the permission of the student's department, graduate credits taken at other institutions may be counted toward completion of a Temple doctoral degree upon recommendation by the adviser. The number of credits that can be so counted may not exceed the number of credits required for a Temple master's degree in the discipline in question. General Education (ED) 403. Effective Teaching: Theory and Practice. (3 s.h.) Provides theoretical and research basis for effective teaching strategies and affords the opportunity to practice the skills in simulated classroom conditions. Emphasizes the mastery of each skill. Exposure to a variety of teaching procedures and to a choice of the most appropriate strategy in a given educational situation. The course is a prerequisite for ED 406 and 412 and should be taken in conjunction with ED 413 at the start of the student's program.
404. Literacy K-6. (3 s.h.) Examines theoretical models in reading and language arts and their applications to early childhood and classroom practices, K-6. Provides opportunities for students to focus on developmental and application issues in literacy learning, the integration of reading and language arts, and alternative assessment techniques.
406. Supervised Teaching. (3 s.h.) Prerequisites: ED 403, 413, and required pedagogy (i.e., methods) courses. Involves full-time placement in an elementary or secondary school for the entire semester. Students with paid teaching positions may use the school site; others are placed in a school and work with a cooperating teacher. All students supervised by Temple University faculty member. Must be taken with Education 412.
407. Early Childhood/Elementary Environments and Learning. (3 s.h.) Guides students as prospective early childhood/elementary teachers in establishing and maintaining learning environments for children. Research based principles for effective teaching and developmentally appropriate curriculum practices are presented and supported with authentic classroom based examples. Helps students utilize proven systematic approaches that will enable them to organize, conduct, and evaluate instructional practices in preschool and elementary settings. Guided by two beliefs: (1) that students need to engage actively with the concepts presented in the course outline, and (2) that students should be exposed first hand to the realities of teaching in urban settings.
411. Creating a High School Learning Community. (3 s.h.) Utilizes the natural and social sciences jointly as the vehicle to exemplify to the student (1) the processes associated with stimulating the learners' integration of thinking skills toward higher order problem resolution, and (2) the strategies aimed at socialization of the learners into a learning community.
412. Seminar in Supervised Teaching. (3 s.h.) Prerequisites: ED 403, 413, and required pedagogy (i.e., methods) courses. Describes basic principles of human behavior in relation to managing classrooms and the teaching of academic skills. Examples of successful applications of the principles are provided. Students required to use the principles and procedures in their classrooms and to report the outcomes to the participants in the class. Must be taken with ED 406.
413. Practicum in Teaching. (3 s.h.) Introduces students to the process of teaching children in an elementary or high school environment. Under the direction of a Temple University faculty member, the student observes elementary or high school students in a variety of situations. Classroom discussions are held in conjunction with observed events and suggestions are made as to how to deal with a variety of management and academic problems. The course is a prerequisite to ED 406 and 412, and is taken in conjunction with ED 403 at the start of the student's program.
510. Curriculum, Instruction, and Technology in Education. (3 s.h.) Introduction to the concepts, theories, research, and practices that address the linkages between the curriculum, instruction, and technology. Examines these three areas both within school settings and the society in which the schools exist.
554. Characteristics of Computer-Based Instruction. (3 s.h.) Application of computer technology in instructional programs. Discusses prospects and problems of the uses of the computer in support of direct instruction, management, and testing. Hands-on experience is included.
650. Teacher Development -The Reflective Teacher. (3 s.h.) Topics designed to improve the development of practicing teachers. The topics include: methods of facilitating and managing change, the change process and its effects, school management (including site-based management); leadership roles of teachers; and the teacher as researcher (including understanding investigative research and conducting classroom action research).
652. Cultural Diversity and Learning Styles. (3 s.h.) The nature of cultural and classroom inclusion; the impact of these environments on teaching strategies; the impact of various teaching and learning styles on teaching strategies; the effect of curriculum mandates on all of these factors.
671. Graduate Independent Study in Curriculum, Instruction, and Technology. (1-6 s.h.) For advanced students who desire to study individual problems. Written approval of student's adviser required. An application form is available in the CITE Office.
686. Current Trends in Instructional Practice. (3 s.h.) Presents the latest research dealing with instructional practice. Areas included range from establishing a historical perspective of instructional practice to the latest research on teaching and learning. Special emphasis is given to management and evaluation of instruction.
710. Program Planning and Evaluation. (3 s.h.) Program planning and evaluation are viewed and discussed from a lifespan perspective that incorporates program planning and evaluation for school, post-secondary and higher education, continuing education, community-based, and training and development settings. Students are encouraged to apply program planning content and processes in real educational settings, which may be school or community based.
775. Practicum in Supervision. (3 s.h.) For students in the Supervision Certificate program. Prerequisites: completion of all program requirements and permission of faculty adviser. A field experience for candidates for the Supervisory Certificate in any content area who plan to certify as a supervisor.
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