1 168 Teaching and Learning TEACHING AND LEARNING (TCH) 232 DeGarmo Hall, (309) Education.IllinoisState.edu/TCH Director: Barbara Meyer. Office: 232 DeGarmo Hall. Graduate Program Coordinator: Linda Wedwick. Graduate Faculty: A. Al-Bataineh, A. Bates, R. Brown, T. Crumpler, P. Farris, L. Haling, L. Handsfield, C. Hansen, D. Hatch, B. Horn, E. Hurd, T. Husband, Jadallah, N. Latham, Y. Lin, A. Lorsbach, T. Lucey, K. Lycke, D. MacPhee, J. McGaha, S. Mertens, A. Meyer, B. Meyer, E. Mikulec, K. Miller, M. Morey, S. Osorio, D. Park, A. Quesenberry, S. Sanden, R. Seglem, R. Shifflet, E. Skinner, G. Weilbacher, E. White, E. Williams, P. Williams. Doctor of Education in Teaching and Learning The School of Teaching and Learning offers work leading to the Ed.D. in Teaching and Learning. This program is designed to prepare researchers and practitioners for teacher education leadership roles in colleges or universities as well as the public and private sector. Students may pursue courses of study related to positions such as faculty members in community colleges, or four-year colleges and universities; teacher educators; curriculum coordinators; staff development directors; or government educational specialists. Admissions Requirements To be eligible for consideration for admission, applicants must submit to University Admissions the following for review: scores from the Graduate Record Examination (GRE); one official transcript from each college or university other than Illinois State University; a master s degree or equivalent; a professional goals statement; a writing sample; and a professional resume. These documents are attached to the admissions application on the Admissions website. Submit directly to the School three letters of recommendation. A score from a Test of English as a Foreign Language (TOEFL) exam or a score from an International English Language Testing System (IELTS) exam is required of applicants for whom English is a second language. A full description of admission procedures may be found on the School of Teaching and Learning website in the Teaching and Learning Doctoral Handbook. The doctoral degree requires a doctoral examination and a minimum of 66 semester hours: 51 hours of coursework and 15 hours of dissertation research. Course requirements for the 51 hours of course work include 15 hours in the core, 6 hours of foundations, 15 hours in an area of concentration, 3 hours of Professional Practice, and 12 hours of research methods. A full description of program requirements may be found on the School of Teaching and Learning website in the Doctoral Handbook. Scholarly Development Requirement (in lieu of Residency Requirement): A doctoral student is expected to work with one or more faculty scholar-mentors to demonstrate scholarly development as a joint or single author. This demonstration is to be completed after 18 semester hours of coursework and prior to undertaking the comprehensive doctoral examination. The demonstration of scholarly development may take the form of, but is not limited to, one of the following: prepare and submit a manuscript for publication; prepare and deliver a conference paper or presentation or prepare and submit a grant proposal for funding. Such scholarly work should be directed to at least a statewide audience. Master of Science in Teaching and Learning Admission Requirements Applicants to the M.S. degree program in Teaching and Learning may be considered for admission by meeting all of the following requirements: a 3.0 grade point average in the last 60 semester hours of undergraduate work; a valid teaching certificate; and one year of teaching experience. To be eligible for consideration for admission, applicants must submit a professional goals statement to University Admissions attached to the admissions application on the Admissions website. A score from a Test of English as a Foreign Language (TOEFL) exam or a score from an International English Language Testing System (IELTS) exam is required of applicants for whom English is a second language. Applicants who do not possess the required experience may request admission in consultation with the School of Teaching and Learning master s degree committee. The master s program does not lead to certification or endorsement. The M.S. in Teaching and Learning is based on the five propositions of the National Board for Professional Teaching Standards: (1) Teachers are committed to students and their learning; (2) Teachers know the subjects they teach and how to teach those subjects to students; (3) Teachers are responsible for managing and monitoring student learning; (4) Teachers think systematically about their practice and learning from experience; (5) Teachers are members of learning communities. The M.S. in Teaching and Learning is a 30-hour program that includes either a culminating research experience or a thesis. The following courses are required for both options: TCH 407, 409, 411, 478; EAF 410; 9 hours of an elective concentration designed with an advisor. Students in the thesis option must take 6 hours of TCH 499; students in the culminating experience option must take TCH 481 and 482. Master of Science in Instructional Technology and Design This program is currently not accepting applications. Master of Science in Education in Reading Admission Requirements The School of Teaching and Learning offers the M.S.Ed. in Reading. Applicants to the Master's Degree Program in Reading Education may be considered for admission by meeting the following requirements: a 3.0 GPA in the last 60 semester hours of undergraduate work, a current teaching certificate, and at least two years teaching experience.
2 Teaching and Learning 169 The M.S.Ed. in Reading is a 36-hour program that includes 6- hour Professional Research experience. The following courses are required: TCH 452, 462, 463, 464, 465, 466, 467, 471, 474, 468 or EAF 415, TCH 469; and 3 hours of electives at the graduate level. Endorsing Teaching Certificates Reading Teacher The Illinois State Board of Education has identified six areas of study required of all teachers whose major teaching assignment is reading. All teachers assigned departmentalized responsibility in reading or language arts must meet this 24 semester hour requirement. The Reading Program offers all coursework leading to the endorsement of a reading teacher. Reading Specialist Coursework leading to the Reading Specialist is offered in the Reading Program. The program leading to the Specialist Reading Certificate requires the completion of 36 semester hours in reading and related educational areas. Students working on the Reading Specialist must first have a current teaching certificate. Post-Baccalaureate Graduate Certificate in School Librarianship The Post-Baccalaureate Graduate Certificate in School Librarianship provides 24 hours of coursework that prepares teachers to work in school libraries. The program is available to certified teachers and to students who have completed the bachelor s degree and are working on their initial certification. It is designed to help students receive endorsement as Library Information Specialist and to pass the Illinois content area examination. The course of study requires satisfactory completion of the following courses: TCH 414 (within the first two semesters of enrollment), 416, 440, 442, 444, 445, either 449 or 454, and three more elective credit hours in library science-related courses. Some of these courses may apply as electives to a degree program. Information on admission is available from the School of Teaching and Learning. Teaching and Learning Courses 319 STUDY OF BILINGUAL/BICULTURAL EDUCATION Theory, research, and practice in bilingual/bicultural education. Prerequisite: Bilingual major only. 320 BILINGUAL/BICULTURAL PROGRAM DESIGN AND IMPLEMENTATION Emphasizes the process of developing a bilingual program, and examines the alternatives available at each stage. Prerequisites: Bilingual major only. Bilingual language proficiency (ENG/SPA) or 321 BILINGUAL/BICULTURAL METHODS AND MATERIALS Survey of methods and development of materials for teaching in bilingual/bicultural contexts. Prerequisite: Bilingual language proficiency (ENG/SPA) or 401 INTRODUCTION TO EDUCATIONAL TECHNOLOGIES Applications of technology to theories of learning and methods of instruction. Evaluating and utilizing technologies to facilitate classroom instruction. 402 REFLECTIVE TEACHING PRACTICE The study of the relationship between teacher reflection, planning, decision-making, and teaching practice. 407 LEARNING IN EDUCATIONAL SETTINGS The study of classroom learning and assessment. 409 STUDENT DIVERSITY AND EDUCATIONAL PRACTICES Examination of the student diversities found in classrooms and the impact of diverse learners on curricular and instructional practices. 410 EMERGING EDUCATIONAL TECHNOLOGIES Investigation, analysis, evaluation, and application of emerging and future technologies in K-20 educational settings. Prerequisite: TCH 401 or 411 CURRICULUM The study of curriculum models, planning, and evaluation. 414 INTRODUCTION TO SCHOOL LIBRARIANSHIP Explores the roles of the school librarian in management, collaboration, instruction, and collection development. Prerequisite: Licensed teachers or 416 TECHNOLOGY AND THE Technology skills, planning, implementation and instruction in the school library, including bibliographic systems, district technology plans, and best practices for collaboration and instruction. Prerequisite: Licensed teachers or 421 FUNCTIONS OF THE MIDDLE SCHOOL Study of the classical functions of early adolescent education and the relationship of these functions to contemporary institutional/instructional settings.
3 170 Teaching and Learning 423 DEVELOPMENTAL ISSUES IN EARLY ADOLESCENT EDUCATION Examination of developmental patterns and issues in the education of early adolescents in middle level schools. 430 EDUCATIONAL TECHNOLOGY IN THE CONTENT AREAS Examines designing, developing, implementing, and evaluating educational technologies in the content-based educational PreK-12 environments. Prerequisite: TCH DESIGNING TECHNOLOGY-INFUSED INSTRUCTION FOR K-12 CLASSROOMS Focuses on issues, concerns, and usage of technologies in educational settings for communication, collection, creation, collaboration, and contribution. Prerequisite: TCH 401 or consent of the instructor. 438 E-LEARNING IN THE PK-20 CLASSROOM Examines the historical, conceptual, theoretical, and practical issues of distance teaching and learning. Provides an opportunity to design, deliver, and evaluate curricula for web-based learning. Prerequisite: TCH 401 or 440 MANAGEMENT OF SCHOOL LIBRARY MEDIA PROGRAMS Administration and leadership of school libraries including planning for integration into the curriculum, supervision, assessment, budgeting, collaboration with administration and teachers. Prerequisite: Licensed teacher or 442 ORGANIZATION AND ACCESS TO INFORMATION IN THE Organizing and making information accessible through classification, technology, knowledge of legal and professional guidelines, facilities planning, and policy information. Prerequisite: Licensed teacher of 443 ADVANCED TOPICS IN CURRICULUM AND INSTRUCTION Advanced graduate study of curricular and instructional topics. May be repeated if topic is different for a maximum of 9 hours. 444 REFERENCE AND INFORMATION SERVICES Provision of assistance in finding, evaluating, and using information, with emphasis on the knowledge and use of print and online reference sources. Prerequisite: Certified teacher or 445 INFORMATION LITERACY INSTRUCTION FOR SCHOOL LIBRARIES Integration of school libraries into the curriculum with librarians as teachers, advocates, and collaborators in implementing information literacy instruction. Prerequisite: Certified elementary, middle, or high school teacher, or 446 HISTORICAL AND PHILOSOPHICAL CONTEXTS FOR CURRENT ISSUES IN EARLY CHILDHOOD EDUCATION Study and analysis of historical and philosophical contexts for current issues in early childhood. Prerequisite: Admission to graduate school at Illinois State University. 449 SELECTION AND USE OF MATERIALS IN THE ELEMENTARY Collection development of print and nonprint materials, grades K-8. Emphasis on age-appropriate materials supporting school curriculum and student learning. Prerequisite: Licensed teacher or 450 CURRICULUM IN SCIENCE EDUCATION An historical review of science education curricula and analysis of contemporary standards-based curricula. 451 RECENT RESEARCH IN SCIENCE EDUCATION Review and critical analysis of research in science education. Application of research for reflection and improvement of practices in science education. 452 WRITING IN THE K-12 CLASSROOM Theory and practice combine to engage teachers as writers. Candidates will examine writing and apply this process to classroom practices. Formerly TCH INSTRUCTIONAL STRATEGIES FOR SCHOOL SCIENCE Analysis and application of current theory and research to the design and delivery of science instructional strategies. 454 SELECTION AND USE OF MATERIALS IN THE SECONDARY Collection development of print and nonprint materials, grades Emphasis on age-appropriate materials supporting school curriculum and student learning. Prerequisite: Licensed teacher or 459 PRINCIPLES OF ECOLOGY FOR K-8 TEACHERS Overview of basic principles of ecology necessary to teach the subject to K-8 students. Prerequisite: Admission to graduate studies at Illinois State University. 461 LITERACY LEARNING IN A DIGITAL WORLD Study of recent research in literacy learning, emphasizing technology and digital literacies for the improvement of literacy instruction. Formerly RECENT RESEARCH IN LITERACY LEARNING.
4 Teaching and Learning CONNECTING LITERACY THEORY, RESEARCH AND PRACTICE Theoretical bases for reading instruction and the relationship between theory and practice as it relates to the teaching of reading. 463 CLASSROOM BASED ASSESSMENT AND EVALUATION FOR DIAGNOSIS AND INSTRUCTION Evaluation of literacy learning using authentic assessments, standardized tests, observations and portfolios. Field experiences required. Formerly ASSESSMENT OF LITERACY LEARNING. Prerequisite: TCH 462 is recommended. 464 DEVELOPMENTALLY APPROPRIATE STRATEGIES, MATERIALS AND RESOURCES IN LITERACY The curriculum organization, instructional materials, and instructional strategies for language arts programs. 465 CONTENT AREA LITERACY Strategies and materials designed to provide content area literacy instruction. Field experiences required. 466 EVALUATION AND LEADERSHIP IN LITERACY Designed for reading specialists to serve as change agents of literacy instruction in the school district. Prerequisites: TCH 462 and 12 hours graduate credit in Reading. 467 READING PROCESS AND INSTRUCTIONAL STRATEGIES Advanced study of miscue analysis for assessing strategies of ineffective readers; includes development of instruction to support less proficient readers. Field experiences are required. Formerly ADVANCED LITERACY ASSESSMENT AND INSTRUCTIONAL STRATEGIES. Prerequisites: TCH 462 and PROFESSIONAL RESEARCH IN LITERACY LEARNING I Design and implementation of curricular and instructional change in literacy learning in an educational setting. Prerequisites: Completion of 27 hours in the Reading Program and consent of the Reading Program Coordinator. 469 PROFESSIONAL RESEARCH IN LITERACY LEARNING II Implementation of curricular and instructional change in literacy learning in an educational setting. Prerequisite: TCH SEMINAR IN LITERACY 1- Analysis of current literacy learning practices, trends, and issues. 471 SOCIAL AND CULTURAL CONTEXTS FOR LANGUAGE AND LITERACY Examines theoretical, pedagogical and research issues in community family literacy with emphasis on cultural contexts and multiliteracies. Formerly SEMINAR OF FAMILY LITERACY. 473 SUPPORTING PRACTICING TEACHERS: EFFECTIVE MENTORING, COACHING, AND PROFESSIONAL DEVELOPMENT STRATEGIES Provides practicing teachers with effective coaching, mentoring, and professional development strategies to be used with a range of mentees. Formerly MENTORING STUDENT TEACHERS. 474 READING LITERATURE WITH CHILDREN IN THE CLASSROOM Analysis of students responses to text as well as the exploration of diverse literature and instructional implications across all grades. 478 EVALUATING STUDENT PERFORMANCE Examination of the theory and practice of student evaluation. Communicating student achievement and the use of assessments as decision-making tools. 481 PROFESSIONAL RESEARCH Study of teacher-initiated research and design of a curricular or instructional research project in an educational setting. Prerequisites: TCH 407, 409, 411; and EAF PROFESSIONAL RESEARCH II Conduct and present a curricular or instructional research project in an educational setting. Prerequisite: TCH RESEARCH AND DEVELOPMENT SYNTHESIS I Opportunity to develop a high-quality educational multimedia team project reflecting the processes of design, development, management, implementation, and evaluation. Begin the development of an individual instructional research project or a professional multimedia project. Prerequisites: TCH 432 and 434. This course is to be taken after all Core Curriculum and Area of Specialization courses are complete. 487 RESEARCH AND DEVELOPMENT SYNTHESIS II Conduct and present a technology research project or develop and present a product for an educational environment. Prerequisite: TCH INTERNSHIP IN COLLEGE TEACHING Observation and teaching in the student's major area, with other experiences appropriate to academic involvement at the college level. Offered in cooperation and with the approval of the student's major department. Prerequisite: Graduate standing.
5 172 Teaching and Learning 499 MASTER'S THESIS 1-6 sem. hrs. Refer to the Index for General Courses. 501 INTRODUCTION TO DOCTORAL SCHOLARSHIP Introduction to academic scholarship and doctoral studies, exploration of faculty research, and orientation to expectations of doctoral studies. Prerequisite: Admission to Teaching and Learning doctoral program or 555 SEMINAR IN LITERACY EDUCATION An advanced exploration of a specific topic in literacy education. 562 FOUNDATIONS OF TEACHER EDUCATION This course focuses on critical examinations of professional development, current foundational research, current practices, reform efforts, and evaluation of teachers. Prerequisite: Admission to Teaching and Learning doctoral program or 563 CRITICAL ISSUES IN TEACHER EDUCATION Analysis of curricular debates within teacher education, emphasizing the relationship of current mandates to the larger purposes of teacher preparation. Prerequisite: TCH 562 or 564 ASSESSMENT IN TEACHER EDUCATION Inquiry into recent research in assessment and relationships among new views of knowledge, teacher learning, and assessment of teachers. Prerequisite: TCH 562 or consent of the instructor. 579 EDUCATIONAL TECHNOLOGY Examination of the perspectives, theoretical foundations, and techniques of educational technology, and integration of that technology into the curriculum. 580 CRITICAL STUDIES IN DIVERSITY AND EDUCATION Analysis and interpretation of critical theories, research, and approaches to understanding issues of student and community diversity affecting schools. Prerequisite: Admission to Teaching and Learning doctoral program or 595 RESEARCH SEMINAR IN EDUCATION 1- Study of specialized research methods, tools, and techniques. Emphasis on dissertation research design. May be repeated if content is different. Prerequisites: TCH 575 and 598 PROFESSIONAL PRACTICE/INTERNSHIP 1-12 sem. hrs. Refer to the Index for General Courses. Professional Practice (.01) and Doctoral Internship (.02) provide for the integration of academic content materials with the role expectations of professional personnel. 599 DOCTORAL RESEARCH 1-15 sem. hrs. Refer to the Index for General Courses. Research relating to requirements for the Doctor of Education degree. Prerequisite: Consent of the program coordinator. 575 INSTRUCTIONAL RESEARCH Alternative modes of research and their application in resolving problems of instructional practice. Meta-analysis of major research paradigms. 576 CONTEMPORARY CURRICULUM THEORY AND DESIGN Examination of forces influencing curriculum improvement. Focuses on analysis of curriculum and application of principles for resolution of curriculum problems. 577 ADVANCED SUPERVISION OF INSTRUCTION Knowledge base and skills needed for instructional supervision in teacher education. Emphasis on application of research in clinical settings. 578 INSTRUCTIONAL DESIGN Design of instruction for schools, colleges, universities and other educational programs. Application of design principles for resolution of instructional problems.
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