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Overview:
The graduate programs in
education are designed to strengthen and deepen students’ analytical
understanding of education while preparing them for futures in teaching,
policymaking, and scholarly research. The faculty make every effort to help
students integrate research and theory with educational policy and practice.
In so doing, students master the central concepts of their chosen programs as
well as develop the ability to empirically analyze, think critically, and
speak and write clearly in the appropriate genre for their educational field.
Graduate students may pursue Oklahoma certification as part of a degree
program or as an independent certification-only plan. Alumni of the School of
Education’s graduate programs include numerous teachers, principals,
and superintendents; attorneys specializing in education law; university
professors; educational researchers; and others in local, state, federal, and
international education agencies.
The School of Education’s
graduate programs are flexible by design in order to encourage our
students’ individual growth and specialization in education. To achieve
this level of flexibility, each student works closely with the Graduate
Program Advisor as well as specific faculty whose areas of expertise align
with the students’ particular interests and professional goals.
Coursework and research projects are defined by our faculty’s expertise
in both teaching and scholarship. Specific fields of study that carry the
advantage of faculty depth and the potential for original research are:
language acquisition, human development, math and science education,
educational technology, the philosophy of education, the sociology of
education, education in the humanities, pedagogy and curriculum development,
educational policy, international comparative education, and school-to-work
transition.
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Admission:
Admission to the School of Education’s
graduate degree programs is selective. Minimum requirements for admission
include a baccalaureate degree from an accredited institution, an
undergraduate grade point average of 3.0 or better (on a 4-point scale), at least
three letters of recommendation from college instructors or other individuals
qualified to testify about intellectual and professional abilities, a
satisfactory statement of purpose, and satisfactory test scores on the verbal
and quantitative portions of the Graduate Record Examination. Undergraduate
coursework in education, the social sciences, statistics, or advanced writing
is recommended, but not required for admission. The statement of purpose
should be at least 1000 words in length and address the applicant’s
scholarly interests and/or professional goals in education as well as how the
applicant’s interests and goals fit with those of the faculty of the School of Education and the specific
degree program to which they are applying. Students who do not meet these
minimum requirements may be considered for provisional or probationary
admission at the discretion of the Graduate Program Advisor, faculty, and
Graduate Studies Committee in the School of Education.
Students seeking admission to any of the
graduate programs in education should contact the Graduate Program Advisor in
the School
of Education
with further questions about fit, programs of study, and admission
procedures. Applications to graduate programs in education are evaluated once
a year for Fall admissions and once a year for Spring admissions. The
application deadline is January 15 for the following Fall semester and
September 15 for the following Spring semester. Application packets should be
submitted directly to the Graduate School
at The University of Tulsa. The Graduate Studies Committee in the School of Education begins review of
application packets immediately following each deadline.
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Master of Arts:
The School
of Education’s
faculty believe that professional practice must be guided by inquiry and
reflection in order to yield understanding and action that promote positive
educational change. We believe that committed educators should value and
incorporate systematic inquiry and reflection into their practice using these
skills to help them act as agents of change within their professional
community. Within the M.A. program, therefore, we believe that it is
important to prepare candidates to engage in educational research with the
idea that they will, as professionals, be practitioner researchers and
educational leaders. Reflection and inquiry are embedded in all graduate
programs in the School
of Education,
but are perhaps most evident in the M.A. degree program. The Master of Arts
is a research-based program with concentrations in research and evaluation,
elementary education, and secondary education.
The M.A. program requires at least thirty-six
(36) credit hours of graduate-level coursework. Eighteen (18) credit hours
are selected from the education core in addition to nine (9) credit hours in
one of the concentration areas and nine (9) credit hours of elective credit
(in or out of department).
M.A. Core Courses (18
hours)
Educ 7003, Philosophy of Education
Educ 7123, Advanced Child and Adolescent Growth
and Development
Educ 7183, Statistical Methods for Research I
Educ 7153, Techniques of Research
and Evaluation
Educ 7XX3, Research Proposal
Educ 7913, Research and Paper
or Educ 7983, Research and Thesis
M.A. Concentration Courses
(9 hours)
Consists of electives in teacher certification (elementary or secondary) OR
research and evaluation (language, discourse, & development option or
international comparative education and policy option)
M.A. Elective Courses (9
hours)
Consists of electives either in or out
of the School
of Education
Concentration in Research
and Evaluation. The specialization in Research and Evaluation
is a thesis- driven program designed to prepare graduates for entry level
positions in educational research and evaluation or to pursue doctoral study.
By the end of the first semester, the student should select a research area
and a thesis advisor who will supervise the research and the remainder of the
student's course work in conjunction with the Graduate Program Advisor. By
the end of the second semester and in collaboration with the thesis advisor,
the student should identify a three-member thesis committee. Two members must
be from the School of Education with the thesis advisor as the committee
chair; the third member must be from outside the School of Education.
An expert from outside the university may be used with the approval of the Graduate School. In carrying out the
thesis project, the student must complete a minimum of three and maximum of
six hours of thesis credit. On completion of the research, the student will
write a thesis that conforms to the Graduate School's
recommended procedures. With the advisor's approval, a draft of the thesis
will be forwarded to the other members of the thesis committee for
examination and review. After the thesis has been reviewed and judged ready
for defense by the advisor and by the other members of the thesis committee,
the student must pass an oral thesis examination. The oral examination is comprehensive,
covering the student's entire graduate program and emphasizing the research
work and content of the thesis. All thesis and oral examination requirements
must be scheduled and completed to meet Graduate School
deadlines. The concentration in research and evaluation does not lead to
teacher certification.
Concentrations in Teacher
Certification. The concentrations in elementary or secondary
education allow students to pursue Oklahoma certification as part of
their M.A. degree program or allow certified teachers to enhance their
expertise in and knowledge of professional education. The elementary and
secondary education concentrations are both field and research-based. While
students concentrating in these areas are non-thesis, all students do complete
a research project. The research project consists of a series of
research-related coursework that includes the preparation of an approved
research proposal and a final research paper reporting on original empirical
research conducted in the final year of the program. Students seeking
certification in these concentrations are also required to pass the Oklahoma
General Education Test (OGET) and be formally admitted to the School of Education’s Teacher
Education Program by the end of their first semester of study.
The M.A. degree program with concentrations in
elementary or secondary education requires a minimum of 36 credits of
graduate-level coursework, but additional coursework may be required to
qualify for the Oklahoma
teaching certificate. Those seeking elementary teacher certification
concurrently with the M.A. may have to complete additional coursework
depending on their completed undergraduate or graduate coursework. Those
students seeking secondary teacher certification must have completed a baccalaureate
degree in a field approved for certification by the Oklahoma State Department
of Education. Courses counting concurrently toward both the M.A. degree
program and Oklahoma
teacher certification requirements are selected from an approved list and are
designed to enhance the teacher’s expertise as well as fulfill the
state requirements for certification. Specialized undergraduate courses
leading to teacher certification may be taken for graduate credit in some
instances. These 6000-level courses are listed at the end of this section
under the heading "Approved Undergraduate Courses."
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Master of Teaching Arts:
The Master of Teaching Arts (M.T.A.) program
reflects the School
of Education’s
long-standing commitment to excellence in teaching. As such, the M.T.A.
program is designed to encourage and develop the passion and potential of
teachers. Specifically, the M.T.A. was developed to provide practicing K-12
and secondary school teachers the opportunity to jointly study professional
education and a specific academic discipline in the liberal arts and
sciences. Although not a degree program leading to initial teacher
certification, the program’s purpose is to develop teachers who are leaders
in their school communities, who demonstrate advanced knowledge and expertise
in their academic subject area, and who prepare their own students to be
socially active and morally conscious citizens in this new century. Although
M.T.A. students are not required to complete a final research project or
thesis, the core educational component of the program emphasizes the teacher
as researcher—one who is able to locate, interpret, and incorporate the
most recent social science and educational research into their own teaching.
M.T.A. students master the central concepts of
their chosen academic discipline, as well as develop the ability to think
critically and speak and write clearly in the appropriate genres for their
field of study. In addition, they have a foundation in the liberal arts and
sciences that allows them to locate their subject area in the appropriate
historical, social, and philosophical context. Students in this program are
driven by a reasoned, justified, and articulated philosophy of education. They
take seriously their role as citizens, servants, and leaders in our society,
and realize that they do not know everything they will need to know to be
influential teachers and public intellectuals. As a result, the coursework
and faculty in the School
of Education
help students develop the skills and dispositions for lifelong learning. Most
of all, as public intellectuals, they recognize and embrace this calling to
create an impact beyond the classroom, one that filters into the broader
community over the years.
The M.T.A. is a thirty-six (36) credit hour
degree program that provides for graduate study in eighteen (18) credit hours
of professional education plus eighteen (18) credit hours in a liberal arts
and sciences subject area. The approved subject areas are art, English,
history, biology, and mathematics. The eighteen (18) credit hours in
professional education include twelve (12) credit hours from the M.T.A. core
and six (6) credit hours of education electives. Because the M.T.A. is a
cooperative program between the School
of Education and graduate
programs in other university departments defined by the student’s
academic discipline, students in this program are jointly advised by the
Graduate Program Advisors in both the School of Education
and in the designated subject area. As such, the eighteen (18) credit hours
in the approved academic discipline are determined based on the
recommendations of the Graduate Program Advisor in the student’s
subject area.
M.T.A. Core Courses (12 hours)
Educ 7003, Philosophy of Education
Educ 7123, Advanced Child and Adolescent Growth and
Development
Educ 7153, Techniques of Research and
Evaluation
Educ 7183, Statistical Methods for Research I
M.T.A. Education Electives (6 hours)
Consists of electives in professional education
M.T.A. Subject Area Electives (18 hours)
Consists of electives in either art, English,
history, biology, or mathematics
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Master of Science in Mathematics and Science Education:
The Graduate
School, through the School of Education
and the College
of Engineering
and Natural Sciences, offers an interdisciplinary program leading to a Master
of Science in Mathematics and Science Education (M.S.M.S.E.). The M.S.M.S.E.
is a research-based program designed to provide a solid background in
mathematics and science principals and their application in the classroom. It
includes a core of professional education and educational research courses
and electives to be selected based on the student’s interest and
background. The M.S.M.S.E. program is intended for practicing elementary and
middle school teachers. It includes a core of professional education courses,
educational research courses, and electives in math and science. The
M.S.M.S.E. degree program does not lead to teacher certification.
The M.S.M.S.E. program may be pursued with the
thesis or non-thesis option. Non-thesis students are still required to
complete a research project. The research project consists of a series of
research-related coursework that includes the preparation of an approved
research proposal and a final research paper reporting on original empirical
research conducted in the final year of the program. The thesis option
prepares graduates for entry level positions in educational research and
evaluation or to pursue doctoral study in their chosen field. By the end of
the first semester, the thesis student should select a research area and a
thesis advisor who will supervise the research and the remainder of the
student's course work in conjunction with the Graduate Program Advisor. By
the end of the second semester and in collaboration with the thesis advisor,
the student should identify a three-member thesis committee. Two members must
be from the thesis advisor’s department with the advisor as the
committee chair; the third member must be from the other department. In
carrying out the thesis project, the student must complete a minimum of three
and maximum of six hours of thesis credit. On completion of the research, the
student will write a thesis that conforms to the Graduate School's
recommended procedures. With the advisor's approval, a draft of the thesis
will be forwarded to the other members of the thesis committee for
examination and review. After the thesis has been reviewed and judged ready
for defense by the advisor and by the other members of the thesis committee,
the student must pass an oral thesis examination. The oral examination is
comprehensive, covering the student's entire graduate program and emphasizing
the research work and content of the thesis. All thesis and oral examination
requirements must be scheduled and completed to meet Graduate School deadlines.
All M.S.M.S.E. students must complete a total
of thirty (30) credit hours for the degree. The total includes fifteen (15)
credit hours of core courses, another twelve (12) credit hours in approved
graduate- level electives in math and science courses offered through the
College of Engineering and Natural Sciences, and three (3) credit hours in an
approved graduate-level course in statistics. No more than twelve (12) credit
hours may be taken at the 6000 level. Because the M.S.M.S.E. is an
interdisciplinary program between the School
of Education and the College of Engineering
and Natural Sciences, students in this program are jointly advised by the
Graduate Program Advisor in the School
of Education and by an
advisor in the College
of Engineering
and Natural Sciences.
M.S.M.S.E. Core Courses
(15 hours)
Educ 7043, Introduction to Educational
Technology
Educ 7053, Instructional Design and Curriculum
Integration
Educ 7123, Advanced Child and Adolescent Growth
& Development
Educ 7153, Techniques of Research and
Evaluation
Educ 7913, Research and Paper
or
Educ 7983, Research and Thesis
M.S.M.S.E. Math and Science Courses (12 hours)
Consists of MSE courses and other electives
offered through the College of Engineering and Natural
Sciences
M.S.M.S.E. Statistics Requirement (3 hours)
Consists of an approved graduate-level course
in statistics
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(The
number of credits allotted a course is indicated by the last digit of the
course number)
Professional Education Course
Descriptions (EDUC)
7003
Philosophy
of Education
Selected contemporary problems in education as they relate to the
philosophies of idealism, realism, pragmatism, behaviorism, and
existentialism. Emphasis upon developing a better understanding of education
in all of its - ramifications.
7033
Fundamentals
of Curriculum Development
Analysis of the selection and organization of subject matter, patterns of
curriculum organization, and revision of curriculum in elementary and
secondary schools.
7043
Introduction
to Educational Technology
Survey of educational computing topics including functional hardware
components, history of computing in education, trends and issues in
educational technology, ethics, problem-solving with algorithms and
heuristics, and evolving roles of teachers for the 21st century.
7053
Instructional
Design and Curriculum Integration
Learning/instructional design, teaching strategies using technology and
supervised final project. Approved project requires the participant to
prepare an instructional component for relevant subject matter using computer
capabilities based on sound instructional design principles. Students
demonstrate competence in achieving congruence among learning objectives,
teaching strategies including computer capabilities, and evaluation of
student performance. Final projects are formally presented to teachers at
local/state/regional professional meetings.
7103
Advanced
Educational Psychology
A survey of educational psychology with emphasis upon the development of
behavior, intelligence, learning, and problems of adjustment.
7123
Advanced
Child and Adolescent Growth and Development
An overview of development of children and adolescents from a constructivist
view. A basic premise of the course is that children construct their own
knowledge through interaction with their physical and social world. Examines
issues of cognitive, linguistic, social, and moral development through the
lenses of different cultures.
7133
Legal
Aspects Education
Considers litigation involving constitutional, statutory, administrative, and
case law within the school context.
7153
Techniques
of Research and Evaluation
Studies of the nature and functions of research and evaluation featuring
characteristics of the most common types of investigation. Includes the study
of operationalism, hypothesis formulation and testing, experimental and
quasi-experi- mental design, data collection, theory development and
verification, and applications of basic data analytic techniques.
7163
Psychometric
Theory and Practice
Examines the theory of measurement as applied to development, use and
interpretation of tests and inventories. Norm- referenced and
criterion-referenced construction, interpretation, and assessment strategies
including their use in evaluation.
7183
Statistical
Methods for Research I
Study of descriptive statistics, probability, sampling theory, parameter
estimation, and hypothesis testing. Investigation of chi-square, simple
analysis of variance, t-test, bivariate correlation and regression
techniques.
7263
Elementary
School Language Arts Curriculum and Instruction
The nature and functioning of language, to develop skills based upon research
in language arts, and to make application of major theoretical principles to
the language arts curriculum in the elementary school.
7283
Statistical
Methods for Research II
Extension of Educ 7183 including analysis of variance, multiple regression,
multiple and partial correlation, analysis of covariance and some
nonparametric methods. Prerequisite: completion of one elementary statistics
class.
7383
Multivariate
Methods for Research
Considers theoretical, computational, and interpretative issues of
multivariate techniques using computer solutions. Topics include multiple
analysis of variance (MANOVA) and covariance (MANCOVA), factor analysis,
multiple discriminant analysis, regression, canonical correlation and other
commonly encountered multivariate techniques. Prerequisite: completion of one
or two statistics classes including ANOVA and multiple regression.
7473-9 (3-9 hours)
Internship
in Teaching
Classroom teaching experience in area schools at early childhood, elementary,
middle, or secondary levels as appropriate. Extensive preparation and
revision of instructional plans and assessment materials is expected.
Full-time assignment (30 hours per week) for one semester is required for
nine hours credit with credit for part-time assignments prorated.
7912-3 (2-3 hours)
Research
and Paper
A non-thesis option requiring an approved research project and formal paper
reporting the results of original empirical research.
7961
Residency
7971-3 (1-3 hours)
Seminar
7981-5 (1-5 hours)
Research
and Thesis
A thesis option requiring an approved research project and formal paper
reporting the results of original empirical research, plus an oral competency
exam.
7991-5 (1-5 hours)
Independent
Study
Mathematics/Science Education (MSE)
7013-4 (3-4 hours)
Contemporary
Physical Science
Current problems in chemistry, utilizing hands-on activities.
7043
Classroom
Computer Applications
Enables teachers to effectively use educational technology in the classroom.
Topics include software evaluation, curriculum integration, simulation and
modeling, multimedia applications, integrated applications, telecommunication
and networking, and using information management systems.
7113-4 (3-4 hours)
Earth’s
Physical Environment
Major issues in earth science
7123-4 (3-4 hours)
Concepts
and Applications in Physics
Topics in mechanics, light and sound appropriate for the elementary
classroom.
7133-4 (3-4 hours)
Concepts
and Applications in Biology
Environmental or cellular biology appropriate for the elementary classroom.
7143-4 (3-4 hours)
Concepts
and Applications in Chemistry
Topics in atoms, molecules, chemical properties and reactivity appropriate
for the elementary classroom
7153-4 (3-4 hours)
Concepts
and Applications in Mathematics
Advanced topics in analysis, statistics, or discrete mathematics appropriate
for the elementary classroom.
7163-4 (3-4 hours)
Concepts
and Applications in Astronomy
Focuses on sun, moon, planets, eclipses, solar system, meteors, comets,
stars, galaxies and big bang, based on the students’ background and
teaching interests.
7213
Technology
Project
Project involving application of technology to curriculum implementation.
Project will be developed in consultation with instructor and address a
curriculum area appropriate for the student.
7283
Statistical
Methods for Research II
Extension of EDUC 7183 including analysis of variance, multiple regression,
multiple and partial correlation, analysis of covariance and some
nonparametric methods. Prerequisite: completion of one elementary statistics
class.
7383
Multivariate
Methods for Research
Considers theoretical, computational, and interpretative issues of
multivariate techniques using computer solutions. Topics include multiple
analysis of variance (MANOVA) and covariance (MANCOVA), factor analysis,
multiple discriminant analysis, regression, canonical correlation and other
commonly encountered multivariate techniques. Prerequisite: completion of one
or two statistics classes including ANOVA and multiple regressions.
7831-3 (1-3 hours)
Special
Topics in Mathematics and Science
7973
Seminar:
Problems in Modern Science and Mathematics
Discussion of major contemporary issues in science and mathematics as they
pertain to the classroom
7991-3 (1-3 hours)
Independent
Study
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Approved Undergraduate
Courses
The following undergraduate courses may be taken for graduate
credit with the approval of the Graduate Program Advisor. A student enrolling
in these courses will complete assignments in addition to those completed by
the undergraduate students in the courses.
Language (LANG)
6003
Methods
of Teaching Languages
Theory and practice of teaching second languages. Focus on Communicative
Language Teaching grades K-12. Required for teacher licensure in foreign
languages. Prerequisite: sufficient proficiency in the target language to
teach practice lessons, normally attained through at least one 4000-level
course, or equivalent.
Education (EDUC)
6103
Children’s
Literature
A survey of children’s literature, including award winning literature
in various genres. Emphasis on literature appropriate for culturally diverse
classrooms.
6123
Literacy
Assessment and Intervention
Emphasizes remedial reading, including diagnosis and assessment of reading
problems and selection of teaching strategies for remedial reading in the
classroom. Practicum includes application of course content with at-risk
readers. Includes field experiences in culturally diverse settings.
6133
Creative
Arts for Elementary Children
Fundamentals of art methods, art history, and philosophy to enable the
elementary teacher to build a broad, diversified program of art experiences
related to the basic content areas.
6143
Social
Studies for Elementary Children
Materials, activities, and strategies for teaching social studies concepts in
grades one through six. Application of course content in field experiences
with unit and lesson planning. Interdisciplinary curriculum planning,
multicultural education, and educational technology applications.
6303
Writing
and Language Development for Elementary Children
How children learn to communicate through speaking, listening, writing, and
reading. Includes mechanics and nature of writing, the process approach,
modes of writing, and role of computers and technology in writing in the
elementary classroom. Field experiences in culturally diverse settings.
6313
Reading
for Elementary Children
Curriculum objectives, methods, and materials for teaching and development of
reading skills in relation to children’s language and thinking
abilities. Emphasis on theories, skill development, and application of the
reading process. Field experiences in culturally diverse settings.
6333
Child
and Adolescent Development and Learning
Examines views of childhood, development, and education using historical,
psychological, sociological, and anthropological perspectives. Focuses not
only on Western views of childhood, but also other cultures' views of
childhood and adolescent development, and variations in life-span experiences
both within American culture and across other cultures.
6403
Education
of the Exceptional Child
The educational implications of exceptional children and youths as they
relate to regular educators and the normal educational environment.
Understanding the psychological, sociological, educational, and philosophical
aspects of each type of exceptionality is emphasized. Observation of
educational services being provided by certified professionals is required.
6423
Science
for Elementary Children
Understanding and developing positive attitudes toward science. Teaching
scientific concepts using inquiry-based, concrete activities in the
biological and physical sciences. Interdisciplinary curriculum planning and
educational technology applications. Field experiences in culturally diverse
settings
6433
Mathematics
for Elementary Children
Quantitative thinking, problem-solving, applied mathematics, and positive
attitudes toward mathematics for learners in kindergarten through the
intermediate grades using inquiry-based concrete activities. Interdisciplinary
curriculum planning and educational technology applications. Field
experiences in culturally diverse settings.
6514
Teaching
Methods for Middle and Secondary Schools
Combines general and specialized methods for middle school/junior high school
and senior high school teachers. Includes planning instruction, instructional
strategies, classroom management, integrating educational technology, and
teaching reading and writing in subject areas. Includes 40 clock hours of
field experience at two different levels. Prerequisite: Educ 3713 and
admission to the Teacher Education Program.
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The University
of Tulsa
School of Education
Chapman Hall [campus map]
(918) 631-2313
fax (918) 631-2133
Mailing Address:
800 South Tucker Drive, Tulsa, OK 74104
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