Revised March 2007

Professional and Secondary Education

Faculty

Program Description

Degree Requirements

Course Descriptions

201 Recitation Hall
West Chester University
West Chester, PA 19383
610-436-2958
Dr. Welsh, Chairperson
Dr. Haggard, Assistant Chairperson and Coordinator of Graduate Studies

PROFESSORS

Yi-Ming Hsu, Ed.D., University of Georgia
John L. Hynes, Ph.D., State University of New York at Albany
Thomas Mastrilli, Ed.D., University of Pittsburgh
Lesley A. Welsh, Ph.D., University of Connecticut

ASSOCIATE PROFESSORS

Kimberlee S. Brown, Ph.D., University of Pennsylvania
Cynthia Haggard, Ed.D., Indiana University
John Holingjak, Jr., M.Ed., Temple University
John Kinslow, Ph.D., Temple University
Paul A. Morgan, Ph.D., Teachers College, Columbia University

ASSISTANT PROFESSORS

David L. Bolton, Ph.D., Florida State University
John Elmore, Ph.D., Kansas State University
Christian V. Penny, Ph.D., Pennsylvania State University

Programs of Study

The Department of Professional and Secondary Education offers graduate programs leading to teacher certification, as well as the master of education and master of science degrees.

MASTER OF EDUCATION IN SECONDARY EDUCATION

Dr. Morgan, Program Coordinator

This program is designed primarily to strengthen the professional knowledge, skills, and understanding of the graduate student. Practicing teachers will increase their knowledge base of effective teaching. In addition to the education courses offered, the 15 semester-hour elective area allows students to increase their knowledge in the academic content area.

Admission Requirements

In addition to meeting admission requirements of the University, the student must:

1. Be approved by the Department of Professional and Secondary Education for graduate work.

2. Attain an acceptable score on the Graduate Record Examination or the Miller Analogies Test. It is strongly recommended that the applicant have a valid teaching certificate. Applicants whose certification is not in secondary education may, at the department chairperson's discretion, be required to take course work beyond the minimum semester-hour requirements for the degree.

Upon admission, students will be assigned advisers who will help them to outline the appropriate program. All work for the program must be approved by the program coordinator.

Requirements for Admission to Degree Candidacy

During the precandidacy period, the student must:

1. Attain full status, if admission status to the program was provisional.

2. Complete these required courses: EDF 500 and 510, and EDP 550.

3. Achieve a minimum overall grade point average (GPA) of 3.0 and a minimum GPA of 3.0 in the required courses in the area of concentration.

4. Show evidence of academic, personal, and professional qualities that satisfy the adviser and the departmental graduate committee.

Curriculum (36 semester hours)

I. Required Courses (9 semester hours)
EDF 500 and 510, EDP 550

II. Area of Concentration Requirements (12 semester hours)
A minimum of 12 semester hours must be selected from the following:
EDF 503, 504, 505, 506, 507, 509, 515, 516, 520, 570, 580, 581, 589, 590; EDP 531; EDS 502, 505, 524, 599; EDT 500, 501, 502, 503; EDU 501, 502

III. Electives (15 semester hours)
The electives may be from courses listed above, or from courses in the student's teaching field. They also may be a combination of both.

Comprehensive Examination

Students must perform satisfactorily on a written comprehensive examination.

To be eligible, students must have:

1. Taken the required courses: EDF 500 and 510, and EDP 550.

2. Completed 28 semester hours of work, including the nine semester hours of required courses and 12 semester hours from the area of concentration.

3. Attained a minimum overall GPA of 3.0 and a minimum GPA of 3.0 in the required courses and the courses in the area of concentration.

4. Received the approval of the departmental graduate coordinator.

Students who fail the comprehensive examination are allowed a second attempt. A second failure terminates candidacy.

Secondary Teaching Certification

The Department of Professional and Secondary Education offers a nondegree program for post-baccalaureate students seeking secondary teaching certification. Students must apply through the Office of Graduate Studies and Extended Education for the certification program and meet admission requirements specified by the Pennsylvania Department of Education for the University. (See "Formal Admission to Teacher Education for Certification," page 22.) The program consists of six education courses, including a methods course offered by the academic area, plus a full semester of student teaching. Students must have academic course work in their subject area discipline(s) equivalent to an undergraduate B.S.Ed. from West Chester University. Undergraduate transcripts will be evaluated by the content area department to assess any additional course work that may be needed in the academic discipline. Courses required for certification include EDA/EDR 341, EDF 589, EDP 531 and 550, EDS 505, EDT 500, and a subject area methods course. (Note: Some course work taken for certification may count for the M.Ed. in secondary education.)

Candidates must show evidence of completion of required ETS Praxis I and II tests to student teach. They must pass all Praxis tests to become program completers and qualify for Pennsylvania certification. See the department for current requirements.

MASTER OF EDUCATION

The master of education program has concentrations in chemistry, French, history, and Spanish, offered cooperatively by the College of Education and the College of Arts and Sciences. The academic requirements for each concentration are found under the respective department listing.

With this degree, students can strengthen their knowledge in the major subject area, as well as their professional knowledge and competence.

Students earning degrees in this program are advised primarily by their academic department representative but also must consult with a professional and secondary education adviser concerning the education portion of their program. Note: This program does not lead to teacher certification without additional course work.

Curriculum (36 semester hours)

I. Professional Education Requirements* (12 semester hours)
*Chosen in conference with the secondary education and academic advisers according to the student's needs.

A. EDF 510

B. A minimum of one course from each of the following groups:
Group 1
EDF 516, 520, 580, 581, 589
Group 2
EDF 503, 507, 509; EDP 531, 550, 557, 560, 569; EDS 524; EDU 502
Group 3
EDC 567; EDF 504, 505, 506, 570, 590; EDS 502, EDU 501

II. Concentration Requirements (21-23 semester hours)

A. EDF 500 (3)

B. Academic subjects (18-20)
(See respective academic department for details)

III. Electives (Professional or Academic)* (1-3 semester hours)
*Chosen in conference with the secondary education and academic advisers according to the student's needs.

Comprehensive Examinations

The student must perform satisfactorily on the final comprehensive examination covering the subject matter concentration and the professional education requirements.

Teaching and Learning with Technology Program

Dr. Kinslow, Coordinator

The Teaching and Learning with Technology (TLT) Program consists of four, three-credit courses. The program is designed for practicing professionals who want to attain advanced competency in the use of instructional technology. The focus of the program is to design enriched environments appropriately, using sound curricular ideas that: a) are linked to national educational standards and curriculum frameworks, b) are grounded in research-based pedagogical practices, c) are tied to authentic assessment, and d) promote active learning by teaching with technology rather than simply about technology. An Educational Technology Certificate will be awarded to candidates who successfully complete the required courses. Three courses must come from the core (EDT 500-503) and an additional approved elective is chosen, under advisement, as a fourth course. Candidates for the TLT program should meet requirements for WCU graduate study and complete a technology skills inventory. Based on the results of this assessment, students will be advised on recommended course sequence, and whether or not a basic computer course may be required.

Certificate Program
Curriculum (12 semester hours)

I. Required
EDT 500, 501, and 502

II. Electives (select one)
ADM 502; BIO 515; CHE 524; CRL 524; CSC 512, 514, 550; EDT 503; ENV 530, 547; ESS 535; GEO 534; HIS 445; MIS 501; MTE 560, 561, 562, 567, 568; MUE 515, 590, 591, 592
Graduate workshops in special topics may be taken as electives under advisement (e.g., EDF 599, or COM 599)

COURSE DESCRIPTIONS
COUNSELOR EDUCATION

Symbol: EDC

540 Assessment Methods in Guidance (3) Emphasis is on the test and nontest assessment of intelligence, achievement, special abilities, and aptitudes, including concepts such as reliability, validity, and standardization.

FOUNDATIONS
Symbol: EDF

500 Methods and Materials of Research in Education (3) Historical, descriptive, and experimental methods of research. Methods for locating, evaluating, interpreting, and reporting research data. Each student prepares a research prospectus.

501 Research Methods for Teachers (3) Designed to offer a practical and accurate introduction to various research methods that can be applied to a classroom setting for improving teaching practices. PREREQ: EDT 500.

502 Methods and Materials of Research for Counselor Education (3) Designed to enable the counselor to read experimental, quasi-experimental, descriptive, and correlational research reported in the professional journals. Both univariate and multivariate designs are emphasized. PREREQ: EDC 540.

503 The Emerging Curriculum (3) Curriculum trends in the 1980s and 1990s, focusing on various reform efforts and including issues of race, gender, class, and ethnicity.

504 An Introduction to Middle Schools (3) Philosophy, administration, curriculum, staff, and facilities necessary for the most efficient educational experience in the intermediate levels of school.

505 Individually Prescribed Instruction (3) Individually prescribed instructional techniques as applied in the classroom and intensive learning centers. Techniques of academic diagnosis, prescription production, and electronic learning. Students will have an opportunity to work directly with hardware and software components of an intensive learning center. (May be arranged as a workshop.)

506 Design and Use of Individualized Learning Packages (3) A review of commercially available individualized learning activity packages that permit students to progress through a learning continuum at their own pace. Students will be required to design and construct individualized learning packages in their teaching areas.

507 Values Clarification in Human Relations (3) Knowledge of the theories of the values clarification processes as defined by Simon and others. Skills in application of the values clarification processes in personal decisions, in the classroom, and in society. (May be arranged as a workshop or as modularized independent study.)

509 Contemporary Teaching Trends (3) Team teaching, programmed instruction, and various media of communication in the elementary and secondary schools are evaluated. Effective adaptation to newer practices is emphasized.

510 Educational Foundations (3) History of education, integrated with educational philosophy and thought; the long evolution of education theory and issues.

515 Federal and State Role in Education (2) The past, current, and future role of the federal and state governments in education in the United States. Emphasis on applications to the Commonwealth of Pennsylvania. Impact of federal legislation since 1958.

516 Resource Allocation in the Schools (3) The relationship between the American economy and the efficient allocation of resources within school systems will be examined. Designed for teachers, administrators, school board members, and parents.

520 Comparative Education (3) Major problems of education in a number of other countries are related to similar problems in the United States. Contrasting purposes and philosophies, and differences in organization and administration are analyzed.

570 The Community/Junior College (3) An analysis of the programs, problems, and students of a two-year college. Emphasis on the development, special philosophies, and current issues relating to the community or junior college. Designed for students preparing to be teachers and/or administrators in these colleges.

580 History of American Education (3) Nature and direction of American education, studied through individual and group research.

581 Philosophy of Education (3) Selected philosophies and their influence on educational principles and practices in a democratic social order.

583 The American School as Social Narrative (3) An integrated exploration of the philosophical culture, social, and physical foundations of schooling and education in the United States.

589 Sociological Foundations of Education (3) Study of the socio-cultural influences on the structure of American educational institutions.

590 School Law (3) Legal structure for educational organization on state, intermediate, and local levels. Legal status of the board of education; legal responsibilities of the teacher; legal responsibilities of the board of education to the student.

598 Workshop in Secondary Education (3)

599 Workshop in Professional Education (3)

ENVIRONMENTAL EDUCATION
Symbol: EDO

505 Environmental Education Design, Delivery, and Field Experience (3) Conservation education as it exists in the present school curriculum and ways to integrate conservation into elementary and secondary school disciplines. Characteristics, interrelationships, and uses of our natural resources; problems and policies of industrial management in conservation as they relate to the school curriculum.

510 Methods in Conservation Education (3) Basic concepts and practices of conservation and outdoor education and their role in the school program.

511 Environmental Education Workshop (3) A field-centered learning experience. Designed to integrate the wide range of backgrounds and interests among the participants. Based on West Chester campus and/or the campuses of other universities.

515 Environmental Education History, Theory, and Practice (3) Development of the conservation movement in the U.S. with emphasis on the progressive adaptation of conservation to our changing social and economic order.

520 Organization and Administration of Outdoor Education (3) Basic concepts of outdoor education: the role of outdoor education in the school program; the initiation and administration of outdoor education.

525 Independent Studies in Environmental Education (3) Special research projects, reports, and readings in conservation and outdoor education. PREREQ: Permission of coordinator.

598 Workshop in Environmental Education (3)

EDUCATIONAL PSYCHOLOGY
Symbol: EDP

531 Principles of Educational Testing (3) Designed to develop in teachers the skills important in the three areas of educational testing: teacher-made tests (objective and essay); computerized programs for grading and reporting results, and for improving the test quality through item-analysis procedure; and the evaluation of the psychometric characteristics of standardized tests.

SECONDARY EDUCATION
Symbol: EDS

502 Secondary School Curriculum (3) Current practices and trends in reorganizing the secondary school curriculum in the major academic areas. The various integrating techniques. Curriculum development.

505 General Methods and Field Experience for Secondary Teachers (3) Students develop strategies that will increase the probability of their becoming successful classroom teachers. Topics include planning, instructional strategies, learning styles, motivation, and classroom management. Students will observe in area schools.

524 Supervision of Student Teaching (3) Designed for teachers who cooperate, or expect to cooperate, in West Chester University's student teaching program. Basic principles, practices, materials, and resources for an effective student teaching program. PREREQ: Certification for teaching.

590 Independent Study (1-3) Enrollment by permission only; number of credits determined by department.

599 Workshop Secondary Education (3)

INSTRUCTIONAL TECHNOLOGY
Symbol: EDT

500 Integrating Educational Technologies for Effective Instruction (3) This course covers the breadth of the conceptual foundation needed to integrate technology into teaching. In this survey course, the focus is on learning a process for determining which electronic tools and which methods for implementing them are appropriate for classroom situations.

501 Using Internet Resources for Curriculum Development and Assessment (3) An in-depth course utilizing Internet resources for curriculum design, development, and assessment. Particular attention will be paid to the process of moving theory into practice to improve student learning. Extensive exposure to Web-based technologies and on-line resources, including professional journals, will be required in order to enhance familiarity with current educational issues and best practices. PREREQ: EDT 500.

502 Seminar and Field Experience in Educational Technology (3) Supervised use of educational technology integration in the field: clinical application of knowledge balancing the dynamic relationship of learning, teaching, and technology. Portfolio documentation of internship is required, as well as demonstration of professional skills and competencies, and pedagogical knowledge. PREREQ: EDT 500 and 501.

503 Learning and Leading with Technology (3) Participants will design comprehensive technology plans to create enhanced learning environments for all students to succeed. This course develops an informed leader involved with the change process in educational organization. The participants will analyze the impact of technology in the learning environment and identify key elements of professional development and support for change. In addition, educators will become familiar with technology funding sources and the grantwriting process.

529 Video Production for Researchers (3) Principles of video camera use and digital video editing techniques for teachers.

 

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