Teacher Education and Teacher Development (Ed.D) - Graduate - 2012 University Catalog
You are viewing the 2012 University Catalog. Please see the newest version of the University Catalog for the most current version of this program's requirements.
Office: University Hall, Room 2116
Phone Number: (973) 655-7937
Email: tetd@montclair.edu
Program graduates will seek employment in colleges and universities, schools and school districts, state agencies, professional development organizations, and foundations as academic faculty members, researchers, school and district leaders and supervisors, staff developers, education policymakers, and consultants.
TEACHER EDUCATION & TEACHER DEVELOPMENT
Complete 60 semester hours including the following 8 requirements:
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PROSEMINARS
Complete 2 courses for 6 semester hours:
TETD 801 Policy Perspectives on Teaching and Teacher Education (3 hours lecture) 3 TETD 802 Teaching and Teacher Education in a Diverse Society (3 hours lecture) 3 -
CORE COURSES
Complete the following 7 courses:
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ELECTIVES
Complete 9 semester hours from the following (other appropriate courses may be used with written approval of program advisor):
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RESEARCH
Complete 2 requirement(s):
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Complete the following 2 courses, plus 1 additional course to be determined by the department:
ELRS 820 Qualitative Methods for Educational Research (3.0 hours lecture) 3 ELRS 821 Quantitative Methods for Educational Research (3.0 - 4.0 hours lecture) 3-4 -
Complete 1 course from the following:
ELRS 822 Advanced Methods of Quantitative Inquiry in Education (3 hours lecture) 3 ELRS 823 Advanced Qualitative Research in Education (3 hours lecture) 3
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DISSERTATION RESEARCH
Complete for 12 semester hours.
EDCO 900 Dissertation Advisement 3-12 -
QUALIFYING PORTFOLIO/EXAM/ASSESSMENT
Successfuly complete the qualifying portfolio, examination or assessment requirement.
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ADMISSION TO CANDIDACY
Following completion of pre-dissertation research courses and qualifying exam, you may be admitted to candidacy.
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DISSERTATION REQUIREMENT
Complete a dissertation in accordance with Graduate School and doctoral program requirements.
Course Descriptions:
EDCO900: Dissertation Advisement
The department requires 12 credits of EDCO900. While enrolled in EDCO900, students will work with their Dissertation chair their Dissertation Committee. Credits are reported as ID (In Progress) while the dissertation is being written. At the conclusion of the dissertation defense, a final grade of Pass or Fail will be recorded. 3 - 12 sh.
Prerequisites: Matriculation in Ed.D.in Pedagogy and Philosophy program; Advancement to Candidacy.
ELRS820: Qualitative Methods for Educational Research (3.0 hours lecture)
This introductory course is designed to give doctoral students a working knowledge of the theoretical, conceptual, and practical foundations of qualitative research in education. Attention will be given to the purposes, strengths, and limitations of qualitative social science research, as well as to its social, political, and ethical dimensions. Students will learn about writing proposals for qualitative research and have some practice with qualitative data collection and analysis. Students taking the course for 4 semester hours will be required to conduct a small-scale qualitative study. Starting Summer 2012: This course introduces students to the theories and practices of qualitative research. Students develop skills to critically analyze qualitative studies and the various components of research design. They are also introduced to a rich array of qualitative approaches and possibilities in educational research. They develop an understanding of what is involved in designing original research and have hands-on practice with qualitative data gathering. 3 sh.
Prerequisites: Matriculation in a doctoral program at MSU.
ELRS821: Quantitative Methods for Educational Research (3.0 - 4.0 hours lecture)
Starting Summer 2012: This course introduces students to major methodologies and fundamental skills of quantitative research. Students critically examine the features of common research methods, including experimental, quasi-experimental, and non-experimental designs, as well as related sampling techniques. Students study the underlying principles of measurement, focusing on such concepts as validity, reliability, and bias. Students also acquire skills for interpreting basic statistical procedures. Topics include descriptive statistics, introduction to probability and statistical inference, and the presentation and interpretation of statistical data in empirical literature. The course provides students with an opportunity to use statistical computing packages, such as SPSS, to support data analysis and interpretation. 3 - 4 sh.
Prerequisites: Matriculation in a doctoral program at MSU.
ELRS822: Advanced Methods of Quantitative Inquiry in Education (3 hours lecture)
Starting Summer 2012: The second in a sequence of two doctoral courses in quantitative research methods, this course enables students to further examine and apply quantitative research methods and tools. Students learn widely-used statistical procedures that are fundamental for the further study of statistics. They study inferential statistical methods and their applications to research. Topics include simple and multiple regression, one-factor analysis of variance, factorial designs, analysis of covariance, and nonparametric methods. Students have multiple opportunities to use statistical computing packages, such as SPSS, to support data analysis. Students further develop the skills for understanding and evaluating the use of quantitative methods in the research literature. Offered as EDCO 822 through Spring 2011. 3 sh.
Prerequisites: ELRS 821.
ELRS823: Advanced Qualitative Research in Education (3 hours lecture)
This is a doctoral seminar designed to help students apply their initial understanding of qualitative methods developed in ELRS 820: Qualitative Methods of research in Education to their own doctoral research. The course will address the theoretical underpinnings of qualitative research, including articulating a research question, addressing methodological design issues, and considering approaches to analysis. Students will have the opporutnity to do in-depth reading in areas of particular applicability to their own research as well as to pilot an inquiry project. Offered as EDCO 823 through Spring 2011. Starting Summer 2012: This is the second in a sequence of two doctoral courses in qualitative research methods, building on students' initial understanding of qualitative research from ELRS 820 Qualitative Methods of Research in Education. This course offers students the opportunity to develop a more in-depth understanding of qualitative research and its application to original research, including dissertations. Students explore the interconnections and congruence between theoretical and conceptual framing, research design, and data analysis and representation. 3 sh.
Prerequisites: ELRS 820.
TETD801: Policy Perspectives on Teaching and Teacher Education (3 hours lecture)
This course brings together policy-related theories and practices regarding teacher education and teacher development. It provides teacher educators with the habits of mind, skills, tools, and resources to analyze and evaluate: social, political, and economic arguments for increasing the quality of the teaching force; the competing agendas for the reform of teacher education (including professionalization, deregulation, and social justice); and the competing conceptions of teacher quality that accompany different theoretical perspectives. Teacher educators study a variety of teacher education and development issues, including teacher supply and demand, recruitment, initial preparation, certification, induction, continuing professional development, and program accreditation. They consider the impact of existing policies on teacher quality and teacher distribution and critique policies derived from current local, state, and federal legislation. They also explore their roles as advocates for teachers, students and families. Using data from the Schools and Staffing Survey (NCES), participants investigate a policy-related issue relevant to teacher education and teacher development. 3 sh.
Prerequisites: Admission to Teacher Education and Teacher Development (TETD) program or departmental approval.
TETD802: Teaching and Teacher Education in a Diverse Society (3 hours lecture)
In this course, future teacher educators examine the intellectual, moral, and practical dimensions of teaching and of learning to teach in contexts characterized by diversity related to such socio-cultural dimensions as race, ethnicity, language, gender, (dis)ability, and social class. They explore theories and research related to preparing prospective teachers and supporting the continuing education of practicing teachers to successfully educate students of diverse backgrounds. They learn about the elements of culturally responsive teaching and approaches to preparing culturally responsive teachers. They examine issues such as teacher orientations to teaching students of diverse backgrounds, teacher knowledge and beliefs, teacher socialization and development, contextual influences on teaching and teacher education, and programmatic elements of teacher education. They explore different ways to apply what they learn in the contexts of teacher education and teacher professional development. 3 sh.
Prerequisites: Admission to Teacher Education and Teacher Development (TETD) program or departmental approval.
TETD803: Teacher Learning Across the Professional Continuum (3 hours lecture)
This course examines teacher learning across the professional continuum - from pre-service through the advanced years of teaching. Future teacher educators will develop a framework and tools for thinking about teacher learning over time and different levels of expertise. Attention will be given to what teachers need to know at different stages in their careers and how they can best learn it. Conventional and alternative approaches to teacher preparation, induction, and professional development will be studied. A central premise of the course is that pre-service and practicing teachers need more powerful learning opportunities in order to produce more powerful learing among a diverse student population in elementary and secondary schools. 3 sh.
Prerequisites: Admission to Teacher Education and Teacher Development (TETD) program or departmental approval.
TETD804: Educational Equity and School Change
This course provides teacher educators an opportunity to examine how they can support practicing teachers in engaging in personal, classroom, and school transformation. Future teacher educators examine the dynamics of inequality at the individual, institutional, and socio-cultural levels and the ways in which teachers, individually and collectively, combat these inequalities through school change and social transformation. The course provides a theoretical framework for understanding the moral and ethical dimensions of school change and social inequality based on such factors as race, ethnicity, social class, (dis)abililty, and gender. Future teacher educators are asked to apply this framework in investigations of various educational settings. Participants discuss such core concepts as social power, privilege, dominance and subordination, prejudice, discrimination, liberation, democracy, change-in-action, agency, and teacher leadership. 3 sh.
Prerequisites: TETD 802. Admission to Teacher Education and Teacher Development (TETD) program or departmental approval.
TETD805: Issues in Teacher Preparation and the Education of English Language Learners (3 hours lecture)
Because language is the medium through which education occurs, it is essential that teachers and teacher educators understand the nature of language and the role language plays in teaching and learning. The significance of language for schooling is especially salient with regard to the large number of students in U.S. schools who speak home languages other than English and who speak social and regional dialects of English. In this course,future teacher educators learn to see schooling through a linguistic lens. Issues they examine include the role of language in thinking, learning, and schooling; connections between language, culture, and identity; language variation; principles of first and second language learning; the nature of academic English; and educational practices that promote the success of students of diverse linguistic backgrounds. They develop skills for preparing pre-service and in-service teachers to adapt instruction for students of diverse language backgrounds. 3 sh.
Prerequisites: Admission to Teacher Education and Teacher Development (TETD) program or departmental approval.
TETD806: The Practice of Teacher Education and Teacher Development (3 hours lecture)
This course focuses on the role, structure, and impact of programs of pre-service teacher education, induction, and professional development on the growth and development of culturally responsive teachers. Future teacher educators examine theory, research and practice related to such topics as selecting pre-service candidates; supporting teacher learning in pre-service programs; assessing pre-service teacher candidates; approaches and issues related to the induction of novice teachers; and promoting the formal and informal development and growth of experienced teachers. Participants use various theoretical, empirical, and political lenses to understand the ways in which teacher education and professional development program curriculum and pedagogy collectively shape teachers' learning opportunities in pre-service and in-service contexts. They also consider the traditions through which curriculum planning and practices are organized and evaluated in university and school district context. 3 sh.
Prerequisites: Admission to Teacher Education and Teacher Development (TETD) program or departmental approval.
TETD807: Studying Teacher Quality (3 hours lecture)
There is general agreement that the quality of the classroom teacher is the single most important school-based determinant of student achievement. However, definitions and methods for assessing teacher quality vary greatly. This course examines different conceptions of teacher quality and critically inspects the values, assumptions, theories, and research upon which they build. Future teacher educators explore and use a variety of tools and approaches for assessing teacher quality. 3 sh.
Prerequisites: Admission to Teacher Education and Teacher Development (TETD) program or departmental approval.
TETD808: Practicum in Teaching and Teacher Education (3 hours lecture)
This course provides participants the opportunity to intern as teacher educators and reflect on their apprenticeship experiences. With approval of the instructor, course participants select their type of practicum based on their interests and needs. Examples of practicum experiences include serving as a graduate teaching assistant for a professor of education, planning and conducting a series of professional development workshops in a school or district, or facilitating a teacher study group in a school. Participants must complete a minimum of 30 hours during their practicum. They also attend a weekly seminar where, using frameworks discussed in their pedagogy and curriculum courses, they reflect on their experiences and adapt their practices accordingly. 3 sh.
Prerequisites: TETD 801, TETD 802 and TETD 803. Admission to Teacher Education and Teacher Development (TETD) program or departmental approval.
TETD809: Language and Literacy in Sociocultural Context
This course examines language & literacy as sociocultural practices. It is designed to help students become familiar with various sociocultural theories that currently frame language & literacy studies & to develop an informed, theorized position from which to understand and examine language & literacy practices. The course includes an historical overview of literacy research in order to better understand developments within the field today, and examination of sociocultural research orientations, designs & methods. This course also engages with the ideological nature of language & literacy; the ways in which teachers' & students' preferred ways of speaking and being literate can clash within the classroom; sociolinguistic variation and social identities; the dominance of reading over other literacy modes within US education; the ways in which classroom discourses shape student identities and literacy learning; in- & out-of-school literacy practices; and new literacies and their impact on education. This course prepares students to work with in- and pre-service teachers within a range of contexts. 3 sh.
Prerequisites: Admission to Teacher Education and Teacher Development (TETD) program or departmental approval.
TETD810: Literady and Digital Technologies in Schools and Teacher Education (3 hours lecture)
This course provides a context for future teacher educators to develop the knowledge and skills needed for supporting pre-service and in-service teachers as they explore a range of 'new' literacies. As a part of this, students engage with theories about the relationships among literacy, digital technologies, and learning; examine changing conceptions of effective literacy practices in everyday settings; and consider the relationship between new literacies and school-based literacy education. They develop practical know-how to make efficacious use of digital technologies in literacy teaching (and other areas of the curriculum). They develop criteria for evaluating and critiquing new literacies programs and for making judgments about how and when to use different aspects of new literacies of classroom-based educational purposes. They explore strategies for working with teachers and teacher education students in a range of settings - including more and less resource-rich classrooms. 3 sh.
Prerequisites: Admission to Teacher Education and Teacher Development (TETD) program or departmental approval.
TETD812: History of Teacher Education (3 hours lecture)
This course examines the history of teacher education and its relationship to schools and society from the 19th century to the present in the United States. It concludes study of institutions, organizations, and politics as contexts that shape teachers, teaching and teacher education. Students explore historical and contemporary analyses of curriculum and pedagogy in normal schools, teachers' colleges, school districts, state colleges, elite universities, and alternate routes to teaching. They engage in an analysis of the enduring dilemmas of teacher education practices and policies and the impact of race, ethnicity, language, social class, gender, and (dis)ability on the structures, processes, and outcomes of teacher education. 3 sh.
Prerequisites: Admission to Teacher Education and Teacher Development (TETD) program or departmental approval.
TETD816: Selected Topics in Teacher Education and Teacher Development (3 hours lecture)
The selected topics seminar invites students and professors to critically examine, discuss, and analyze current research on issues of concern in culturally responsive teaching and teacher education. Topics will be determined prior to course offering and publicized. Students will be required to engage in in-depth study of the identified topic. The course may be repeated once for a maximum of six semester hours as a three hour offering; may be repeated twice for a maximum of three credits, if it is offered as a one-credit seminar, as long as the topic is different. 3 sh.
Prerequisites: Admission to Teacher Education and Teacher Development (TETD) program or departmental approval.
TETD817: Research in Teacher Education (3 hours lecture)
This course engages future teacher educators in an in-depth examination of the empirical research and theoretical literature on a teacher education topic of their choice. Participants write a coherent, integrated review of the literature on that topic, with the goal of developing a conceptual and theoretical framework for their dissertation research. The review critically examines research that has already been done related to the topic, highlights gaps in that research, and provides a focus for dissertation research. 3 sh.
Prerequisites: Admission to Teacher Education and Teacher Development (TETD) program or departmental approval.
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