School of Education Graduate Studies Summer/Autumn 2004-2005 by DePaul University

More catalogs by DePaul University | School of Education Graduate Studies Summer/Autumn 2004-2005 | 37 pages | 2018-05-03

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Catalog School of Education Graduate Studies Summer/Autumn 2004-2005

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Education

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anna marie frank ed.d assistant professor national louis university joseph gardner ph.d assistant professor stanford university jordan hamson m.s visiting instructor northeastern illinois university stephen haymes ph.d associate professor miami university of ohio mindy kalchman ph.d assistant professor university of toronto katherine kapustka ph.d assistant professor teachers college columbia university andrea kaufman j.d m.ed assistant professor harvard university hanna kim ph.d assistant professor university of texas richard kozoll ph.d assistant professor university of illinois jeffrey kuzmic ph.d associate professor indiana university joan m lakebrink ph.d professor university of wisconsin catherine larsen ph.d assistant professor northwestern university yo-an lee ph.d assistant professor ohio state university maria tereza lins-dyer m.a visiting instructor university of illinois at chicago pauline lipman ph.d associate professor university of wisconsin kathleen

in addition the following graduate program is offered at lincoln park • m.a in social and cultural foundations in education department of teacher education t he department of teacher education prepares urban professional multicultural educators through an integrated program of courses and field experiences programs offered are designed for the preparation of future educators the programs of study center around our commitment to excellence in teaching in today’s diverse society through the investigation of significant educational issues inquiry into student learning and effective teaching practices and the use of technology in teaching and learning we engage teacher candidates in critical reflection upon their practice throughout the program we foster engagement in schools through our professional development schools and other school and agency affiliations upon completion of the program teacher candidates measure themselves against the values of our guiding conceptual

• • • • a resume or curriculum vitae two letters of recommendation from professors or supervisors one official transcript from all colleges and/or universities attended statement of purpose indicating professional development goals and related experience 750 words degree requirements courses 52 quarter hours three social and cultural foundations courses 12 hours scg 408 education and the social order scg 410 introduction to research purposes issues and methodologies choose one of the following scg 403 human development and learning elementary or scg 404 human development and learning the early years or scg 406 human development and learning secondary eight bilingual/bicultural courses 32 hours bbe 402 bilingual-bicultural curriculum development bbe 404 language literacy and culture bbe 407 equity issues in assessment bbe 425 biliteracy language and content in bilingual education bbe 466 first and second language acquisition bbe 510 advanced language seminar

program leading to the type 75 general administrative endorsement are designed for practicing educators and are not open to students seeking a first teaching certificate teaching and learning • athletic coaching students may be eligible for coaching certification in the state of illinois through the illinois athletic coaching certification board upon completion of the physical education concentration admission requirements • • • • • • • • • • a completed school of education graduate application a bachelor’s degree conferred by an accredited recognized institution a previous grade point average of 2.75 or above on a 4.00 scale two years of successful teaching or other appropriate work experience two letters of recommendation from professors or supervisors one official transcript from each college or university attended personal essay that discusses your educational and professional goals resume evidence of

hsc 554 internship in human services and counseling ii 300 clock hours m.ed or m.a research thesis/oral examination or papers master of arts the master’s thesis is written in conjunction with hsc 553 and 554 above registration for hsc 559 and an oral examination on the thesis are required hsc 559 thesis research in human services and counseling non-credit master of education two papers with faculty supervision are written in conjunction with hsc 552 553 and 554 above hsc 606 review paper non-credit hsc 607 integrative paper non-credit degree requirements family and young child counseling concentration to earn the master of arts you must complete a minimum of 16 courses plus internship/research i and ii six months 600 clock hours is required 72 quarter hours a thesis and oral examination on the thesis is required master of education minimum of 16 courses plus internship i and internship ii six months 300 clock hours is required 72 quarter hours review of literature paper and

concentrations • dual certification special education and elementary education • reading and learning disabilities certification • type 10 special learning and behavior specialist i • type 03 elementary education k-9 • type 10 special reading specialist students holding valid illinois teaching certificates with three years of successful teaching experience may be eligible for the type 10 special reading specialist upon completion of the reading and learning disabilities concentration note courses in reading specialist concentration are designed for practicing educators and are not open to students seeking a first teaching certificate teaching and learning admission requirements • a completed school of education graduate application • a bachelor’s degree conferred by an accredited recognized institution • a previous grade point average of 2.75 or above on a 4.0 scale • two letters of reference one of which must be from

programs such as communication philosophy international studies public policy and sociology women’s studies american studies degree program • master of arts social and cultural foundations of education campus location • lincoln park admission requirements students entering the program must be able and willing to commit themselves to a program that requires time and intense work students must show strong promise to do rigorous critical and creative intellectual work be critically self-reflective about their ideas attitudes and values and be committed to the academic goals of the program • • • • • • • • • • a completed school of education graduate application a bachelor’s degree conferred by an accredited recognized institution a bachelor s degree from an accredited institution a previous grade point average of 2.75 or above on a 4.0 scale one official transcript from each college or university

depaul/glenview clinical model teacher preparation program the clinical model program is a collaboration between depaul university and glenview district 34 that provides a three-year sequence in which candidates earn an elementary teaching certificate and a master’s degree in teaching and learning candidates participate in the glenview public school district as an intern for the first year and as a resident teacher for the following two years participants enroll in summer courses and evening courses during the school year tuition is paid by the glenview school district and participants receive a stipend of approximately $10,000 during the internship year and approximately $20,000 respectively during resident 1 and resident 2 year candidates must be accepted to depaul’s graduate school of education prior to applying to this program clinical model information may be obtained by calling roxanne owens 773-325-4329 program begins annually in june see website or call for

• • • • • have experience in an educational role have demonstrated leadership or leadership potential are willing and able to make the necessary commitment of time to the program are likely to be successful in a challenging doctoral program welcome the opportunity to interact with university faculty peers and colleagues in a search for effective answers to troubling problems in education admissions process the admissions process reflects and enacts the principles and values of the program regarding engagement reflection the exercise of agency working for change and a commitment to professional development and learning the admissions process includes the following components • attend an orientation session as part of the application process this session covers the philosophical framework of the program values and expectations other activities to help potential applicants make an informed decision about applying include a dialog with current students

cs 859 independent dissertation research curriculum studies educational leadership a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s a&s 465 469 487 488 489 490 491 492 494 495 496 498 499 586 590 591 593 594 595 596 597 598 599 600 606 607 640 645 801 803 811 823 833 843 853 859 863 873 883 899 administrative planning educational finance foundation of student affairs knowledge and skills in student affairs contextual dimensions of student affairs program development in student affairs administrative theory and behavior the principalship school finance school law home school community relations principles and practices of supervision clinical supervision administrative uses of technology in educational settings organizational development research seminar in educational leadership practicum in educational leadership internship in educational leadership workshop in educational

t&l t&l t&l t&l t&l t&l t&l t&l t&l t&l t&l t&l t&l t&l t&l t&l t&l t&l t&l t&l t&l t&l t&l t&l t&l t&l t&l t&l t&l t&l t&l 418 419 420 426 428 429 435 436 439 449 453 460 465 466 525 585 586 588 589 590 591 595 596 600 606 607 610 611 612 613 614 learning through the arts practicum curriculum and methods in social studies math and science in early childhood teaching writing teaching literature teaching young adult literature teaching learning and assessing middle school mathematics teaching and learning secondary school mathematics methods of secondary science education teaching modern languages teaching history and social science in secondary schools instructional technology for all students visual art education i histories of looking visual arts ii pedagogy reading writing and communicating across the curriculum elementary student teaching 6 hours elementary student teaching seminar 2 hours independent study in teaching and learning thesis research in teaching and learning