Chairperson and Professor Coffland
Professors Ball, Frossard, Gates, G. Jones, Lerch, Pehrsson, Rowe, Sagness Associate Professors Denner, Klug, Pearson, Rankin, Salzman Assistant Professors Cook, H. Jones, Pena Professors Emeriti Craven, Judd, Marcum, Rexroat, Rost Associate Professor Emeritus Benintendi Assistant Professor Emeritus Cullen
Doctor of Education in Educational Administration
The Doctor of Education (Ed.D.) is the highest university award given in recognition of completion of academic preparation for professional practice in Educational Administration. While research is an important component of the Doctor of Education program, candidates are provided primarily with courses and supervised internships to prepare them to function more effectively as professional educational administrators.
Selection Criteria for Doctoral Study
In addition to the general requirements of the Graduate School, persons applying for admission to the doctoral program in Educational Administration will be reviewed using the following criteria for selection. Preference will be given to applicants who have:
Upon completion of twelve (12) semester hours of work, the progress of each doctoral student will be reviewed by the departmental faculty. Upon completion of this review, the student will either be granted permission to establish a graduate committee, or asked to complete a preliminary examination.
The preliminary examination will be three (3) hours in length and will be tailored to the course work and experience of the candidate. Successful completion of the preliminary examination will enable the student to establish a graduate committee. Unsuccessful completion of the preliminary examination will result in: (a) additional course work in the program, or (b) dismissal from the program.
Admission to Degree Candidacy
Each student demonstrating an adequate foundation for doctoral study, based upon the selection criteria and, if required, the preliminary examination, may apply for degree candidacy. The application for candidacy will include:
The comprehensive examination is a significant aspect of the candidate's total doctoral program. The written examination is normally administered during or immediately following the last semester in which the doctoral candidate is engaged in formal course work.
The comprehensive examination, which will follow the course work, electives, and experiences of the candidates, has as its overall objective the assessment of the candidate's knowledge, understandings, and skills as they relate to the field of educational administration. The comprehensive examination is not, however, restricted to specific or standard course content. Although course work, independent study, and professional experiences are essential in providing the candidate with command of the substance of educational leadership, the examination is designed to test the candidate's ability to integrate and apply knowledge in problem solving and analysis. Therefore, the depth of knowledge, ability to synthesize, and capacity to express conceptual thought are important criteria.
Students will complete a minimum of six hours of written examinations. At least three hours will be in the major area of emphasis and three hours will be in the two cognate areas selected by the student with approval of the advisor.
A student is required to complete the comprehensive examination successfully before defending a dissertation proposal.
Students will be required to maintain enrollment in at least six (6) semester credits of work each semester (including summers) from matriculation to completion of the program. Should a student wish to deviate from this requirement, he/she must successfully petition the Department of Education Graduate Committee.
EDUC 607 Readings in Administration 2 cr CESE 632 Administration of Special Education 2 cr EDUC 641 Professional Negotiations in Education 2 cr EDUC 643 Personnel Administration 2 cr EDUC 644 Organization and Staff Development 3 cr EDUC 645 Change Strategies 2 cr EDUC 649 Seminar: Leadership 3 cr EDUC 649 Seminar: Advanced School Law 3 cr EDUC 649 Seminar: Issues in Educational Administration 3 cr EDUC 657 Internship 3 cr EDUC 659 Informational management Systems 2 cr EDUC 660 School Buildings 3 cr EDUC 661 Educational Planning and Evaluation 3 cr EDUC 649 Seminar: Applied Research Design 2 cr CESE 701 Advanced Statistics 3 cr EDUC 850 Dissertation 10 crElectives (Approval by major professor is required) 15 cr
Master of Education (Educational Administration, Curriculum and Instruction, Reading, or Home Economics Emphasis)
The masters degree program in education is an individually designed program developed by the student and the major advisor. It is designed to strengthen the candidates understanding, knowledge, and skills in three major areas: Foundations of Education, Content Emphasis, and Research.
Applicants will enter the program after completion of the bachelors degree and will complete a minimum of 33 semester credit hours. Upon admission as a classified or conditional student, the student will be assigned an advisor for program development purposes.
All candidates completing a thesis will orally defend the thesis, but will not complete comprehensive written or oral exams. All candidates not completing a thesis will be required to pass a comprehensive written and oral exam.
The candidate may select from the following fields of emphasis when pursuing the degree of Master of Education:
Curriculum and Instruction
A student must complete the minimum number of credit hours in each of three areas:
Area I: Professional Foundations (minimum 9 credits)
Advanced work in humanistic, behavioral and curriculum studies, providing the student with a context in which educational problems can be understood and interpreted. Courses required would be EDUC 602, 603, and 604.
Area II: Content Emphasis (minimum 18 credits for Non-Thesis Candidates; 15 credits for Thesis Candidates)
Advanced study in the subject to be taught, either in the field of emphasis, or in allied fields.
Area III: Research (minimum 6 credits for Non-Thesis Candidates, 9 credits for Thesis Candidates)
Advanced studies of research methods, interpretation, evaluation, and application, especially with regard to gaining access to research findings and adapting them to professional needs. EDUC 601 is required of all candidates.
With advisor approval, candidates will complete a thesis, paper, or field project. Statistics is required for those students completing a thesis which has an experimental design.
Candidates who seek Idaho certification in the area of their training must meet any requirements of the State Board of Education for certification; e.g., four years teaching experience as a prerequisite for administration. It is recommended that students pursuing the M.Ed. degree have classroom teaching experience.
Specialist in Educational Administration
A program for advanced work in educational administration leading to an educational specialist certificate.
Applicants will enter the program after completion of the masters degree in Educational Administration. Completion of the educational specialist program will require a minimum of 30 semester credit hours beyond the masters degree with an accumulated GPA of 3.5 during the specialist program. Students with a masters degree in areas other than administration will be required to take additional work equivalent to that required in the administration degree and must meet initial administrative certification.
For admission to the sixth-year program the student must be admitted as a classified graduate student. To be considered a classified graduate student, evidence must be provided of completion of a masters degree with a 3.0 GPA and a score of 460 or 50th percentile on the Advanced Education section of the Graduate Record Examination and must also provide three letters of reference verifying five years of successful teaching and administration experience (administration experience must be at least one year).
A student who does not meet these requirements upon application will be admitted as a conditional student and must complete all requirements for admission during the first semester of enrollment. Exceptions may be petitioned to a committee of educational administration faculty and the department chairperson.
All course requirements will be distributed within three areas. A student must complete the minimum semester hours identified in each area. The courses used to meet the minimum area requirements may be taken during the masters degree or educational specialist program.
Area I: Professional Foundations (6-12 hours)
Advanced work in humanistic and behavioral studies providing the student with a context in which educational problems can be understood and interpreted. In some cases, these studies are part of the content specialization. Specific courses appropriate to the area of specialization will be determined by the candidate and advisor.
Area II: Content Specialization (12-24 hours)
Advanced studies and related experiences in administrative theory and practice, development of curricula, program design, and supervision and improvement of teaching. Candidates will complete six hours from business, economics, counselor education/special education, vocational education, psychology, sociology, or government appropriate to the area of specialization. Specific courses appropriate to the area of specialization will be determined by the candidate and advisor.
Area III: Research and Evaluation (6-12 hours)
Advanced studies of research methods, interpretation, evaluation, and application with regard to gaining access to research findings and adapting them to professional needs. Candidates will complete a course in research and writing or will have completed a comparable requirement at the masters level.
The student must pass an oral and/or written examination at the completion of the course requirements.
Courses for areas of specialization will be determined by Idaho certification requirements, the area of specialization desired by the candidate, and the background and need of each individual candidate. The program will be jointly planned by the student and major advisor.
Planned Fifth-Year Program
The purpose of the planned Fifth-Year Program in Teacher Education is to provide an opportunity for candidates to further their own professional growth and career goals through planning processes and guidelines which allow for maximum flexibility and increased autonomy by candidates in program design. Candidates professional development goals may relate to (a) extending and refining their cognitive background and skills related to their current professional assignment, (b) seeking improvement and/or modification in their professional career status within a teaching staff or institution, or (c) seeking an additional endorsement or advanced certification.
Prospective candidates must:
The candidate is responsible for initiating any application to the Idaho State Department of Education for certification stemming from completion of the planned Fifth-Year Program in Teacher Education.
EDUC g419 Developmental Reading 3 credits. (Pre-service and in-service teaching K-8). Instructional strategies for reading emphasizing early literacy and language development, comprehension, word recognition, meta-linguistic awareness and information assessment. PREREQ: EDUC 333 AND 321 OR PERMISSION OF INSTRUCTOR.
EDUC g420 Advanced and Compensatory Reading Strategies 3 credits. Advanced training for developmental/remedial reading, emphasizing study skills, critical/creative reading, and meta-cognition. Content area application. PREREQ: EDUC 333 AND TEACHING EXPERIENCE OR PERMISSION OF INSTRUCTOR.
EDUC g424 Assessing Reading Abilities 3 credits. Methods of assessment in reading. Introduction to case study. Formal and informal measures of comprehension and word attack strategies. PREREQ OR COREQ: g419.
EDUC g426 Corrective/Remedial Reading Strategies 3 credits. Teaching strategies for corrective/remedial reading (students reading at least one year below grade level). Emphasis on planning, implementing, and evaluating approaches and materials. PREREQ: g419 AND g424.
EDUC g427 Mainstreaming 2 credits. An introduction to the philosophy and requirements of mainstreaming including identification, assessment, staffing, organization and planning procedures. Designed for regular and special education (undergraduate and graduate) students and ancillary personnel. Also listed as CESE 427.
EDUC g435 Introduction to Statistics 3 credits. Basic techniques used in the organization and analysis of research data. Computations of certain descriptive statistics such as the mean, the median, the standard deviation, correlations, and common techniques used in drawing inferences about data.
EDUC g442 Technology of Instruction 2 credits. An advanced course in educational media which stresses the production, application and use of media to improve classroom instruction. Practical application constitutes an integral portion of class activities.
EDUC g451 Measurement and Evaluation 2 credits. The theory of testing and evaluation in the public schools. Theory and practice in the construction, administration, scoring, interpretation of tests. Use of test results in educational counseling.
EDUC g470 Manipulative Mathematics 3 credits. Study of methods for teaching mathematics through the modern math approach stressing manipulations. Consideration is given to diagnostic and remedial procedures for exceptional children.
EDUC g471 Interpersonal Communications 2 credits. Examination of basic concepts, principles, models, and theories of interpersonal communications and their application to educational settings.
EDUC g472 Dynamics of Instructional Groups 2 credits. Theory, practice, and research associated with dynamics of instructional groups are presented in an experiential format with emphasis on formation, structure and process.
EDUC g473 Values and Moral Education 2 credits. Examination of theories and research in the fields of value and moral education. Emphasis on curriculum development and classroom methods for examining values and advancing moral reasoning.
EDUC g481-g482 Contemporary Issues in Education 1-3 credits. Examination and analysis of contemporary issues and trends in theories and practices in education.
EDUC g483 Instructional Improvement for Teachers 1-3 credits. Study of ways by which teachers can improve instruction in their own classrooms with emphasis on the findings of research and experiences.
EDUC g485 Independent Problems in Education 1-3 credits. Individual work under staff guidance. Field and/or library research on specific educational problems of interest to majors in education. Experience in research composition. PREREQ: PERMISSION OF INSTRUCTOR.
EDUC g491 Seminar 1-3 credits. Critical analysis of the literature in one or more areas of education. Limited enrollment. PREREQ: PERMISSION OF INSTRUCTOR.
EDUC 597 Professional Education Development Topics. Variable credit. May be repeated. A course for practicing professionals aimed at the development and improvement of skills. May not be applied to graduate degrees. Must be graded S/U.
EDUC 601 Research and Writing in Education 3 credits. Examination of methods for designing/conducting educational research and procedures for formal report writing. Students are guided in developing a prospectus for their Masters Thesis, Paper, or Field Project.
EDUC 602 Advanced Educational Psychology 3 credits. Advanced study of the psychology of human learning and instruction with emphasis on recent developments and their applications. Implications for classroom management, student motivation, exceptionality and cultural diversity are included.
EDUC 603 Philosophical, Historical, and Social Foundations of Education 3 credits. Advanced study of philosophical and historical bases of American education, including social foundations and policy studies. Humanistic concerns and multi-cultural dimensions of education are included.
EDUC 604 Curriculum Foundations 3 credits. Examination of historical, sociological, philosophical foundations and their impact on curricula. Curricular implications of learning theory, exceptionality and cultural diversity included.
EDUC 606 History of Education 3 credits. Historical development of educational problems and concerns from the period of Greek and Roman civilizations through the Middle Ages and Renaissance to the 20th Century.
EDUC 607 Readings in Administration 2 credits. Analysis of basic literature pertaining to administration.
EDUC 608 Educational Administration 3 credits. Study of the nature of educational administration with reference to current practice. Positions and implications to current practice, administrative philosophy, and related role characteristics. Administrative theory and its application to administrative practice and organizational development and the implications for educational improvement.
EDUC 609 The Principalship 2 credits. Study of the administrative management functions of the principalship through simulation and development of procedures and materials in such areas as budget, scheduling, extra-curricular activities, discipline, special services, and staff development.
EDUC 611 School Finance 3 credits. Theory and practice of educational finance in Idaho Public Schools.
EDUC 612 School Law 3 credits. Study of court decisions, statutes, and school board policy as related to teachers, pupils, and school officials.
EDUC 615 Supervision of Instruction 2 credits. Roles of the supervisor in the improvement of classroom instruction. Emphasis on effective procedures as determined by research and experience. Simulation sessions provide for development of clinical skills needed in all types of supervisor supervisee relations including student-teacher, self-supervision, administrator-teacher, and teacher-teacher.
EDUC 622 Educational Measurement and Evaluation 3 credits. Theory and practice in the construction, administration, and interpretation of educational assessments. Use of assessment results in the planning and evaluation of curriculum and instruction.
EDUC 623 Curriculum Innovations 2 credits. Current innovations, their theoretical support, and implementation procedures will be reviewed. Students will be expected to identify, define, and design a curriculum innovation as well as an implementation plan.
EDUC 624 Models of Teaching 3 credits. Examination of instructional theories and teaching models with emphasis on contemporary approaches. Advanced study of instructional strategies and their applications. PREREQ: EDUC 602.
EDUC 625 Processes in Curriculum Development 3 credits. Emphasis upon processes in curriculum development/improvement, i.e., components (goals/objectives, selecting/organizing content, organizing for instruction); personnel/leadership roles; alternative curriculum development models; evaluation; economic/political/cultural influences.
EDUC 628 Research in Early Childhood Education 3 credits. Designed to introduce graduate students to pertinent literature and research relevant to Early Childhood. Students will have the opportunity to investigate, in depth, a topic of interest.
EDUC 629 Advanced Study in Child Development 3 credits. Investigation of the social, emotional, personal, and intellectual development of the child through perusal of the literature, field research, and participation in seminars. Opportunity for intensive pursuit of individual topics is also provided.
EDUC 630 Principles and Practices of Adult Education 2 credits. Will examine theoretical and practical approaches to teaching adults. Particular attention will be given to planning and conducting workshops and classes for out-of-school populations.
EDUC 632 Psychology of Reading 3 credits. Examination of the nature of the reading process from the perspective of contemporary psychological science. Topics include decoding, lexical access, syntactic and semantic analysis, referential representation, and metacognition. Consideration of implications for instruction.
EDUC 633 Psycholinguistics and Reading 3 credits. The inter-relationship of language, thought, and reading. Language acquisition and development as related to reading. Grammar, standard and non-standard dialects, second-language learning. PREREQ: g419.
EDUC 634 Research in Reading 3 credits. Students will review literature related to learning, processing, and teaching reading. One area will be chosen by each student for in-depth review followed by gathering of empirical data. PREREQ: g419 AND g424.
EDUC 635 Practicum in Reading 3 credits. Consulting, supervising, assessing problem solving, writing case reports, and experience in remedial and corrective reading. PREREQ: EDUC 524, 526, 519, 520 (or 333) AND 633 OR 634.
EDUC 638 Supervision of Interns and Student Teachers 2 credits. Role and responsibilities of supervisory personnel in the intern and student teaching programs including student orientation readiness, planning and techniques of instruction, and evaluation. PREREQ: PERMISSION OF INSTRUCTOR.
EDUC 640 Workshop 1-2 credits. Special projects concerned with public school education. Meets for a minimum of 36 clock hours with appropriate outside assignments, lessons, or papers. May be repeated up to 6 credits.
EDUC 641 Professional Negotiations in Education 2 credits. Study of issues in negotiations; developing procedural agreements; negotiating contracts; strategies and tactics; grievance procedures.
EDUC 642 School Communications and Public Relations 2 credits. Introduction and development of concepts, principles, and techniques in the organization, initiation, and operation of a planned program in inter-school communication systems and school-public relations.
EDUC 643 School Personnel Administration 2 credits. Study of effective personnel practices, recruitment, selection, contracts, in-service, transfers, and promotion. Special attention given to the personnel directors role regarding handicapped, multicultural, and minority group issues. PREREQ: EDUC 608.
EDUC 644 Organization and Staff Development 3 credits. The student will improve knowledge and skills in working with conflict in the school organization, designing staff development training interventions, utilizing problem solving and decision making in the school setting.
EDUC 645 Change Strategies 2 credits. Investigation and application of strategies and tactics in effecting change in public schools.
EDUC 648 Independent Problems in Education 1-3 credits. Individual work under staff guidance. Field and/or library research on specific educational problems of interest to graduate students in education. Experience in research composition. May be repeated up to 4 credits. PREREQ: PERMISSION OF INSTRUCTOR.
EDUC 649 Seminar 1-3 credits. Critical analysis on the literature in one or more areas of education. Enrollment limited. PREREQ: PERMISSION OF INSTRUCTOR.
EDUC 650 Thesis 1-6 credits.
EDUC 651 Masters Paper in Education 3 credits. A paper involving extensive familiarity with research findings written under the supervision of a faculty member in the College of Education.
EDUC 652 Field Research Project in Education 3 credits. An individual field research project must be completed. A written report of the project and oral explication of the report will be required.
EDUC 657 Internship 3-12 credits. A joint effort of the university and public schools to provide the student with practical experiences in educational settings. The length, placement, stipend (if applicable), and learning experience will be determined for each intern. By application only.
EDUC 660 School Buildings 3 credits. Study of procedures in school building planning, writing educational specifications, financing, and construction.
EDUC 661 Educational Planning and Evaluation 3 credits. Systematic planning in education including needs assessment, program planning and implementation, and process and product evaluation.
EDUC 670 History and Philosophy of Higher Education 3 credits. Comprehensive treatment of the origin of institutions of higher learning, their philosophical foundation, and historical context from the classical periods of Greece and Rome through the Renaissance. The archetypes of the university, Paris, Bologna, and Oxford, will be considered intensively. Extensive reading and research will be required as well as a major seminar paper.
EDUC 672 Contemporary Higher Education in the United States 3 credits. Overview of higher education in the United States in the late 19th century and 20th century. Consideration of roles and responsibilities of chief academic officers, boards or regents, the faculties, and student services. Specific issues to be treated in some detail will be trends in collective bargaining, budgeting, enrollment patterns, graduate education, and the various categories of postsecondary learning opportunities available to students.
EDUC 674 Topics in Higher Education 1-3 credits. Seminar consisting of successive presentations on an inter-disciplinary basis, of identified areas and other perceived needs of the students involved. Opportunities will be afforded for independent study with specialists in the particular areas which the student has identified as high priority items.
EDUC 676 College and University Teaching 3 credits. Study of a variety of teaching models and/or methodologies applicable to college and university instruction. The student will be encouraged to apply a teaching model or aspects of different models to his/her own instruction. When possible, this course should be taken concurrently with an internship or laboratory-teaching experience at the university or college level to permit clinical supervision and feedback of the application of instructional methodologies.
EDUC 689 Practicum in College Teaching (Education) 2 credits. Observation and assisting in the teaching and evaluation of a college course under the supervision of the course instructor. Includes development of instructional materials, classroom presentations, and critiques of contemporary literature in higher education. PREREQ: COMPLETION OF THE COURSE IN WHICH THE PRACTICUM WILL BE SERVED AND PERMISSION OF INSTRUCTOR.