Faculty

Lynne Anderson-Inman, associate professor (computers and literacy, content reading). B.A., 1970, Wisconsin, Madison; M.S., 1974, Wisconsin, Oshkosh; Ph.D., 1978, Oregon. (1982)

Juliet “Jill” A. Baxter, associate professor (mathematics and science education, professional development of teachers). A.B., 1975, M.A., 1977, Ph.D., 1987, Stanford; M.A., 1977, Minnesota. (2002)

Ronald A. Beghetto, assistant professor (teacher development, educational evaluation). B.A., 1993, B.A., 1995, M.S., 1998, Wyoming; Ph.D., 2002, ­Indiana. (2002)

M. D. “Mark” Gall, professor (instructional methods, teacher education). B.A., 1963, M.Ed., 1963, Harvard; Ph.D., 1968, California, Berkeley. (1975)

Joanna Goode, assistant professor (education for social justice, instructional technology, urban education). B.S. 1997, M.Ed., 1998, Ph.D., 2004, California, Los Angeles. (2005)

Jerry L. Rosiek, associate professor (multicultural education, qualitative research methods, teacher knowledge). B.A., 1987, B.S., 1988, Texas A & M; Ph.D., 1997, Stanford. (2005)

Suzanne J. Yockelson, instructor (early intervention, social emotional development). B.A., 1983, M.A., 1987, California State, Northridge; Ph.D., 1999, Oregon. (1999)

Courtesy

Karen Baldwin, courtesy associate professor (curriculum development and assessment, equity and diversity, cultural geography); coordinator, elementary education program. B.A., 1980, California, Berkeley; B.S., 1983, M.A., 1983, Ph.D., 1991, Oregon. (2006)

Marilyn Olson, courtesy associate professor (curriculum instruction alignment, teacher education); director, middle-secondary program. B.A., 1962, Northwest Nazarene; M.A., 1968, Missouri; Ph.D., 1984, Oregon. (1997)

Patricia L. Rounds, courtesy assistant professor (teacher education, second-language teaching, applied linguistics). B.A., 1970, State University of New York, Oneonta; M.A., 1973, State University of New York, Stony Brook; M.Ed., 1981, State University of New York, Buffalo; M.A., 1983, Ph.D., 1985, Michigan. (1985)

Emeriti

Thomas L. Dahle, professor emeritus. B.S., 1938, M.S., 1949, Wisconsin; Ph.D., 1954, Purdue. (1963)

Edna P. DeHaven, professor emerita. B.S., 1951, Oregon College of Education; M.Ed., 1962, Ph.D., 1969, Oregon. (1969)

John E. deJung, professor emeritus. B.A., 1951, Montana; M.A., 1954, Ed.D., 1957, Syracuse. (1963)

Gary W. Ferrington, senior instructor emeritus. B.S., 1964, Portland State; M.S., 1967, Southern California. (1967)

Judith K. Grosenick, professor emerita. B.S., 1964, Wisconsin, Oshkosh; M.S., 1966, Ph.D., 1968 Kansas. (1984)
William H. Harris, associate professor emeritus. B.A., 1949, Willamette; B.S., 1951, M.S., 1953, Eastern Oregon; D.Ed., 1967, Oregon. (1969)

Ray E. Hull, professor emeritus. B.S., 1958, M.S., 1962, Oregon State; D.Ed., 1969, Oregon. (1970)

William E. Lamon, associate professor emeritus. B.S., 1964, San Francisco; M.S., 1965, California State; Ph.D., 1968, California, Berkeley. (1972)

David G. Moursund, professor emeritus. B.A., 1958, Oregon; M.S., 1960, Ph.D., 1963, Wisconsin, ­Madison. (1967)

Ione F. Pierron, associate professor emerita of librarianship. B.A., 1936, Puget Sound; M.A., 1955, Minnesota; M.S., 1960, Oregon. (1948)

Mildred C. Robeck, professor emerita. B.A., 1951, M.Ed., 1954, Ph.D., 1958, Washington (Seattle). (1967)

John E. Suttle, professor emeritus. B.S., 1948, Texas; M.Ed., 1952, Colorado; Ed.D., 1960, Texas. (1959)

Robert A. Sylwester, professor emeritus. B.S., 1949, Concordia Teachers; M.Ed., 1953, D.Ed., 1961, Oregon. (1968)

The date in parentheses at the end of each entry is the first year on the University of Oregon faculty.

About the Department

License and degree programs in the Department of Teacher Education prepare professionals to work in education. The undergraduate major in educational studies has two specializations: educational foundations and integrated teaching. The major leads to a bachelor of arts (B.A.) or bachelor of science (B.S.) degree. In some cases, students may earn a bachelor of education degree (B.Ed.)

The graduate major in teaching and learning with a specialization in graduate elementary teaching or middle-secondary education leads to recommendation for a state-approved teaching license and a master of education (M.Ed.) degree. A program in English for speakers of other languages leads to a state-approved add-on endorsement for licensed teachers.

Undergraduate Studies [back to top]

Educational Studies Major

The educational studies major offers two specializations: educational foundations and integrated teaching. Both provide preparation in educational research, theory, and practice and the foundations of the American school system.

The educational foundations specialization culminates with a baccalaureate degree. Graduates can enter the work force or apply to a fifth-year program in elementary education, special education, early intervention, or other teaching specialty.

The integrated teaching specialization is a cohort program that begins in the student’s junior year and, after successful completion of program requirements, continues with a fifth-year license and master’s degree program. Graduates are eligible to be recommended for an elementary teaching license awarded by the Oregon Teacher Standards Commission; they also earn a master’s degree and an additional teaching specialization or endorsement.

Students who are planning to major in educational studies typically spend their first two years completing general education requirements. Those planning on applying to the integrated teaching program also complete premajor core courses.

Advising

Students who are considering a major in educational studies should meet with a peer adviser for an introduction to the major. The peer advisers’ office is in 142 Education Building; telephone (541) 346-1569. Once admitted to the major, students are assigned an adviser who helps them plan a course of study.

Core Requirements

Both specializations require a common core of educational studies courses. Additional courses are required based on the interests of the student and the selected specialization. Courses required for the degree program must be taken for a letter grade and passed with a C– or better.

Educational Foundations Specialization

Educational foundations helps students develop an understanding of public school education and historical, political, and social factors that affect it. Participants also acquire the knowledge and skills needed for a career in education—curriculum, instruction, assessment, the relationship between research and practice, the role of technology in education, human development, student diversity, and special education. Graduates can apply for admission to a fifth year of study that results in a recommendation for an elementary or special education teaching license.

The specialization consists of the educational studies core and a set of individualized courses consistent with the student’s career path. The core provides majors with an understanding of educational theories and their applications to teaching and learning, human development and diversity, and educational research. Courses pertinent to the student’s desired career may include work in elementary education, special education, early-childhood education, or other education-related fields.

Application and Admission. Entering students specify the preeducation major on the application for admission to the University of Oregon. Application to the major with the educational foundations specialization is made before beginning the junior year of study and may be made only during specific terms of the academic year. Seniors who transfer from another university or change their major may be admitted, but are not guaranteed graduation within one year. The College of Education website has specific requirements and application deadlines for the specialization.

Integrated Teaching Specialization

Integrated teaching is a unique three-year interdisciplinary program of study that prepares educators to deliver a diversified curriculum that accommodates children’s individual differences. Program graduates are attractive to school districts because of their broad range of skills, including the ability to address the needs of children with and without disabilities.

The program consists of the educational studies core, professional courses in teacher preparation, practicums, and, in the fifth year of study, requirements for the master’s degree. Core courses include studies in the foundations of educational practice, human development, teaching and learning, and intervention strategies. Students in the specialization learn from faculty members with expertise in regular and special-needs instruction, educational leadership, and instructional technology.

Students begin the program in the junior year and, after graduation, complete a year of study at the graduate level. During the graduate year, students elect an emphasis area that can lead to an additional endorsement or authorization to teach at another level, such as middle school.

The program leads to a bachelor’s degree with an optional minor in special education, master’s degree with a major in teaching and learning, eligibility to be recommended for an early ­childhood–elementary teaching license, the option of a special-education teaching license, and optional teaching endorsements.

Application and Admission. Admissions to the integrated teaching specialization have been suspended for the 2007–8 academic year.

Graduate Studies [back to top]

Teaching and Learning Major

Students pursuing a master of education degree (M.Ed.) are admitted to the teaching and learning major through one of the following graduate teaching license specializations: graduate elementary teaching, middle-secondary education, or integrated teaching. The teaching and learning M.Ed. degree program includes the courses and practicums required for recommendation for a teaching license, additional course work, and a culminating capstone project.

Students who successfully complete the licensure part of the master’s degree program are eligible to be recommended for a teaching license, which is granted by the Oregon Teacher Standards and Practices Commission. Information about eligibility for a teaching license and states that have a reciprocity agreement with Oregon for the teaching license is available from the College of Education’s student academic services office.

The graduate elementary and middle-secondary teaching specializations are described below. The integrated teaching program is described under Undergraduate Studies in this section of the catalog.

Graduate Elementary Teaching

Graduate elementary teaching is a program for nontraditional students, students with undergraduate majors other than education, and individuals making a career change who want to enter the field of education. Students earn a master of education (M.Ed.) degree with a major in teaching and learning and are eligible to be recommended for an early childhood—elementary education teaching license. Licensure requirements can be completed in five terms of full-time study and practicums leading to an initial teaching license. Part-time students can complete this phase in ten terms.

The course work required for a license includes theories of child development, classroom and behavior management, curriculum design, methods of instruction and assessment, student diversity, and legal issues. Students demonstrate professional knowledge, skills, and conduct through class assignments and practicums and full-time student teaching, which include the completion of two work samples that demonstrate the ability to promote children’s academic learning. Students also complete requirements for the M.Ed. degree.
Students should consult the Graduate School section of this catalog or the Graduate School website for general graduate requirements and policies.

Application and Admission. The graduate teacher education program leading to licensure has a limited enrollment. Students who meet minimum requirements are not guaranteed admission. Considered in the admission process are grade point average, scores on licensure-related tests, experience with elementary-age children, experience working with diverse and traditionally underserved populations, and demonstration of communication and collaboration skills.

The graduate programs in teacher education leading to licensure are currently being updated and integrated. Significant changes are scheduled to be implemented by summer session 2008. For more detailed information, visit the College of Education website.

Middle-Secondary Education

The M.Ed. degree program with a specialization in middle-secondary education leads to a recommendation for the Oregon middle and secondary teaching license with an endorsement in language arts; mathematics—basic and advanced; science—­biology, chemistry, integrated science, physics; second languages—French, German, Japanese, Latin, Russian, Spanish; or social studies.

A program that leads to a teaching license in music is offered through the School of Music and Dance.

Students are admitted to the specialization during spring term. Course work begins during summer session and continues through the next spring term. During this time, requirements for a license are fulfilled, and the student is prepared for employment the following school year. Through partnerships with local middle and high schools, the program provides opportunities each term for site-based practical experience. The licensure program culminates with a full term of supervised student teaching. Students who complete the specialization are qualified to apply for a license to teach in middle, junior, and senior high schools. Additional course work is required to earn the master’s degree.

The license and master’s program may be completed by part-time students over the course of two or more years.

Students should consult the Graduate School section of this catalog or the Graduate School website for general graduate requirements and policies.

Application and Admission

Applicants to the program should have (1) an undergraduate degree in one or more of the endorsement areas with a GPA of 3.00 or higher; (2) documentation of required tests; (3) a commitment to working with and serving diverse student populations, their parents, and advocates; and (4) a strong commitment to education as a profession. The middle-secondary specialization has limited enrollment. It may not be possible to admit every applicant who meets basic admission criteria.

A completed application must include

1. A College of Education application for middle-secondary education specialization

2. A completed application for admission to the UO Graduate School

3. Three letters of recommendation that describe the applicant’s academic and experiential preparation

4. Official transcripts for all completed undergraduate and graduate course work

5. Completion of three entrance tests: (a) the California Basic Educational Skills Test (CBEST) or the Pre-Professional Skills tests (PPST), (b) the Oregon Educator Licensure Assessments Multiple Subjects Examination, (c) the Praxis test for area of specialization (e.g., English, biology, social studies)

6. A completed character questionnaire, which asks about any convictions for felonies, misdemeanors, or major traffic violations

Applicants may be interviewed by program faculty members as part of the admission process. Applicants are notified about their admission status before the end of spring term.

The graduate programs in teacher education leading to licensure are currently being updated and integrated. Significant changes are scheduled to be implemented by summer session 2008. For more detailed information, visit the College of Education website.

English for Speakers of Other Languages (ESOL) Endorsement

The add-on endorsements in ESOL and ESOL–bilingual education prepare educators to serve students who enter the public school system with a native language other than English. Course work and field experiences develop teachers’ (1) planning, delivery, and assessment of ESOL instruction; (2) knowledge of effective second-language program models; (3) ability to assess ESOL students’ language proficiency levels and needs; and (4) ability to serve as a resource to content teachers to ensure successful transition of a child from a sheltered program to the mainstream program. Another goal of these endorsement programs is to prepare teachers to view the native culture of an ESOL student as a source of pride and enrichment.

Two endorsement options are available.

Option I

Option I leads to an ESOL add-on endorsement for preservice teachers or for licensed teachers who want to add this endorsement to their license.

Option II

Option II leads to a bilingual endorsement in addition to the ESOL endorsement. The bilingual endorsement cannot be earned without completing the ESOL endorsement. The bilingual endorsement verifies that the teacher is proficient in a second language, as assessed by the American Council on the Teaching of Foreign Languages (ACTFL) oral-proficiency test and the appropriate Praxis language subject test. The ACTFL standard for the bilingual endorsement is the intermediate-high level of proficiency as assessed by a certified ACTFL examiner.

In either option, students must meet with the ESOL program coordinator before beginning the program.
Admission. The ESOL add-on endorsement and the ESOL-bilingual add-on endorsement are available to preservice teachers and teachers who hold a valid teaching license. Applicants who want to enter this program as postbaccalaureate or graduate students should see the ESOL program coordinator.

Licensure [back to top]

Licensure programs of the Department of Teacher Education meet the requirements of the Oregon Teacher Standards and Practices Commission. Initial licensure programs include early childhood–elementary education, early intervention, elementary education, and middle-secondary education. Endorsements are available in ESOL and ESOL-bilingual education.

Teacher Education Courses (TED) [back to top]

503 Thesis (1–16R)

601 Research: [Topic] (1–16R)

602 Supervised College Teaching (1–9R)

603 Dissertation (1–16R)

605 Reading and Conference: [Topic] (1–16R)

606 Field Studies: [Topic] (1–6R) Recent topics include English as a Second Language.

607 Seminar: [Topic] (1–5R) Recent topics include Professional Issues, Integrated Teaching Capstone, Sapsik’wala, English as a Second Language.

608 Workshop: [Topic] (1–16R)

609 Practicum: [Topic] (1–16R) Recent topics include Teaching English as a Second Language, Elementary Student Teaching.

610 Experimental Course: [Topic] (1–5R) Recent topics include Teaching and Learning in the Digital Age, Pedagogical Grammar, Qualitative Research Methodology, Urban Schools for Teacher-Leaders.

Education Courses (EDUC) [back to top]

199 Special Studies: [Topic] (1–5R) Recent topics include Exploring Careers in Education.

399 Special Studies: [Topic] (1–5R)

406 Special Problems: [Topic] (1–16R) Recent topics include Peer Advising Experience.

407/507 Seminar: [Topic] (1–5R)

408/508 Workshop: [Topic] (1–18R)

410/510 Experimental Course: [Topic] (1–5R)

606 Special Problems: [Topic] (1–16R)

607 Seminar: [Topic] (1–5R) Recent topics include Advanced Professional Practices.

609 Practicum: [Topic] (1–16R)

610 Experimental Course: [Topic] (1–5R)

Educational Studies Courses (EDST) [back to top]

111 Educational Issues and Problems (4) Examines specific issues and problems confronting educators. Compares and contrasts different approaches to the ways in which society defines and deals with educational issues and problems.

114 Communication Using Computers (4) Introduction to the information age; communication among people and information sources; designing, editing, and using messages that are represented, stored, processed, and transmitted digitally.

196 Field Studies: [Topic] (1–2R)

198 Workshop: [Topic] (1–2R)

199 Special Studies: [Topic] (1–5R) A recent topic is Exploring Educational Studies.

212 Foundations of Learning and Intervention (4) Examines the foundations of learning and intervention in social systems such as schools, families, and commercial and social organizations.

213 Applications of Learning and Intervention (4) Examines the application of learning and intervention to educational and social systems such as schools, families, and commercial and social organizations. Prereq: EDST 212.

312 Introduction to Educational Research (4) Use of research to inform educational practice. Emphasizes the literature review process: identifying relevant literature, evaluating research reports, synthesizing findings.

313 Evaluation for Decision-Making (4) Types and characteristics of measures. Approaches to evaluating individuals and programs. Trends and issues in measurement and evaluation in education.

399 Special Studies: [Topic] (1–5R) Recent topics include Exploring Educational Studies.

401 Research: [Topic] (1–18R)

402 Supervised College Teaching (1–6R)

404 Internship: [Topic] (1–18R)

405 Reading and Conference: [Topic] (1–18R)

406 Special Problems: [Topic] (1–16R) Recent topics include Educational Foundations, IDEA Reading.

407/507 Seminar: [Topic] (1–5R) Recent topics include Professional Practices, Education for Minority Students, Reading in the Upper Elementary Grades.

409 Practicum: [Topic] (1–18R) Topics include Integrated Licensure I,II,III.

410/510 Experimental Course: [Topic] (1–5R) Topics include Foundations of Education, Science and Health Methods, Social Studies and Language Arts Methods, Computers and Curriculum.

440/540 Physical Education for Diverse Learners (3) Provides a variety of physical education and fitness activities appropriate for children with diverse abilities.

441/541 Early Childhood and Preadolescent Development (3) Examines typical and atypical development in preschool, school-age, and preadolescent children; emphasizes the implications for teaching.

442 Curriculum and Teaching Design (3) Curriculum frameworks, organizing schemes, and approaches used in public education. Strategies for designing or developing curriculum content for diverse groups of students.

445 Early Language, Reading, and Literacy (4) Methods for teaching prereading and language development; beginning and primary language, reading, and literacy. Translating theory into practice through field-based applications.

446 Mathematics Instruction Principles and Procedures (3) Procedures for design and delivery of mathematics instruction in heterogeneous classrooms. Application of empirically validated procedures in field-based settings.

Graduate Elementary Teaching Courses (GET) [back to top]

601 Research: [Topic] (1–6R)

605 Reading and Conference: [Topic} (1–5R)

606 Special Problems: [Topic] (1–9R)

607 Seminar: [Topic] (1–5R)

608 Workshop: [Topic] (1–9R)

609 Practicum: [Topic] (1–9R)

610 Experimental Course: [Topic] (1–5R)

620 Literature and Social Studies Methods (4) Curriculum and pedagogy in social studies and language arts.

621 Elementary Reading Instruction (4) Analysis of literacy as a social construction; focus is reading in its earliest phases.

622 Curriculum Design and Teaching Strategies (3) The role of curriculum in day-to-day teaching and assessment.

623 Teaching Math, Science, Health Methods (4) Curriculum and pedagogy in mathematics, science, and health for elementary students in heterogenous classrooms.

624 Reading and Writing Upper Elementary (4) Planning, teaching, and evaluating a program of reading and writing instruction for upper-elementary students

625 Early Childhood and Elementary Student Teaching (6–12) Guided practice in assuming the daily schedule and full range of responsibilities of a teacher.

630, 631, 632 Professional Practices I,II,III (1) Professional teaching standards in relation to practicums and student teaching.

639 Capstone (3) Preparation of a required master’s degree project involving the application of inquiry skills to the practice of teaching.

Middle-Secondary Teaching Courses (MSEC) [back to top]

601 Research: [Topic] (1–5R)

605 Reading and Conference: [Topic] (1–5R)

606 Field Studies: [Topic] (1–6R)

607 Seminar: [Topic] (1–5R)

608 Workshop: [Topic] (1–5R)

609 Practicum: [Topic] (1–15R)

610 Experimental Course: [Topic} (1–5R)

619 Adolescent Studies (3) Social, cognitive, moral, and physical aspects of adolescent development. Interpersonal communication and organizational strategies that accommodate adolescent needs and facilitate identity formation.

620 Methods of Teaching Language Arts (3) Relationship between learning goals and research on effective instruction and assessments for language arts at the middle-secondary levels. Overview of curriculum standards.

621 Methods of Teaching Social Studies (3) Relationship between learning goals and research on effective instruction and assessments for social sciences at the middle-secondary levels. Overview of curriculum standards.

622 Methods of Teaching Mathematics (3) Relationship between learning goals and research on effective instruction and assessments for mathematics at the middle-secondary levels. Overview of curriculum standards.

623 Methods of Teaching Science (3) Relationship between learning goals and research on effective instruction and assessments for the sciences at the middle-secondary levels. Overview of curriculum standards.

624 Methods of Teaching Second Languages (3) Relationships between learning goals and research on effective instruction and assessments for second languages at the middle-secondary levels. Overview of curriculum standards.

625 Supports for Diverse Learners (3) Instructional practices that support diverse learning needs among middle and high school students. Includes strategies for assessing and monitoring individual needs and responses.

626 Teaching Strategies for Middle-Secondary Learners (3) Strategies and instructional decision-making processes that facilitate learning and improve student performance. Links instructional improvement with research on effective teaching.

627 Curriculum and Assessment Alignment (3) Basic assessment concepts for reading, writing, and critical thinking in content areas. Demonstrates alignment of knowledge forms and intellectual operations with measurement and reporting systems.

629 Middle-Secondary Supervised Teaching (9) Full-time teaching experience with comprehensive assessments of proficiency in curriculum planning, classroom management, effective instruction, assessments of learning, and professional interactions. Prereq: MSEC 632, one 3-credit practicum, and one 4-credit practicum.

630 Professional Practices I (1) Applications of content-specific instructional designs to actual teaching units. Addresses classroom management, philosophical perspectives, and personal-professional balance.

631 Professional Practices II (1) Design and alignment of curriculum, instruction, and assessment for middle and high school content. Includes techniques for explaining pedagogical decision-making and rationale to stakeholders. Prereq: MSEC 630.

632 Professional Practices III (1) Analysis and evaluation of professional progress in meeting standards of curriculum planning, classroom management, effective instruction, learning assessments, and professional interactions. Prereq: MSEC 631.

639 Middle-Secondary Capstone Master’s Project (3) Comprehensive study of instructional improvement. Students demonstrate a research-based process for addressing instructional problems.

641 Middle-Secondary Continuing Professional Development (1–6) Topical site-based studies for licensed teachers. Requires an evaluation of existing data, and exploration of researched and implemented alternatives.