Education


212 Crown College
Advising: (831) 459-2589
http://education.ucsc.edu
e-mail: education@ucsc.edu
Rodney Ogawa, Department Chair

The purpose of the Education Department’s instructional programs is to prepare all students, undergraduates and graduates, to engage in the analysis and integration of educational theory, research, and practice for an increasingly diverse society. Our primary intellectual and practical focus is on fostering equitable and effective schooling for all students. In working toward this goal, we are committed to the development of teachers with theoretical and practical perspectives responsive to the diverse cultural, social, and linguistic backgrounds of the children who comprise the current and future populations of K–12 students in California’s schools. This commitment is reflected in principles addressed in the course work, placements, and advising that constitute our programming in teacher education.

Minor in Education

The UCSC undergraduate program in education engages students in a course of study that explores the history of educational thought and philosophy, the politics and economics of education, learning theory and pedagogy, and issues of cultural and linguistic diversity in education.

Undergraduate students are welcome to take any education course and can also declare a minor in education. Please note that the UCSC teaching credential program is a graduate program. Course work for the minor cannot be substituted for credential requirements.

In order to complete a minor in education, students take courses 92A, 92B, and 92C, as well as course 80, which is to be taken concurrently with 92A, 92B, or 92C, or after at least one of these courses has been taken. In addition, students must complete two courses selected from a list (available from the Education Department) of upper-division electives. Students who wish to pursue a minor in education may seek advising and file a Proposed Study Plan and Declaration of Major/Minor form at the department office.

Graduate Programs

Master of Arts in Education Teacher Preparation Program
The master of arts in education teacher preparation program prepares teachers for California’s culturally and linguistically diverse children and youth. The M.A. in education degree is earned by completion of a five-quarter program comprising two summers and one academic year. Graduates of the program are prepared to teach K–12 English language learners. The program also offers the Bilingual, Crosscultural, Language, and Academic Development (BCLAD) emphasis teaching credentials. The BCLAD emphasis authorizes primary language instruction and dual language immersion education. The BCLAD language of emphasis is Spanish.

Master of Arts in Education: Teaching
The preliminary multiple subjects teaching credential for elementary school teachers (used in self-contained elementary classrooms—typically grades K–6—where all subjects are taught by the same teacher) and the preliminary single subject teaching credential for secondary teachers (used in a departmentalized setting where the teacher is generally responsible for one subject, typically grades 7–12) are available. The single subject program offers the following subject areas: mathematics, English, social science, and science. Programs of study are subject to change.

Prerequisite Admission Requirements
Graduate Record Exam (GRE): Applicants to the UCSC M.A. in education teaching program must take the GRE General Exam and submit a score by January 15 with the application; in addition, all candidates must have preparation in the following areas:

1. A course, or equivalent experience, that addresses cultural and linguistic diversity. The following UCSC undergraduate education courses are examples of courses that meet this requirement: 128, Immigrants and Education; 140, Language, Diversity, and Learning; 164, Urban Education; and 181, Race, Class, and Culture in Education.
   
2. A documented field experience with children or youth in a multicultural educational setting. Experiences working in a responsible role with children in the age group or in the subject area you intend to teach are preferred.

Application Selection Criteria
Admission to the teaching program is competitive. Candidates for admission are selected, in part, on the following criteria:

Academic record
College course work is evaluated with attention to content and grades or narrative evaluations. The appropriateness of courses taken for the credential sought is also taken into consideration. For the multiple subjects credential, students should have an extensive breadth of courses in the core subject areas taught in elementary school—math, science, social science, and English. For the single subject credential, students should have an extensive body of course work in the content area.

Testing and language requirements
All required exams and language requirements must be met by the stated deadlines.

Statement of purpose
The statement of purpose should discuss the following (no more than two typed pages):

• an explanation of why you want to become a teacher;
• how your experience has contributed to your motivation and potential to be an educational leader; and
• a description of your experiences related to youth, cultural and linguistic diversity, and community involvement.

Writing sample, letters of recommendation, and résumé
Information provided in these documents is used in the selection of candidates. All documents must be submitted by the application deadline.

Writing Sample, a sample of your writing (no more than 10 pages), ideally on an educational or related topic. You may submit an academic paper or other work previously written; alternatively, you may choose to write a brief piece specially for this application.

Letters of Recommendation. Three letters of recommendation are required.

Résumé, a résumé that includes an employment history; any relevant volunteer or community work, especially in schools and/or with children; and experiences in multicultural and multilingual settings. Include information on languages (other than English) in which you have competence.

Admission Requirements

Testing
California Basic Educational Skills Test (CBEST): All admitted applicants must verify completion of the CBEST requirement and submit a passing score in order to enroll in the program by June 1.

Subject Matter Competence
Multiple Subjects: The California Subject Exam for Teachers (CSET): Multiple Subject is required. Admitted applicants must submit verification of having passed the three CSET multiple subject exams by June 1 in order to enroll in the program. It is recommended that documentation be submitted with the application.

Single Subject: Appropriate California Subject Exams for Teachers (CSET) or verification of an approved subject matter program from the applicant’s undergraduate institution is required. Admitted applicants must submit verification of having passed the required CSET exams or 100 percent completion of an approved subject matter program by June 1 in order to enroll in the program.

It is strongly recommended that all testing be completed prior to January 15, the application deadline. Admission priority may be given to applicants with test scores and/or subject matter programs completed and submitted at the time of the application.

Language Requirements

BCLAD Candidates
The BCLAD language requirement is met by passing Test 6, The language of Emphasis: Spanish, of the BCLAD exam administered by National Evaluation Systems (NES). Admitted BCLAD candidates must take, at the latest, the first available exam after enrolling in summer quarter.

Admission priority may be given to applicants with test scores and language requirements completed and submitted at the time of application.

Program and State of California Requirements (Not Required for Admission)
These requirements may be met prior to or while enrolled in the program.

U.S. Constitution Requirement
A course on the U.S. Constitution (or completion of an exam offered by the Education Department to enrolled students) is required. UC Santa Cruz-approved courses that meet this requirement are Politics 20, Democracy and Liberalism in American Politics; Politics 111, Problems in Constitutional Law; Politics 120A, Congress, President, and the Court in American Politics; and History 25A, United States History to 1877.

Reading Instruction Competence Assessment (RICA)
Multiple subjects candidates are required—prior to completion of the program and in order to be recommended for a preliminary credential—to pass the RICA exam. The RICA measures the knowledge, skills, and abilities essential to offer effective reading instruction to K–12 students. This exam may not be taken by multiple subject candidates prior to completion of the required reading instruction course in the program.

Student Teaching

Course 203, taken in the fall quarter, constitutes the first classroom observation experience for students in the M.A. teacher preparation program. To enroll in this course, students must have filed with the state an application for a Certificate of Character and Identification Clearance (fingerprints) and have provided evidence of that to the Education Department credential analyst. Students are strongly advised to submit evidence of clearance with their application to the program (deadline January 15). To apply for clearance, contact your local County Office of Education for livescan fingerprint processing and an application for Certificate of Clearance.

Intermediate and advanced student teaching is a two-quarter experience (winter/spring) in which student teachers are placed with cooperating teachers in area schools. Students gradually assume more responsibility for preparation, instruction, and evaluation of the class during this two-quarter period. Weekly supervision and seminar meetings are provided by university faculty and master teachers. Master of arts in education teacher preparation candidates obtain classroom experience at two different grade levels—in primary and middle school grades for multiple subjects candidates and in middle school/junior high and senior high grades for single-
subject candidates.

Admission to course 283, Intermediate Student Teaching, and courses 284A-B-C, Advanced Student Teaching, is based on an assessment of academic performance, experience, leadership, and initiative shown in public school settings, as well as successful completion of Education 203.

For Further Information

Phone the Education Department Advising Center at (831) 459-2589, send e-mail to education@ucsc.edu, or view the department’s home page on the web at http://education.ucsc.edu for dates and times of workshops where potential applicants can obtain full details about the programs.

Ph.D. in Education

The goal of the Ph.D. in education program is to support graduate students in becoming creative scholars who engage in research focused on the educational needs of students from linguistic and cultural groups that have historically not fared well in our nation’s public schools. To achieve this goal, this program provides students with grounding in the varieties of interdisciplinary theorizing, research methods, and applications needed to advance the study of learning and teaching for diverse student populations. The courses and research experiences are closely related to practice in K–12 classrooms with student populations from diverse cultural and linguistic communities. Students in this interdisciplinary program apply tools and perspectives from education, anthropology, linguistics, philosophy, psychology, sociology, cognitive science, and cultural historical activity theory. The program integrates theory and practice to examine learning and teaching within the multiple contexts of classroom, school, family, and community. Education faculty members utilize both macro- and micro-level frameworks and draw on both quantitative and qualitative methodologies in their research.

Graduates of this program will be qualified to teach and to conduct the kinds of educational research demanded by tenure-track positions in research and regional universities. Graduates may also work in non-university based institutions that focus on teacher professional development, curriculum development, and related areas of educational research and development.

Although applications for a master’s degree are not accepted, students in the Ph.D. program may obtain a M.A. degree after fulfilling specific requirements during the first and second year. The program requires full-time enrollment as a graduate student.

Admissions requirements and recommended preparation for the Ph.D. in education program depend on the area of specialization. The program offers three specialization areas: social context of education, language and literacy studies, and mathematics and science education. Each student is primarily associated with one of these three areas. Graduate work in social context of education focuses on the institutional, social, and cultural structures in which teaching and learning are embedded. Graduate work in language and literacy studies focuses on language learning as it emerges through social interaction and on how language and culture are implicated in teaching and learning. Graduate work in mathematics and science education focuses on cognition, learning, and teaching in mathematics or science with an emphasis on equity, informal learning, and language issues in these two content areas.

Ph.D. Program Requirements

During the first two years of study, all students are expected to enroll in a set of required core courses, research methodology courses, a first-year seminar, and a second-year research apprenticeship. The student and his/her adviser will also design a course of study within one of the three areas of specialization. The number of specialization courses and seminars required varies depending on the student’s preparation, interests, and plans and is determined in consultation with relevant faculty and the department chair. The program encourages interdisciplinary work and involves working closely with individual faculty members.

To achieve Ph.D. candidacy, students are expected to pass an annual review of their written work, maintain satisfactory academic progress, attend department colloquia, complete a second-year research project, pass a qualifying examination, and meet the specific requirements of the Division of Graduate Studies. The qualifying exam, normally taken during the third year of enrollment, involves both written and oral components designed to demonstrate the candidate’s ability to do extended, dissertation-level research and analysis. The final requirement for the Ph.D. degree is the preparation and defense of a dissertation representing a significant scholarly contribution to the topic studied.

Financial support for students includes a variety of fellowships, research assistantships, and teaching assistantships in the Education Department. The education program emphasizes teaching experience, and all students are required to serve as teaching assistants for a minimum of two quarters. Students may participate in research projects under the auspices of several interdisciplinary research centers, including the Center for Informal Learning and Schools (CILS), the Center for Justice, Tolerance, and Community (CJTC), Chicano/Latino Research Center (CLRC), and the New Teacher Center (NTC).