University of Miami - SCHOOL OF EDUCATION - Teaching and Learning (Specialization in Mathematics and Science Education)

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	Teaching and Learning (Specialization in Mathematics and Science Education) - Ph.D.

	PH. D. IN TEACHING AND LEARNING: MATHEMATICS AND SCIENCE EDUCATION The University of Miami�s (FL) Department of Teaching and Learning is pleased to offer a specialty area within its doctoral program devoted to mathematics and science education. This area of post-Baccalaureate doctoral study includes coursework in the students� specialty (including disciplinary content of mathematics or science), diversity, and research methods. In addition, it includes a plan for engaging in research, teaching, and involvement in professional organizations. WHO SHOULD APPLY TO THIS PROGRAM? This program is designed for individuals whose career goals will take them into faculty, research, and other professional leadership roles involving mathematics or science education within the United States or internationally. For example, this program prepares individuals for positions as faculty in higher education; as decision makers in state or local education agencies; as researchers in think tanks, corporations, or not-for-profit organizations; as high ranking staff in foundations or international organizations; or as policy analysts or other decision-makers within a national ministry of education. REQUIRED COURSEWORK The program consists of 60 course credits and 12 credits of doctoral study. Required courses are drawn from the program core, the study of social-demographic diversity, disciplinary content, and research. CORE TAL741: Teaching and Teacher Education in Mathematics and Science. *Description:* Advanced and specialized topics in research on the teaching and learning of mathematics and science, including the development of teachers across their careers, professional development, design experiments, learning in and out of school. TAL742: Research on Learning in Mathematics and Science. *Description* : Overview of research on student learning, reasoning, problem solving, and sense making; the study of teaching in mathematics and science; classrooms that promote student understanding. TAL743: Mathematics and Science Curriculum. *Description* : Study of mathematics and science curricula and the competing forces that shape them, including standards documents, state and national policy, conceptions of the disciplines, modern and postmodern analyses of curriculum theory. TAL744: Assessment in Mathematics and Science *Description* : Classroom based assessment, testing for high stakes and other purposes, national and international comparisons in mathematics and science. TAL 745: Mathematics and Science Education Research Practicum. *Description* : Defining an empirical or theoretical research issue, arguing for its importance; framing the study based on related research; designing, implementing and documenting appropriate research methods; reporting and interpreting the results; writing and submitting a manuscript in mathematics and/ or science education. DIVERSITY TAL 764: Issues and Trends in Multicultural Education ⁱ In addition, doctoral students are to complete two graduate-level courses around thematic topics involving diversity in its various manifestations. Courses may be taken from different departments (e.g., psychology and sociology); the coursework should build on TAL 764 so as to form a coherent whole. The student and advisor shall determine which courses from across the University of Miami campus can be used to meet this requirement. Topics in diversity that are considered acceptable for the two-course sequence of study include: (a) TESOL, (b) poverty and social class, (c) gender, (d) race and ethnicity, (e)exceptionality, (f) culture, (g) urban issues, (h) rural issues, and (i) international issues. DISCIPLINARY CONTENT Doctoral students in the mathematics and science education specialization will complete at least one course in a field of mathematics or science. The purpose of that course will be to strengthen the stu-dent�s understanding of the discipline as it is constituted. The student and her/his advisor shall determine which course(s) can be used to meet this requirement. FOUNDATIONS TAL603: Teacher in American Societyⁱⁱ OR TAL753: The Social and Cultural Foundations of Education OR An equivalent post-graduate (Master, Ed.S., or Ph.D.) foundations course offered at a peer institution. RESEARCH TAL 745: Mathematics and Science Education Research Practicum In addition, doctoral students are to complete a minimum of four courses taken from the following or their equivalent. [EPS553 Introductory Statistics (or an approved equivalent) is prerequisite for EPS568, EPS652, EPS654, and EPS670.] EPS 670: Introduction to Research Methodsⁱⁱⁱ EPS 671: Group Comparative Research Designs and ANOVA Methods EPS^iv 672: Correlational Designs and Regression Methods^v EPS 673: Advanced Multivariate Statistics^vi EPS 652: Non parametric Methods for Quantitative Analysis^vii EPS 675: Qualitative Research Methods I^viii EPS 676: Qualitative Research Methods II: Case Studies and Grounded Theory^ix EPS 677: Qualitative Research Methods III: Interviewing and Content Analysis^x EPS 651: Survey Research Methods^xi EPS 654: Program Evaluation ^xii EPS 661: Measurement and Psychometric Theory^xiii EPS 662: Item Response Theory^xiv DISSERTATION TAL781 through 787: Doctor of Philosophy Dissertation. *Description:* Twelve credits in one of these courses are required of all candidates for the Ph.D. as determined by advisor and student. Credit is awarded when dissertation has been accepted. DOCTORAL PROGRAMS OF STUDY Programs of Study for Ph.D. degree in the Department of Teaching and Learning are individualized based on the student�s career goals, previous academic and professional background, and faculty recommendations. The student is required to file a Program of Study and a Course Sequence Plan prior to the end of the second semester of study. The program of study is developed in collaboration with a faculty advisory and a supervisory committee. Courses in the major field of study are selected in consultation with a faculty advisory committee. Number and array of courses vary according to the student�s career goals and previous graduate coursework. For additional details about doctoral programs of study, refer to the University of Miami Graduate Bulletin . NATIONAL RANKINGS The Department of Teaching and Learning is ranked *Number 1* in curriculum and instruction. TAL�s mathematics and science education area is ranked *Number 3* in mathematics education. And the School�s research and measurement area is ranked *Number 4* in educational evaluation and research. *See* Academic Analytics . FOR FURTHER INFORMATION Please contact one of the following faculty: Mathematics Education: Walter Secada, Professor and Chair Science Education: Okhee Lee, Professor Department of Teaching and Learning School of Education University of Miami 5202 University Drive Coral Gables, FL 33146 Phone: 305-284-4961 Fax: 305-284-6998 School of Education web site School of Education web site for graduate students forms and policy manuals University of Miami web site for graduate students University of Miami web site for academic bulletins January 31, 2008 WGS ⁱ The study and critical examination of the theory and practice of multicultural education. Development of a personal theory of effective education for pluralism. ⁱⁱ An historical, philosophical, and sociological analysis of the teaching profession in American society. The role and status of teachers in American culture will be discussed. Contemporary issues such as the union movement, status assignment, rewards and incentives, and the role of the teacher as an instrument in the definition of the culture will also be covered. ⁱⁱⁱ The nature of disciplined inquiry in behavioral and social sciences. Includes philosophy of science, quantitative and qualitative research, basic concepts in sampling and measurement, and systematic searches of the research literature. Students complete literature search on a topic of their interest and submit a report of their findings. ^iv Group comparative designs, univariate parametric and nonparametric methods and statistical inference including probability, sampling, estimation, ANOVA, ANCOVA. Students use computer packages (SAS/SPSS). ^v Correlational designs and regression methods. ^vi Techniques for the analysis of multiple quantitative measures, including multiple regression, discriminate analysis, canonical variate analysis, and manova. Computer application is integrated. ^vii Univariate nonparametric statistical techniques for applications in the behavioral and social sciences. These �sturdy� statistical methods will be developed by analogy with the corresponding parametric models. The SPSS-X statistical package will be used to analyze data sets provided by the instructor. ^viii An overview of the history, nature, characteristics, strategies, and ethics of qualitative research methods. Critical analysis and evaluation of various types of qualitative studies, including design, sampling, processes of data collection and analysis, and reporting results. ^ix Types and designs of case studies, development of protocol, field work, data analysis, report writing. Procedures and techniques for conducting grounded theory studies, including data coding and analysis, and reporting of results. ^x Sociological and oral history interview methods, including methodological issues, computer-based coding, decoding and interpreting data, visual and text based content analysis, scoring schemas and inter-rater reliability. ^xi Focus on standards and practical strategies for designing different types of survey instruments and conducting survey research. Students are required to develop a proposal for survey research, develop a survey instrument, and conduct a small pilot study by collecting, analyzing, and reporting survey data. ^xii Terminology, models, standards, practices, and common problems associated with program evaluation in educational and social service settings. ^xiii This course provides an introduction to the theory and application of measurement and psychometric models used in the behavioral sciences. Prerequisite: EPS 672 or equivalent course on regression analysis. ^xiv The purpose of the course is to provide training in the theory and application of item response theory (IRT) as it pertains to educational and psychological measurements. Focus will be given to discussing IRT as a measurement model used to measure the properties of items and individuals. Particular attention will be given to contrasting the properties of the IRT model to the classical test theory, and the application of IRT to actual data sets. Prerequisites: EPS 672, EPS 661

Note: Programs, program components, and courses subject to change.