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Department of Education

Home / Graduate Studies / Education / Programs of Study / Teaching & Learning

Emphasis in Teaching and Learning

The Emphasis in Teaching and Learning (T&L) is a component of the Ph.D. Degree Program in Education. The major purpose of the Teaching and Learning Emphasis is to provide students with the knowledge and competencies to contribute to education in multiple roles, including teaching, conducting research, and using teaching and learning theories and empirical findings to improve educational practices (e.g., designing and evaluating curriculum, researching teaching methods, evaluating theories of human activities in teaching and learning settings, and understanding educational reform from multiple perspectives). Through research, teaching, and community service, the members of this Emphasis seek to improve educational opportunities at the local and national levels. Current faculty research interests include Language, Literacy and Composition Studies; Mathematics Education; Science Education; and Teaching and Teacher Education and Professional Development.

 

Degrees
Ph.D. with an Emphasis in Teaching and Learning
- Specialization in Language, Literacy, and Composition Studies
- Specialization in Science Education
- Specialization in Mathematics Education;
- Specialization in Teacher Learning and Professional Development

M.A. in Teaching and Learning Emphasis – Research
M.A. in Teaching and Learning Emphasis – Professional

Optional Interdisciplinary Ph.D. Emphases: Applied Linguistics; Black Studies; Cognitive Science; Feminist Studies; Global Studies; Language, Interaction, and Social Organization; Quantitative Methods in the Social Sciences and Technology and Society

 

FACULTY ASSOCIATED WITH THE EMPHASIS

Linda Adler-Kassner

Charles Bazerman - Emphasis Leader
Julie Bianchini
Mary Betsy Brenner

Dorothy Chun
Jenny Cook-Gumperz
Richard Durán
Judith Green
Danielle Harlow
Amy Kyratzis
Jin Sook Lee
Karen Lunsford
Yukari Okamoto
Jason Raley
Tine Sloan

 

Ph.D. Degree
1) Curriculum – Required Courses
2) Residency
3) Committee Membership
4) Other Degree Requirements - Milestones
5) Research Apprenticeship
6) Independent Research Project
7) Qualifying Exam
8) Dissertation
9) Time to Degree

M.A. Degree - Research Strand
1) Curriculum – Required Courses
2) Additional Units
3) Residency
4) Research Apprenticeship
5) Committee Membership
6) Master’s Thesis or Research Project
7) Time to Degree

M.A. Degree - Professional Strand
1) Curriculum – Required Courses
2) Additional Units
3) Residency
4) Committee Membership
5) Comprehensive Exam
6) Time to Degree

 

THE PH.D. DEGREE

The requirements as listed here are for students who began in Fall 2012. Students who enrolled in prior years should follow the requirements in effect when they began the program.

At time of admission to the program, doctoral students entering without a Master’s degree in education or a related field are expected to enroll in the M.A./Ph.D. program.

   

CURRICULUM

The Teaching and Learning Emphasis curriculum is composed of three types of courses:

1. Research methodology courses, which ground students in methodological approaches and techniques, preparing them for academic and other occupations where reading, understanding, and researching are central activities.

2. Courses in 4 substantive areas that are central to understanding phenomena associated with teaching and learning. These 4 areas – Research on Learning; Research on Teaching; Curriculum; and Social, Cultural and Linguistic Aspects of Schooling – form the intellectual core of the Emphasis and distinguish Teaching and Learning from other Emphases in the Education Program.

3. Electives, including courses from the current specializations in Teaching and Learning: Language, Literacy & Composition Studies; Mathematics Education; Science Education; and Teacher Education and Professional Development. These specializations allow students to apply their knowledge of teaching and learning to specific issues and subjects.

Course Requirements

Research Methodology (5 courses required)

Two introductory courses are required:
ED 214A - Introductory Statistics
ED 221A - Introduction to Qualitative Research Methods

Three courses selected from one or the other of the following two primary areas:

Social, Cultural and Linguistic Aspects of Schooling (1 course required)
ED 207 - Sociolinguistics in Education
ED 270C - Race and Ethnicity in American Education
ED 270F - Second Language Learning in Educational Contexts
ED 270H - Language, Culture and Learning

Electives (3 courses required)
Courses are selected in consultation with the student's faculty advisor from the offerings of the Department of Education and, where appropriate, other campus departments.

 

RESIDENCY

Complete 6 regular academic quarters of study as defined by the academic residence requirement of the University. This will include both research methodology courses and courses that constitute the prescribed core curriculum. Additionally students, in consultation with advisors, will develop a plan of study that will include other coursework within the Gevirtz Graduate School of Education and in other disciplines whose theories and methods contribute to a conceptually integrated understanding and investigation of their area(s) of specialization. The minimum fulltime course load is 8 units per quarter, although it is strongly recommended that all students enroll for 12 units.

 

COMMMITTEE MEMBERSHIP

The Graduate Division states that a M.A. or Ph.D. committee must be comprised of at least three UC ladder faculty members (full, associate, or assistant professors). Two members of the committee must be ladder faculty members from the student’s UCSB major or department, one of whom is appointed as chair or co-chair. An exception memo is required if the student wants the third member who is not a ladder faculty for the committee.

 

OTHER DEGREE REQUIREMENTS (MILESTONES)

Students pursuing this Emphasis must complete the following activities under the supervision of their faculty advisor and designated faculty committee:

 

RESEARCH APPRENTICESHIP

One of the most important goals of the Emphasis is to prepare students to conduct original research in the field of education. This training is provided continually throughout the graduate program and commences with a research apprenticeship upon a student's admission to the program. During the first year, each student is required to participate in a research apprenticeship under the guidance of his or her faculty advisor or another qualified faculty member. The purpose of the apprenticeship is to acquaint you with the hands-on conduct of research by having you participate in the research activities of a faculty mentor. The apprenticeship experience provides you with the opportunity to learn how educational research questions may be formulated and investigated and how the pursuit of research is tied to the needs of the educational community. As part of the apprenticeship experience, you will also learn how faculty researchers evaluate the substance and quality of their research through means such as peer review of research proposals, publications, and other forms of dissemination, and through feedback from educational practitioners and policy makers.

Students are expected to negotiate placement in a research apprenticeship with a faculty member during their first year of their enrollment in the Emphasis. This requirement can be fulfilled through work as a research assistant, through a joint project with a faculty member, or through a variety of other arrangements. Upon completion of this apprenticeship, you should insure that the "Completion of the Research Apprenticeship" form is obtained from the Department of Education Program Office in ED 3102, signed by the supervising faculty member, and filed there.

 

INDEPENDENT RESEARCH PROJECT

The Independent Research Project is sometimes referred to as the second-year paper because that is when it is generally conducted. Although it is carried out under the close supervision of the faculty advisor or other faculty member, it differs from the research apprenticeship typically completed during the first year. The Independent Research Project should involve a topic of interest to you and you should assume major responsibility for all aspects of the project from research review through data collection and analysis. Whenever possible, this project should be related to the area of expertise to be covered in the Qualifying Examination and/or serve as a pilot study for the dissertation.

Completion of the project should result in a paper that is appropriate for submission for publication. In the writing of the paper, unless otherwise agreed to by the faculty committee, you should adhere in all matters of style to the Publication Manual of the American Psychological Association (latest edition). Upon completion of the project, you should insure that the "Completion of the Independent Research Project" form is obtained from the Department of Education Program Office, signed by two supervising faculty members, and filed in the Program office.

Students can choose to do a Master’s Thesis or Project to receive their Master’s degree. This entails different paperwork depending upon whether the student wants to obtain the Master’s degree through Master’s Plan 1 (thesis option) or Master’s Plan 2 (project option) as described in the Graduate Division’s Graduate Handbook. Students should discuss with their advisor which Plan they wish to pursue and the procedures that will be followed. Most students choose Master's Plan 2.

Master’s Plan 1 requires students to prepare a thesis that is signed by the three M.A. committee members and is filed with the Graduate Division. Prior to defending the thesis, the student should notify the Student Affairs Office about the composition of the master’s committee for approval by Graduate Division’s Graduate Academic Services.

Master’s Plan 2 requires students to complete either an examination or to carry out a research project. The section on the Independent Research Project in the Ph.D. description describes the guidelines for doing a research project. The examination option should be discussed with the advisor. In either case, students must defend their examination or project and obtain signatures from the three members of the M.A. committee on the "Completion of the Independent Research Project" form obtained from the Department of Education Program Office and filed there.

 

QUALIFYING EXAMINATION

The Qualifying Examination serves to advance a student to doctoral candidacy. This is an important milestone since, among other things, it signals the completion of coursework, declaration of field of scholarship, and eligibility for certain fellowships. A Master’s exam, project, or thesis cannot serve as the qualifying exam. Completion of this milestone is accomplished with the following steps:

1.   In conjunction with your faculty advisor, write a brief (3-5 pages) description of the areas of knowledge in which you will read and on which you invite examination. What are the major issues in these areas? Why are they important for education and/or schooling?
2.   In conjunction with your faculty advisor, prepare a categorized reading list that speaks to the above issues.
3.   In conjunction with a faculty advisor, students will form a committee of at least two additional members who are ladder faculty (Assistant, Associate, or Professor), one of whom must be from the Department of Education. You may have additional members from our department or other campus departments if you wish.

Once faculty have agreed to serve on your committee, inform SAO so appropriate paperwork can be processed.

4.  Present your paper and preliminary reading list to the potential committee members. If they agree to serve, they then may add to your reading list, if they wish.
5.  Decide with the committee whether to pursue Plan A or Plan B for the written portion of the Candidacy Examination.

 

 

6.  A week or so after you have submitted the review paper (Plan A) or the answers to the examination questions (Plan B) to your committee, an oral defense of your project is scheduled. This oral examination is required across the UC system. Typically, 2 hours are scheduled.

A student who passes both the written and oral portions for the Qualifying Examination then advances to candidacy. If a student fails either portion, the committee will determine additional requirements. Again, appropriate forms ("Doctoral Degree Form I & Doctoral Degree Form II") for establishing the Qualifying Examination committee and for registering that the student has passed the examination, may be obtained from SAO.

 

DISSERTATION

A doctoral dissertation is a document reporting a piece of original research conducted independently by the student. In the writing of the dissertation, unless otherwise agreed to by the faculty committee, the student will adhere in all matters of style to the Publication Manual of the American Psychological Association (latest edition). The student should read Filing a Doctoral Dissertation on the Graduate Division’s website www.graddiv.ucsb.edu/academic/ before beginning work. Completion of the dissertation is accomplished with the following steps:

 1.   In conjunction with your advisor, conceptualize the dissertation study and develop a detailed proposal for the work, including a description of the problem or issue to be addressed, a review of the pertinent literature, and a description of the procedures by which the study will be conducted. It is in your interest to be as explicit as possible.

 2.  The committee is normally nominated prior to advancing to candidacy although changes may be made. Students should submit any changes to that committee to the SAO Officer for paperwork processing.

 3.   After giving them at least a week to read the proposal, meet with the committee to review it. You may be expected to give an oral presentation outlining the rationale, purpose, and method of the project. As a result of this meeting the committee will decide if the proposal may be approved in its current form or if changes must be made. When the proposal is accepted, the committee must sign the "Dissertation Proposal Approval" form that can be obtained in the Department of Education Program Office and filed there.

4.  Conduct the additional work necessary to complete the dissertation in the accepted proposal. Continued interaction with your faculty advisor is advisable, both as you do data collection and analysis and as you compose drafts of components of the dissertation. It may also be appropriate to consult with other members of your committee on specific areas related to their expertise. Although the form of the dissertation, including chapters and/or sections where appropriate, is normally governed by the content and worked out with the advice of the dissertation committee, specific elements as described in the Graduate Division’s Guide must be included. When submitting the dissertation to the committee, all elements of the document should be included (e.g., figures, references, footnotes, appendices, etc.).

5.  After giving them at least a week to review your final dissertation draft, meet with the committee to defend your dissertation. A dissertation defense involves a formal oral presentation of the project by the student and a series of questions by the faculty. The specific nature of the dissertation defense and its duration varies considerably according to members of the committee. Thus, prior to the defense, you may find it helpful to talk informally to members of the committee about their expectations. You should take responsibility for coordinating the establishment of the date, time, and location of the oral defense. At the end of this defense, the committee will determine whether your dissertation is "passed" or needs more work. Adopting an optimistic stance, you should take to the defense meeting 1) at least five copies of the "signature page" from your dissertation to be signed by the committee members, and 2) a "Doctoral Degree Form III", obtained from SAO, signifying passage of the dissertation.

6.  File your dissertation with the appropriate offices on campus, following instructions in Filing a Doctoral Dissertation. Deadlines to submit doctoral dissertations to the  Graduate Division for graduation dates are listed in the University's schedule. If you are trying to meet specific deadlines, you should plan to conduct your dissertation defense on a date that offers sufficient time before the deadlines to allow revisions that the committee might require.

 

Ph.D. TIME TO DEGREE

Students' life situations make the times necessary to complete their degrees vary greatly. However, the Graduate Division has established guidelines for key milestones in the Ph.D. program. All students are expected to take their Qualifying Examination and Advance to Candidacy by the end of their fourth year in the program. Students who do not make this deadline may be placed on academic probation. In addition, it is expected that most students in the Ph.D. Program in Education will complete their degrees within 6 years. Students should consult with their advisors and the SAO about these deadlines; adjustments may be possible depending upon individual circumstances such as certain leaves of absence.

 

 

THE M.A. DEGREE

Two Masters’ strands are offered: Strand I serves students who are interested in a research-oriented program; Strand II serves students planning to finish the M.A. and continue a professional career.

The Department of Education faculty associated with the Ph.D. Emphasis in Teaching and Learning are also associated with this M.A. program. The research-oriented strand is tied directly to and constitutes a subset of the current requirements of the Ph.D. Emphasis in Teaching and Learning. Completion of the Strand I Research Project or Thesis will fulfill the Ph.D.'s Independent Research Project requirement.

These strands attract students with interest in improving their knowledge base for professional use or for continuation of their studies. Typical recruitment pools will include teachers and other educational professionals interested in issues of teaching and learning. Undergraduate preparation for these students will be varied including a range of majors in the humanities and natural, mathematical, and social sciences.

The program is designed to meet the needs of students with both scholarly and applied interests. Graduates of Strand I will be prepared to enter a Ph.D. program either here or at another university and will subsequently fill research and academic positions. Strand II students will fill positions in educational (e.g., school districts, museums, informal education centers) and youth services (e.g., tutorial programs) settings.

 

STRAND I:  RESEARCH M.A. CURRICULUM REQUIREMENTS

Students must complete 36 graduate units, selected in consultation with the student's faculty advisor. Core courses must be passed with a grade of B or better.

Three courses selected from one or the other of the following two primary areas:

Quantitative Methodology

ED 214A - Introductory Statistics

ED 214B - Inferential Statistics

ED 214C - Linear Models for Data

Qualitative Methodology

ED 221A - Introduction to Qualitative

ED 221B - Qualitative Interviewing

ED 221C Observation and Small Group

ED 221D - Classroom Ethnography

ED 221E - Analyzing Ethnographic and Sociolinguistic Data

ED 221F - Community Ethnography

ED 221G - Textual Analysis

 

Core Courses (2 required from two different areas as specified below:

Research on Learning
ED 210A - Advances in the Learning Sciences and Education
ED 210B - Cognitive Development
ED 210E - Foundations of Socio-Cultural Learning Theory
ED 210F - Cultural Psychology: Contemporary Socio-Cultural Learning Theory

ED 257A - Teaching and learning with Digital Media for Adult Learners
 
Research on Teaching
ED 219A - Research on Instructional Approaches
ED 219B - Research on Classroom Teaching
ED 270A - Classrooms as Cultures

ED 270B - 2nd Language Teaching Methodologies: Adolescents and Adult
ED 282 - Research on Teacher Education
 
Curriculum
ED 208 - Applied Rhetoric, Poetics and Linguistics
ED 258A - Seminar in Curriculum: Literacy
ED 258B - Seminar in Curriculum: Mathematics
ED 258D - Seminar in Curriculum: Science

3. One course that addresses issues of diversity. Examples include:
ED 207 - Sociolinguistics in Education
ED 241A - Politics of Education
ED 270C - Race & Ethnicity in U.S. Education: A Comparative History
ED 270D - Seminar in Cross-Cultural Education: Concepts & Theories
ED 270F - Second Language Learning in Educational Contexts
ED 270H - Language, Culture and Learning
ED 286D - Issues of Gender and Ethnicity in Science and Science Education

4. Electives (2 required, may include 500 level courses)

 

ADDITIONAL UNITS

Students may take additional units including those 500-level courses appropriate for preparation for the thesis or research project.

 

RESIDENCY

Complete 3 regular academic quarters of study as defined by the academic residence requirement of the University. This will include both research methodology courses and courses that constitute the prescribed core curriculum. Additionally, students, in consultation with advisors, will develop a plan of study that will include other coursework within the Gevirtz Graduate School of Education, and in other disciplines whose theories and methods contribute to a conceptually integrated understanding and investigation of their area(s) of specialization. The minimum fulltime course load is 8 units per quarter, although it is strongly recommended that all students enroll for 12 units.

 

RESEARCH APPRENTICESHIP (no unit credit)

One of the most important goals of the Emphasis is to prepare students to conduct original research in the field of education. This training is provided continually throughout the graduate program and commences with a research apprenticeship upon a student's admission to the program. During the first year, each student is required to participate in a research apprenticeship under the guidance of his/her faculty advisor or another qualified faculty member. The purpose of the apprenticeship is to acquaint the student with the hands-on conduct of research by participating in the research activities of a faculty mentor. The apprenticeship experience provides the opportunity to learn how educational research questions may be formulated and investigated and how the pursuit of research is tied to the needs of the educational community. As part of the apprenticeship experience, the student will also learn how faculty researchers evaluate the substance and quality of their research through means such as peer review of research proposals, publications, and other forms of dissemination; and through feedback from educational practitioners and policy makers.

Students are expected to negotiate placement in a research apprenticeship with a faculty member during their first year of enrollment in the emphasis. This requirement can be fulfilled through work as a research assistant, through a joint project with a faculty member, or through a variety of other arrangements. Upon completion of this apprenticeship, students should insure that the "Completion of Research Apprenticeship" form is obtained from the Department of Education Program Office, signed by the supervising faculty member, and filed there.

 

COMMITTEE MEMBERSHIP

The Grad Division states that a M.A. or Ph.D. committee must be comprised of at least three UC ladder faculty members (full, associate, or assistant professors). Two members of the committee must be ladder faculty members from the student’s UCSB major or department, one of whom is appointed as chair or co-chair. An exception memo is required if the student wants a third member who is not a ladder faculty for the committee.

 

MASTER’S THESIS OR RESEARCH PROJECT

Students can choose to do a Master's Thesis or Research Project to receive their Master’s degree. This entails different paperwork depending upon whether the student wants to obtain the Master’s degree through Master's Plan 1 (thesis option) or Master's Plan 2 (research project option) as described in the Graduate Division's Graduate Handbook. Students should discuss with their advisor which Plan they wish to pursue and the procedures that will be followed. Most students choose Master's Plan 2.

Master’s Plan 1 requires students to prepare a thesis that is signed by the three M.A. committee members and is filed with the Graduate Division. Prior to defending the thesis, the student should notify the Student Affairs Office about the composition of the master’s committee for approval by Graduate Division’s Graduate Academic Services.  Master's Theses follow the guidelines established by the UCSB Graduate Division. An oral defense of the Thesis is required (the MA Form I must be filed with the SAO.

Master’s Plan 2 requires students to carry out a research project.  The section on the Independent Research Project in the Ph.D. description describes the guidelines for doing a research project. Students must defend their project and obtain signatures from the three members of the M.A. committee on the "Completion of the Independent Research Project" form. This form can be obtained from the Department of Education Program Office and filed there.

 

M.A. TIME TO DEGREE

The Master’s degree is normally completed in 4 to 6 quarters by a full-time student who is not working outside of the University. Students who take fewer than 12 units per quarter or who work full-time off campus may require more time. The Graduate Council has established that students should complete the Master’s degree within 4 years. Students who combine the Research M.A. (Strand I) with a subsequent Ph.D. in the Department should complete their graduate studies in 6 years.

    
STRAND II: PROFESSIONAL M.A. CURRICULUM REQUIREMENTS

Students must complete 36 graduate units selected in consultation with the student's faculty advisor. Core courses must be passed with a grade of B or better.

1. Research Methodology (1 required from the list below)

ED 214A - Introductory Statistics
ED 221A - Introduction to Qualitative Research Methods

2. Core Courses (3 required from the list below)

ED 206 - Epistemology and Education
ED 208 - Applied Rhetoric, Poetics, Linguistics
ED 210A - Advances in the Learning Sciences and Education
ED 210B - Cognitive Development

ED 210E - Foundations of Socio-Cultural Learning Theory
ED 219B - Research on Classroom Teaching
ED 234 - Linguistics for Teachers
ED 253D - Seminar in Teaching and Learning
ED 258A - Seminar in Curriculum: Literacy
ED 258B - Seminar in Curriculum: Mathematics
ED 258D - Seminar in Curriculum: Science
ED 270A - Classrooms as Cultures
ED 286A, B, C, D, E - Science education courses
ED 292A, B, C - Mathematics education courses
ED 293 - Mathematics: Cultural Comparisons

3. Issues of Diversity (1 required from the list below)

ED 207 - Sociolinguistics in Education
ED 241A - Politics of Education
ED 270C - Race and Ethnicity in American Education: A Comparative History
ED 270D - Seminar in Cross-cultural Education: Concepts and Theories

Ed 270F - Second Language Learning in Educational Contexts
ED 270H - Language, Culture and Learning
ED 286D - Issues of Gender and Ethnicity in Science and Science Education

4. Electives ( 4 required, may include 500 level courses)

 

ADDITIONAL UNITS

Additional units may be taken including those appropriate for preparation for the Master's Comprehensive Examination.

 

RESIDENCY

Complete 3 regular academic quarters of study as defined by the academic residence requirement of the University. This will include both research methodology courses and courses that constitute the prescribed core curriculum. Additionally, students, in consultation with advisors, will develop a plan of study that will include other coursework within the Gevirtz Graduate School of Education and in other disciplines whose theories and methods contribute to a conceptually integrated understanding and investigation of their area(s) of specialization. The minimum fulltime course load is 8 units per quarter, although it is strongly recommended that all students enroll for 12 units.

 

COMMITTEE MEMBERSHIP

The Grad Division states that a M.A. or Ph.D. committee must be comprised of at least three UC ladder faculty members (full, associate, or assistant professors). Two members of the committee must be ladder faculty members from the student’s UCSB major or department, one of whom is appointed as chair or co-chair. An exception memo is required if the student wants the third member who is not a ladder faculty for the committee.

 

COMPREHENSIVE EXAMINATION

A Comprehensive Examination (either a research project or content exam) that satisfies the Graduate Division’s requirement for Strand II Master’s degree must be completed.  Appropriate paperwork should be obtained from the Department of Education Program Office and processed by SAO prior to taking the comprehensive exam.  The committee, in conjunction with the student, will determine the nature of the Master’s Comprehensive Examination.  An oral component of the Comprehensive Examination is required.  The "Comprehensive Exam" form must be obtained from SAO, signed by the committee, and returned to the SAO.

 

M.A. TIME TO DEGREE

The Master’s degree is normally completed in 4 to 6 quarters by a full-time student who is not working outside of the University. Students who take fewer than 12 units per quarter or who work full-time off campus may require more time. The Graduate Council has established that students should complete the Master’s degree within 4 years. Students who combine the Research M.A. (Strand I) with a subsequent Ph.D. in the Department should complete their graduate studies in 6 years.

 

 

 

updated 8/24/12