Requirements for teachers' professional four-year (T-4) certificates [Aug. 1971]

STATE DEPARTMENT OF EDUCATION STATE OFFICE BUILDING ATLANTA, GEORGIA 30334
REQUIREMENTS FOR TEACHERS' PROFESSIONAL FOUR-YEAR (T-4) CERTIFICATES
(IC-91a, Revised August, 1971)
OFFICE OF INSTRUCTIONAL SERVICES Division of Teacher Education and Certification
Jack P. Nix
State Superintendent of Schools

IC-9la ~vised 8/71
ge 1

STATE DEPARTMENT OF EDUCATION STATE OFFICE BUILDING ATLANTA, GEORGIA 30334

Office of Instructional Services Division of
Teacher Education and Certification

Jack P. Nix State Superintendent of Schools

REQUIREMENTS FOR TEACHERS' PROFESSIONAL FOUR-YEAR (T-4) CERTIFICATES
The Teacher's Professional Four-year (T-4) Certificate is the standard credential for teaching in the State of Georgia. Beginning July 1, 1968 this certificate will be valid for seven years, and renewable on credit for two additional courses.
The Life Professional Four-Year (DT-4) Certificate may be issued to the applicant who is eligible for the T-4 Certificate and who has established five years of acceptable experience.
Eligibility for the T-4 Certificate may be established by meeting the requirements outlined under one of the following four plans:
PLAN I - THE GEORGIA "APPROVED PROGRAM"
The T-4 Certificate may be issued to the graduate of a four-year teacher-education program approved by the State Board of Education in Georgia. The applicant must secure the recommendation for professional certification from the responsible official of the Georgia college, verifying that the applicant has completed successfully the teachereducation program in the specific field for which certification is requested.
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PLAN II - NCATE RECOMMENDATION
The T-4 Certificate may be issued to a graduate of an out-of-state approved teachereducation program when the following conditions are met:
(1) The institution is accredited by one of the six recognized regional accrediting agencies,
(2) The institution is approved by the National Council for Accreditation of Teacher Education (NCATE), and
(3) The responsible official of the institution recommends professional certification, verifying that the applicant has completed successfully the teacher-education program in the specific field for which certification is requested.
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PLAN 111- ON COLLEGE RECOMMENDATION ONLY
The Office of Teacher Certification Service does not evaluate programs for the initial T-4 Certificate in any of the following fields or for adding one of these fields to a T-4 Certificate except for the field of Behavior Disorders:*
*Although the certification office does not evaluate programs for the initial T-4 Certificate in Behavior Disorders, requirements are outlined elsewhere for adding this field to a T-4 Certificate.

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Grades 7, 8, 9 Mobility Education Visually Impaired, Speech Correction, Behavior Disorders Health Education Vocational Subjects--in the field of Agriculture, Home Economics, Diversified
Cooperative Training, Trade and Industrial Education, or Distributive Education* Career Library Media Specialist (issued only on out-of-state approved programs)
The T-4 Certificate for one of these fields may be issued upon the following:
(1) The bachelor's degree from a regionally accredited four-year college with an approved program for the specific field, and
(2) The recommendation of the responsible official of the institution, verifying that the applicant has completed successfully the teacher-education program in the specific field for which certification is requested.
PLAN IV - EVALUATIONS FOR CERTIFICATION
The Office of Teacher Certification Service evaluates the qualifications of all applicants who are not eligible for the T-4 Certificate on a college recommendation under Plan I, II or III. Evaluations are made according to minimum requirements approved by the State Board of Education. These requirements also apply to evaluations for professionalizing provisional certificates, and for adding fields or types of certification (except in areas for which a college recommendation is the only basis for certification)
General Requirements for the T-4 Certificate:
(1) The bachelor's degree from a regionally accredited four-year college. (2) Approximately 60 quarter hours in General Education Courses--the freshman and
sophomore courses in English, science, social sciences, mathematics, and related subjects basic to the general needs of all students regardless of vocational or professional objectives. (3) All requirements for a Teaching Field--the subject-matter and technical courses which meet the requirements for the teaching field in which the certificate is to be issued. (4) Approximately 30 quarter hours in Professional Education Courses--the required education courses which develop professional understandings and abilities.
General Regulations for All Teaching Fields:
(1) Not more than one-fourth of the courses for a field should be earned by correspondence and/or extension.
(2) No less than a "c" average may be accepted on the courses applied to a teaching field. (3) Courses applied to a teaching field should be properly distributed on the junior
and senior college levels.
*A Provisional Four-year (B-4) Certificate in Distributive Education may be issued to an applicant who holds a bachelor's degree and has credit for 30 quarter hours in the areas of economics, merchandising, marketing, sales promotion, and management, with not more than 10 quarter hours in anyone area. To professionalize this certificate, the applicant may complete a college-planned vocational program and be recommended by an official of the institution ~ he may complete 30 quarter hours in professional education courses approved in advance by the certification office.

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General Regulations for Professional Education Courses:

(1) These courses may not be accepted if earned by correspondence or extension. (2) An education course may not be accepted if the grade is below "C". (3) After degree requirements have been met, these courses may not be accepted if
earned at a junior college or at an institution that is not approved for teacher-training.

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TEACHING FIELD AND PROFESSIONAL EDUCATION REQUIREMENTS FOR THE TEACHER'S PROFESSIONAL FOUR-YEAR (T-4) CERTIFICATE
FOR EARLY CHILDHOOD EDUCATION (K-3)

A. TEACHING FIELD:

45 quarter hours selected from each of the following areas in which the courses are designed specifically for teachers of the young child with a maximum of 10 quarter hours in anyone area:

AREAS

SUGGESTED COURSES

Communication Arts ------------------------------ Language Development including speaking, listening, writing, reading and children's literature.
Social-Behavioral Sciences ---------------------- Social, psychological, political, geographic, historic, economic, anthropological, and technological forces that shape the young child's life.
Science/Math ------------------------------------ Physical, biological, marine sciences and mathematics for the young child.
Arts and Humanities ----------------------------- Creative activity in art, music, rhythm, dance, and drama for the young child.
Health and Physical Education ------------------- Health and physical education for the young child.

B. PROFESSIONAL EDUCATION:

30 quarter hours which must include a minimum of 10 quarter hours in each of the following areas:

Foundations of Education ------------------------ (Child growth and development with emphasis on the young child and history and philosophy of early childhood education. )
Curriculum and Methods -------------------------- (Early childhood education curriculum and methods, principles of early childhood education, educational media, etc.)
Early Childhood Education Student Teaching or an
approved substitute --------------------------- (With at least one year of acceptable teaching experience the only approved substitute is an early childhood education workshop.)

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Applicants who lack as much as one-half of the requirements for certification in the teachin field and professional education (excluding student teaching) will be referred to an institution with an approved program for advisement and completion of the remaining requirements for certification.

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TEACHING FIELD AND PROFESSIONAL EDUCATION REQUIREMENTS FOR THE TEACHER'S PROFESSIONAL FOUR-YEAR (T-4) CERTIFICATE
FOR ELEMENTARY GRADES (1-8)*

A. TEACHING FIELD:

30 quarter hours selected from the following areas with a maximum of 10 quarter hours in anyone area:

AREAS

SUGGESTED COURSES

Language Arts ---------------------------------- Children's literature, speech, language arts in the elementary grades, and teaching of reading.
Social Sciences -------------------------------- Geography, American history, state history, and social sciences in the elementary grades.
Science/Math ----------------------------------- Science and mathematics in the elementarv. grades.
Creative Arts ---------------------------------- Public school art and music, art and music appreciation, and crafts.
Health and Physical Education ------------------ Health and safety education, nutrition, and recreation and games.

B. PROFESSIONAL EDUCATION:

30 quarter hours which must include a minimum of 10 quarter hours in each of the following areas:

Foundations of Education ----------------------- (Human growth and development, educational psychology, child psychology, history and philosophy of education, etc.)
Curriculum and Methods ------------------------- (Elementary curriculum, elementary methods, principles of elementary education, educational media, etc.)
Elementary Student Teaching or an approved substitute ----------------------- (With at least one year of acceptable teaching experience the approved substitutes are the elementary workshop ~ 10 quarter hours in education courses approved by the certification office.)
*At the present time, the holder of certification for elementary grades is permitted to teach in kindergarten also.

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TEACHING FIELD AND PROFESSIONAL EDUCATION REQUIREMENTS FOR THE TEACHER'S PROFESSIONAL FOUR-YEAR (T-4) CERTIFICATE
IN SECONDARY TEACHING FIELDS (FOR GRADES 7-12)
A. SECONDARY TEACHING FIELDS:
1. English: 45 quarter hours including grammar and composition, and English and American literature, with a maximum of 15 quarter hours in such courses as speech, journalism, reading, drama, and radio/TV. (Five quarter hours in the original or translation of a foreign language may be applied.)
2. Speech: 45 quarter hours selected from the following areas: General Speech (fundamentals, public speaking, phonetics, parliamentary procedure, oral communication, speech correction); Drama and Theater (play production, acting, technical production, history of the theater, play directing); Discussion and Debate; and Oral Interpretation. (Speech may be added to a certificate in English, as well as to a certificate in another field.)
3. Foreign Languages: (a) Modern Languages - 40 quarter hours for each language including grammar and composition, pronunciation and conversation, and literature. A maximum of 10 quarter hours' credit may be allowed for courses in history and culture of the country or for competency acquired in high school or through residence in a foreign country. (b) Ancient Languages (Latin, Greek, and Hebrew) - 30 quarter hours for each language including grammar and composition, pronunciation, and literature. A maximum of 10 quarter hours' credit may be allowed for related history and culture courses or for competency acquired in high school. (c) A Second Foreign Language may be added on 30 quarter hours of credit.
Note: For certification in any foreign language, a minimum of 20 quarter hours of credit in senior college or graduate courses in that language is required.
4. Social Sciences: 50 quarter hours including a minimum of 10 quarter hours in American history and 10 quarter hours in European history. The remaining 30 quarter hours are to be selected from the following areas: government, political science, economics, and geography.
5. History: 40 quarter hours in history with a m1n1mum of 10 quarter hours in American history and 10 quarter hours in European history.
6. Economics: 40 quarter hours in economics with a minimum of 5 quarter hours each in comparative economic systems, macro-economics, micro-economics, and personal economics.
7. Geography: 40 quarter hours in geography with a minimum of 5 quarter hours each in human geography, methodology of geography with emphasis on field study, selected world regions, and urban geography.
8. Political Science: 40 quarter hours in political science with a m1n1mum of 5 quarter hours each in American constitutional law, comparative governments, history of political thought, and international relations.
9. Behavioral Science: 60 quarter hours in sociology, psychology, and anthropology with a minimum of 40 quarter hours in one area of concentration and 10 quarter hours in each of the other two behavioral sciences.

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10. Mathematics: 45 quarter hours which may include a maximum of 10 quarter hours in physics and which must include a minimum of 5 quarter hours each in algebra, geometry, and calculus.
11. science: 45 quarter hours with a minimum of 10 quarter hours each in biology, chemistry, and physics.
12. Biology: 40 quarter hours which may include a maximum of 10 quarter hours in chemistry.
13. Chemistry: 40 quarter hours which may include a maximum of 10 quarter hours in biology.
14. Physics: 40 quarter hours which may include a maximum of 10 quarter hours selected from chemistry, calculus, and analytic geometry.
15. Earth Science: 40 quarter hours in earth science with a minimum of 5 quarter hours in astronomy, 10 quarter hours in geology, and 10 quarter hours in meterology.
16. Comprehensive Business Education: 50 quarter hours with a minimum of 10 quarter hours in accounting,S quarter hours in business communications,S quarter hours in economics, 5 quarter hours in office machines, 5 quarter hours in office practice, 6 quarter hours in shorthand (including an advanced course), and 4 quarter hours in typing (including an advanced course). The remainder of the courses should deal with business law, marketing, management, finance, economics, data processing, etc.
17. Bookkeeping and Business Management: 50 quarter hours with a minimum of 15 quarter hours in accounting,S quarter hours in business communications,S quarter hours in business law, 5 quarter hours in economics, 5 quarter hours in office machines or office practice, and 4 quarter hours in typing (including an advanced course). The remainder of the courses should deal with marketing, management, finance, economics, data processing, etc.
18. Business Data Processing and Accounting: 50 quarter hours with a minimum of 15 quarter hours in accounting, 10 quarter hours in data processing (introduction to computer programming), 3 quarter hours in business communications,S quarter hours in business law,S quarter hours in economics, 3 quarter hours in office machines, and 2 .quarter hours in typing. The remainder of the courses should deal with statistics, systems management, design and analysis, and related courses.
19. Industrial Arts: 50 quarter hours with a minimum of 5 quarter hours each in drafting, woods, metals, electricity-electronics, and power mechanics or graphic arts.
20. General Agriculture*: A minimum of 50 quarter hours distributed over at least four of the following areas: agricultural economics, agricultural engineering, agronomy, horticulture, forestry, animal husbandry, dairy husbandry, and poultry. In addition, a minimum of 40 quarter hours of science distributed over at least five of the following areas: bacteriology, botany, chemistry, entomology, genetics, geology, physics, plant pathology, soils and zoology.
21. General Home Economics*: 60 quarter hours with a minimum of 15 quarter hours in
*If a B-4 Certificate is issued in General Agriculture or General Home Economics, it may not be professionalized. The holder must complete vocational requirements and secure a college recommendation for the T-4 Certificate.

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family and child development including a nursery school practicum; 15 quarter hours in textiles including laboratory experiences in textiles, selection and construction; 15 quarter hours in food and nutrition; and 15 quarter hours in housing, management and family economics including home management theory and residence, and consumer education.
B. PROFESSIONAL EDUCATION:
30 quarter hours which must include a minimum of 10 quarter hours in each of the following areas:
Foundations of Education ------------------------ (Human growth and development, educational psychology, adolescent psychology, history and philosophy of education, etc.)
Curriculum and Methods -------------------------- (Secondary curriculum and methods, principles of secondary education, educational media, etc.)
Secondary Student Teaching or an approved substitute ------------------------ (With at least one year of acceptable teaching experience the approved substitutes are the secondary workshop ~ 10 quarter hours in education courses approved by the certification office.)
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TEACHING FIELD AND PROFESSIONAL EDUCATION REQUIREMENTS FOR THE TEACHER'S PROFESSIONAL FOUR-YEAR (T-4) CERTIFICATE IN ART, MUSIC, OR HEALTH AND PHYSICAL EDUCATION (FOR GRADES 1-12)
A. TEACHING FIELD:
1. Art: 50 quarter hours with a m~n~mum of 30 quarter hours selected from the following areas: drawing, painting, graphics, crafts, sculpture, 3-dimension, history, and appreciation.
2. Music: 60 quarter hours in fundamentals, theory, conducting, instrumental music, and orchestration, with a minimum of 5 quarter hours in history and/or appreciation, and 5 quarter hours in elementary and secondary methods of teaching music.
3. Health and Physical Education: 45 quarter hours including courses in both health and physical education. Courses may be selected from the following areas: school and community health and recreation programs, safety and first aid, physical education fundamentals, activities and theory, anatomy and physiology, nutrition, and mental health.
B. PROFESSIONAL EDUCATION:
~o quarter hours which must include a minimum of 10 quarter hours in each of the following areas:
Foundations of Education ------------------------ (Human growth and development, educational psychology, child psychology, adolescent psychology, history and philosophy of education, etc.)

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Curriculum and Methods -------------------------- (Curriculum and methods covering elementary and secondary grades, principles of elementary or secondary education, educational media, etc.)
Student Teaching in Elementary and Secondary Grades in the Specific Field or an approved substitute --- (With at least one year of acceptable teaching experience, the approved substitute is 10 quarter hours in education courses approved by the certification office.)
Alternate Plan for the Professional Education Sequence for the T-4 Certificate in Elementary Grades, Secondary Teaching Fields
for Which the Certification Office Evaluates, and for Grades 1-12 (Art, Music, or Health and physical Education)
The Student Teaching Requirement may be waived for those applicants who have met all other requirements for the T-4 Certificate and who have the professional education courses and the teaching experience outlined below:
(1) A minimum of 20 quarter hours in acceptable professional education courses which must include at least 5 quarter hours in the area of human growth and development, and at least 10 quarter hours in the area of curriculum and methods; and
(2) At least three years of successful teaching experience on the level for which certification is sought. The experience must be verified by the superintendent(s) for whom the applicant taught.
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TEACHING FIELD AND PROFESSIONAL EDUCATION REQUIREMENTS FOR THE TEACHER'S PROFESSIONAL FOUR-YEAR (T-4) CERTIFICATE
FOR THE EDUCABLE MENTALLY RETARDED
A. TEACHING FIELD:
30 quarter hours distributed as follows:
(1) Introduction to Exceptional Children or Psychology of the Exceptional Child ------ 5 quarter hours
(2) Nature of Mental Retardation or Psychology of Mental Deficiency ------------------------ 5 quarter hours
(3) Specialized Study selected from the following with a maximum of 5 quarter hours in anyone area ---------------------------- 20 quarter hours Language Development Tests and Measurements Introduction to Mental Retardation Behavior Modification and/or Management of Exceptional Children Family Counseling for Exceptional Children Occupations and Guidance for the Mentally Retarded Recreation for the Retarded

IC-91a Revised 8/71 Page 9
l3. PROFESSIONAL EDUCATION:
30 quarter hours which must include a minimum of 10 quarter hours in each of the following areas:
Foundations of Education ------------------------ (Human growth and development, educational psychology, child psychology, adolescent psychology, history and philosophy of education, etc. )
Curriculum and Methods -------------------------- (Curriculum, methods, and materials for teaching the educable mentally retarded--elementary or secondary educable mentally retarded.)
Student Teaching with Educable Mentally Retarded Children or an approved substitute ------------------------------------ (With at least one year of acceptable teaching experience the approved substitute is a supervised practicurn or internship with educable mentally retarded children.)
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TEACHING FIELD AND PROFESSIONAL EDUCATION REQUIREMENTS FOR THE TEACHER'S PROFESSIONAL FOUR-YEAR (T-4) CERTIFICATE
FOR THE TRAINABLE MENTALLY RETARDED
A. TEACHING FIELD:
30 quarter hours distributed as follows:
(1) Introduction to Exceptional Children or Psychology of the Exceptional Child ------ 5 quarter hours
(2) Nature of Mental Retardation or Psychology of Mental Deficiency ------------- 5 quarter hours
(3) Specialized Study selected from the following with a maximum of 5 quarter hours in anyone area ---------------------- 20 quarter hours Language Development Tests and Measurements Introduction to Mental Retardation Behavior Modification and/or Management of Exceptional Children Family Counseling for Exceptional Children Occupations and Guidance for the Mentally Retarded Recreation for the Retarded
B. PROFESSIONAL EDUCATION:
30 quarter hours which must include a minimum of 10 quarter hours in each of the following areas:

IC-9la Revised 8/71 Page 10

Foundations of Education ------------------------ (Human growth and development,

educational psychology, child

psychology, adolescent psychology,

history and philosophy of education, etc.)

Curriculum and Methods -------------------------- (Curriculum, methods, and materials

for teaching the trainable mentally

retarded.)

Student Teaching with Trainable Mentally

Retarded Children or an approved substitute

(With at least one year of acceptable

teaching experience the approved

substitute is a supervised practicum

or internship with trainable mentally

retarded children.)

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TEACHING FIELD AND PROFESSIONAL EDUCATION REQUIREMENTS FOR THE TEACHER'S PROFESSIONAL FOUR-YEAR (T-4) CERTIFICATE
IN LEARNING DISABILITIES
A. TEACHING FIELD:
30 quarter hours distributed as follows:
(1) Introduction to Exceptional Children or Psychology of the Exceptional Child -------- 5 quarter hours
(2) Nature or Characteristics of Children with Learning Disabilities ----------------- 5 quarter hours
(3) Specialized Study selected from the following with a maximum of 5 quarter hours in anyone area --------------------- 20 quarter hours Language Development Tests and Measurements Reading Difficulties Remedial Reading Behavior Modification and/or Management of Exceptional Children
B. PROFESSIONAL EDUCATION:
30 quarter hours which must include a minimum of 10 quarter hours in each of the following areas:
Foundations of Education ------------------------ (Human growth and development, educational psychology, child psychology, adolescent psychology, history and philosophy of education, etc.)
Curriculum and Methods -------------------------- (Curriculum, methods, and materials for teaching children with learning disabilities.)
Student Teaching with Children with Learning Disabilities or an approved substitute -------- (With at least one year of acceptable teaching experience the approved substitute is a supervised practicum or internship of children with learning disabilities.)

IC-9la Revised 8/71 Page 11
TEACHING FIELD AND PROFESSIONAL EDUCATION REQUIREMENTS FOR THE TEACHER'S PROFESSIONAL FOUR-YEAR (T-4) CERTIFICATE
FOR THE HEARING IMPAIRED
A. TEACHING FIELD:
30 quarter hours distributed as follows:
(1) Introduction to Exceptional Children or Psychology of the Exceptional Child --------- 5 quarter hours
(2) Psychology of the Deaf ---------------------- 5 quarter hours (3) Specialized Study selected from the
following with not more than 5 quarter hours in anyone area ---------------------- 20 quarter hours
Structure and Function of Hearing and Vocal Mechanisms
Audiology Teaching Communication Skills to the
Hearing Impaired Methods of Teaching Speech Reading to the Deaf
B. PROFESSIONAL EDUCATION:
quarter hours which must include a minimum of 10 quarter hours in each of the following areas:
Foundations of Education ------------------------ (Human growth and development, educational psychology, child psychology, adolescent psychology, history and philosophy of education, etc.)
Curriculum and Methods -------------------------- (Curriculum, methods, and materials of auditory training.)
Student Teaching with Children with Hearing Impairments or an approved substitute ------------------------------------ (With at least one year of acceptable teaching experience the approved substitute is a supervised practicum or internship of children with hearing impairments. )
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TEACHING FIELD AND PROFESSIONAL EDUCATION REQUIREMENTS FOR THE TEACHER'S PROFESSIONAL FOUR-YEAR (T-4) CERTIFICATE
FOR THE PHYSICALLY HANDICAPPED
A. TEACHING FIELD:
J~ quarter hours distributed as follows:

IC-91a Revised 8/71 Page 12
(1) Introduction to Exceptional Children or Psychology of the Exceptional Child --------- 5 quarter hours
(2) Nature, Needs, and Medical Aspects of Children with Crippling and Special Health Impairments -------------------------- 5 quarter hours
(3) Specialized Study selected from the following with a maximum of 5 quarter hours in anyone area ------------------------------- 20 quarter hours Language Development Tests and Measurements Family Counseling for Exceptional Children Problems of the Physically Handicapped Physical Education and Recreation for the Physically Handicapped Behavior Modification and/or Management of Exceptional Children
B. PROFESSIONAL EDUCATION:
30 quarter hours which must include a minimum of 10 quarter hours in each of the following areas:
Foundations of Education ------------------------ (Human growth and development, educational psychology, child psychology, adolescent psychology, history and philosophy of education, etc.)
Curriculum and Methods -------------------------- (Curriculum, methods, and materials for teaching children with orthopedic handicaps and other health impairments.)
Student Teaching with the Physically Handicapped or an approved substitute --------------------------- (With at least one year of acceptable teaching experience the approved subis a supervised practicum or internship of children with orthopedic handicaps and other health impairments.)

THE UNIVERSITY OF GEORGIA
College of Education
REQUIREMENTS FOR THE MASTER'S DEGREE (FIFTH-YEAR) PROGRAM: Reading Specialist
Prospective candidates for this program must first meet the requirements for a~ssion to fUll graduate standing in the Graduate School. All applicants for admission to the Graduate School must submit satisfactory scores on the AptitUde Test ("Verbal" and "Quantitative") of the Graduate Record Examination or satisfactory scores on the Commons and Optional of the National Teachers Examination. Data concerning the times and places for the "National" administration of both the GRE Aptitude Test and the NTE m~ be obtained directly from Educational Testing Service, Princeton, New Jersey. Prospective candidates for this program must also comply with all other selective admission requirements approved by the University Council on Teacher Education.
Subject to the counsel and approval of his major professor, the student will plan a program of studies to meet the requirements of the partiCUlar Master's degree program which best meets his individual training needs. Diagnostic appraisals of the student's training needs will be based on analyses of his previous training and experience, his test performance, and interview data.
The Fifth-Year Program for the Reading Specialist is designed to prepare teachers of reading for work in elementary and secondary schools. The
program shall consist of a MINIMUM of 45 quarter hours of study at the
graduate level and a Master's degree. For admission to the program, the applicant must hold a professional teaching certificate at the four-year level in elementary, junior high, or secondary education. All courses included in the program shall be aimed toward improving the breadth and depth of the student's qualifications in this area of specialization.
Each program will be planned to meet the minimum requirements indicated below. Courses starred with an asterisk (*) are required (or an accept~le sUbsl:ltu~~:;I~The-additronii-'courifes'Int"'eIan' eaCli-'area are' neIther inclusive nor exclusive - only illustrative:
Area "a" - "Educational psychology and/or educational sociology"
(~linimum of 5 quarter hours)
Area "b" - "Curriculum, methods, or problems of teaching" (Minimum of 10 quarter hours)
Area "c" - "Subject matter or content" in: Reading Specialist (Minimum of 25 quarter hours)
Area "d" - "Research"
(Minimum of 5 quarter hours)

AREA "A" - Educational Psychology and/or Educational Sociology (Minimum: 5 quarter hours)

Courses in this area are designed to give the student competency in understanding human growth and development, the learning process, individual differences and their measurement, and special problems that affect children's and adolescents' learning.

*Educational Psychology 601
or *Psychology 608
or *Educational Psychology 810 Exceptional Children 700 Educational Psychology 815

- Psychology of Childhood
Development of the Young Child
- Advanced Adolescent Psychology Introduction to Exceptional Children Advanced Educational Psychology

AREA "B" - Curriculum, Methods, or Problems 2! Teaching
(Minimum: 10 quarterhours)

Courses in this area are designed to give the student competency in understanding the total school program and activities which involve the . entire school.

Audiovisual Education 700 Educational Psychology 700 Curriculum and Teaching 705
Curriculum and Teaching 800 Curriculum and Teaching 801 Administration-Supervision 922

- utilization of Audiovisual Materials
- Tests and Measurements - Problems of Teaching in the Elementary
School - Fundamentals of the Curriculum - > Curriculum Trends
Supervision of Instruction

AREA "c" - Sub ect Matter or Content in: Reading Specialist
~..inimum: 25 quarter hourST

Courses in this area are designed to give the student a thorough knowledge of the nature of the reading process, how reading may be taught to typical children in elementary and secondary schools, how to diagnose for reading difficulty, how to give corrective instruction to children with reading difficulties, and knowledge of materials to be used in developmental and remedial reading. These skills will be attained through lectures, discussions, demonstrations, and supervised practice.

Reading Education 600 *Reading Education 601 *Reading Education 602 Reading Education 603 Reading Education 817 Reading Education 900 *Reading Education 980 English 611
English Education 901

Problems in Reading Educati-on Teaching of Reading Analysis and Correction of Reading DisabilitiE Teaching Reading in the Secondary School Psychology of Reading Trends and Practices in Teaching of Reading Practicum in Reading Education Advanced Grammar and Syntax Guiding the Reading of Children

AREA liD" - Research (Minimum: 5 quarter hours)

Courses in this area are designed to give the student competencies in the production of research in classroom and clinic and to make him an intelligent consumer of research.

*Educational Research 801 Methods of Research in Education

Educational Research 811 Statistical Methods in Education

Reading Education 965

- Applied Project in Reading Education

MEMO TO: Faculty, Reading Department Subject: New Regulations on Certification

September 19, 1972

Please study carefully the attached materials on certification. You should also place these materials in your certification file.
Sincerely,

IEA:ih Enclosure

1. E. Aaron Professor

JACKP. NIX State Superintendent of Schools

STATE or GEORGIA
D:'::PARTMENT or EDLTCATION
OFFICE OF INSTRUCTIONAL SI~!tVICES STATE OFfiCE BUILDING ATLANTA 30334
Augu s t 18, 1972

H. nTUS SINGLETARY, m.
Assocaate Slate SuperlOlendent

MEMORANDUM

TO: FROM: SUBJECT:

Presidents, Deans, and Heads of Departments of Education in Georgia Institutions'
..... ,
H. Titus Singletary, Jr. .l
Ass ociate State Supe rintcndent for Instructional Services
Action of the State Board of Education

At its regular meeting on Thursday, July 20, 1972, the State Board of Education took the following action:
1. Clarified the certification policy as it pertains to the six-year level: "An applicant will be eligible to receive a six-year certificate when he has completed an approved program on which the graduate institution will confer some type of degree, certificate, or diploma or when he has been formally admitted to the graduate school as a doctoral candidate having completed preliminary screening and all course work and been given approval of his dis se-rtation topic. "
2. Approved the following statement: "Georgia colleges moving from
undergraduate to graduate status will not be eligible for approved programs in teacher education until after they receive affirmation of accreditation from the Southern Association of Colleges and Schools at the graduate level. When an institution has been given permission to make the substantive change by the Southern Association of Colleges and Schools and prior to teacher education program approval, graduates will be evaluated fllr certificates against minimum standards by Teacher Ce rtification. "
HTS:aw

...

0: . Dr:PARTMENT HEADS
COLLEGL OF EDUCATION ~: J. A. Willia~s
~lilJ
JACK P. NIX
State Superintendent of Schools

STATE OF GEORGIA
DEPARTMENT OF EDUCATION
OFFICE OF INSTRUCTIONAL SERVICES STATE OFFICE BUILDING ATLANTA 30334

August 21, 1972

H. TITUS SINGLETARY, JR.
Associate State Superintendent

MEMORANDUM

TO:

Deans of Schools of Education and

Heads of Departments of Education

A r t"---- . FROH'~

j/?)rr ' T /!R..-. -6o:l;e"~/l)s',L~-A:!s.s.o.cJia!t/e~-D1i~rec-tor

Teacher Certification Services

RE:

SiX-Year Certification

On July 20, 1972, the State Board of Education approved an additional way in which a six-year certificate may be earned. The underscored portion of this statement, shown ueloVl, is in addition to what was previously approved as found in the first paragraph on the first page of the attached 1C-96.
Also found on the first page of the attached 1C-96 is the information relative to the National Teacher Examination which you may wish to pass on to all persons who have begun their six-year program.
"An applicant \'lill be eligible to receive a six-year certificate when he has completed an appr0ved program on which the gradu~te institution will confer some type of degree, certificate, or diploma OR when he has been formally admitted to the graduate school as a doctoral candidate having completed preliminary ~E2ening and all course work and been given approval of his dissertation topic."
These people, of course, will have to have completed an approved program.
TRO:bg\"
cc: Dr. Gene Bottcms, Director Division of f'rogt-am and Staff Development

lC-96 Revised 6/72 Page 1

STATE DEPARTMENT OF EDUCATION STATE OFFICE RUILDING
A'lLA:lTA, GEORGIA 30334

Office of Instructional Services Division of
Teacher Education and Certificdtion

Jack P. Nix State Superintendent of Schools

REQUIREMENTS FOR SIX-YEAR CERTIFICATES FOR TEACHING AND NON-TEACHING POSITIONS AND REQUIRDlENTS FOR THE DOCTORAL (0-7) CERTIFICATE

The holder of a six-year certificate is considered a specialist in the field or area of certification. This certificate is based upon completion of a sixth year of college training--a minimum of 45 quarter hours in a planneq graduate progr~~ beyond the master's degree and the first professional five-year certificate. Applicants who began their six-year programs after Septemberl, 1968 will be required to complete a progr~1 on wh~ch the graduate institution will confer some type of degree, certificate, or dipl?ma. Georgia does not issue certificates based upon NCATE recommendations at the six-year level.
The six-year certificate is valid for seven years and is renewable upon earning credit for two additional courses. Provisional certification is not issued at the six-year level. A life certificate may be issued in a field or area at the six-year level to the applicant who is eligible for the professional five-year certific~te in the same field or area and has established five years of acceptable experience.
Effective July 1, 1970, a standard requirement for the issuance of any six-year certifcate or for adding a field to a teacher's six-year certificate is that the applicant must have made a minimum composite score of 1225 on the National Teacher Examination including both the Common and Area Examination where the Area Examination is offered or a score of 575 or higher on the Common Examination where the Area Examination is not offered. The Examination may be taken at any center approved by the Educational Testing Service. Scores earned after July 1, 1968, are valid for seven years, but the validity period may be extended if the person has been engaged in continuous study since taking the test.
'However, the National Teacher Examination may not be required of the applicant who has completed ALL other requirements for the initial six-year certificate and can submit verification from the dean of the graduate school that he has completed the following requirements.
(1) He has been granted unconditional admission to candidacy for the doctor's degree;
(2) He has completed preliminary screening; and (3) He has completed all course work and has been given approval of his
dissertation topic.
The six-year program, a doctoral program, and supplementary graduate credit for certification should be earned at a regionally accredited graduate school with an approved program in the area of specialization. Supplementary graduate credit not
pplicable to a graduate degree must carry resident credit with grades of "B" or better.
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RE~~kEMENTS FOR THE TEACHER SPECIALIST'S SIX-YEAR ~TS-6) CERTI!'!.S:AT
Eligibility for the TS-G certificate may be established by meeting the requirements outlined under one of the following three plans.
PLAN I - THE GEORGIA APPRO\'ED PROGRAH FOR THE TS-6 CERTIFICATE
If the applicant is eligible for a T-5 Certificate, the TS-6 Certificate may be. issued upon completion of a six-year program approved by the State Board of Education in Georgia. The applicant must secure the recommendation for the certification from the responsible official of the Georgia college, verifying that the applicant has completed successfully the graduate teacher education program in the specific field for which certification is requested. In addition, the applicant must have made the required scores on the appropriate sections of the National.Teacher Examination within the preceding seven years and must have three years of acceptable school experience.
PLAN II - ON COLLEGE RECO~~NDATION ONLY
Teacher Certification Services does not evaluate programs for the TS-6 Certificate in any of the following fields or for adding one of these fields to a TS-6 Certificate except for the field of Behavior Disorders*:
Grades 7, 8, 9 Mobility Education Visually Impaired, Speech Correction, Behavior Disorders Health Education Vocational Stilijects--Agriculture, Home Economics, Distributive Education,
Diversified Cooperative Training, or Trade and Industrial Education Safety, Driver and Traffic Education Behavioral Science
The TS-6 Certificate for one of these fields may be issued upon completion of the follouing:
(1) Eligibility for the Teacher's Professional Five-Year (T-5) Certificate in the ~~~ field.
(2) The six-year program from a regionally accredited graduate school with an approved progra~ for the specific field, with a minimum of ~5 quarter hours of graduate credit beyond the master's degree and the first professional five-year certificate.
(3) The recommendation of the responsible official of the institution, verifying that the applicant has completed successfully the graduate teacher education program in the specific field for \lhich certification is requested.
(4) The required scores on the appropriate sections of the National Teacher EXillnination taken within the preceding seven years.
(5) Three years of acceptable sch~ol experience.
*Although Teacher Certification Services does not evaluate programs for the initial TS-6 Certificate in Behavior Disorders, requirements are outlined elsewhere for adding this field to a TS-6 Certificate.

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PLAN III - EVALUATIONS FOR CERTIFICATION
Teacher Certification Ser'.'_iccs evaluates the qualifications of all applicants who are not eligible for the T~-G Certificate hased on a college recommendation under Plan I or Plan II. Evalultions arc made according to minimum requirements approved by the state Bo"nl of Education. These requiref:1ents also apply to evaluations for adding fields or types of certification (except in areas for which a college recommendation 15 the only basis for certification) .
The TS-6 Certificate may be issued under Plan III upon com2]etion of the following requirements:
(1) Eligibility for a professional five-year certificate. (2) Completion of an 3FP:coved six-year program from a -regionally accredited
institution, with a minimum of 45 quarter hours.of graduate credit beyond the master's de9ree and the first professional five-year certificate. (3) The recommendation of the responsible official of the institution, verifying that the applicant has completed successfully the six-yea~ teacher education prcgr~~ in the specific field for which certification is requested. (4) The required scores on the appropriate sections of the National Teacher Examination ta~en within the preceding seven years. (5) Three years of acceptal:Jle school experience. (6) The following distribution of graduate courses in the combined master's degree, six-year progra~, and any other approved graduate work: Tvle~~~~larter h?urs in professional education courses applicable to the follm:..~rl~LJE.L...ail~Vo~Lb) areas: (a) Courses dc.:.ling \,'i th the nature of the learner and t..he psychology
of learning. (b) Courses dealing \.,ri th the program of the school and the problems
of the school. Fi~~y-~ua!ter hours in subject matter or content courses applicable to the follo\ling (c) area: ~Co~r~ de~ling with subject matter or content, the major portion
of which must b2 in the teaching field. The remainder of the work may be selected from closely related fields. (The (c) are:t for the TS-6 Certificate for the Career Library Media Specialist should total 65 quarter hours in library media courses, 50 quarter hours of which must be in graduate courses.)
* ** * ** * * * * *** *
THE CERTIFICATE FOR AD~lINISTR~TION fu~D SUPERVISION PROFESSIONAL SIX-YEAR (AS-6)
Eligibility for the AS-6 Certificate may be established by meeting the requirements outlined under one of the fo 110\ving three plans.
PLAN I - THE GEORGIA APPROVED rROGRlIJ.l FOR THE AS-6 CERTIFICATE
If the applicant is eligible for an AS-5 Certificate, the A5-6 Certificate may be issued upon completion of a six-year program in school administration and s\.'.p~rvision approved by the State Board of Education in Georgia. The applicant m\.1st seCll~e the

.L\"'-':!.O
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I the recommendation for the certification from the responsible official of the Georgia college, verifying that the applicant has completed successfully the six-ye2:!:" [.rogram in school administration dnd surervision. In addition, the applicant must r.0.ve Llade the required scores on the appropriate sections of the National Teacher Exa~ination taken within the preceding seven years and must have three years of acceptable school experience.
PLAN II - EVALUATIONS FOR THE AS-6 CERTIFICATE
Teacher Certification Services evaluates the qualifications of all applicants who are not eligible for the AS-6 Certificate based on a college recommendation unj~r Plan I. Evaluations are made according to the following minimum requirements approved Dy the State Board of Education:
(1) Eligibility for a professional five-year certificate.
(2) Completion of an approved six-year program from a regionally accredited
institution with a uinimum of 45 quarter hours of graduate credit beyond the master's degree anu the first professional five-year certifica~e. (3) The reco~~endation of the responsible official of the institution, verifying that the applicant has completed successfully the six-year progra~ in school dQministration and supervision. (4) The required scores on the appropriate sections of the National Teacher Examination taken within the preceding seven years. (5) Three years of acceptahle ~hoo~ experience. (G) The follO\ling distribution of graduate courses in the combined master's degree, six-year program! and any other approved graduate work: Tvlenty__quarteJ__houes in rofessional education courses a~plicable to the follS2-\!-i.-n.Uc:L~r:~(t.22-~rens: (a) Courses dealing with the natuee of the learner -- 10 quarter hours. (b) Courses dealing with the purposes of the school or educational
foundations -- 10 quarter houes. Fifty-five quarter hours in courses a~plicable to the following (c) area: (c) Courses dealing with elementary and secondary school aQministration
and supervision -- 50 quarter hours. A course dealing \"ith curriculum and instruction for school ad.:7\inistrators and supervisors -- 5 quarter hou~s. Ten ~~arter hours in courses a~~licable to the following (d) area: (d) Courses dealing \lith educational research.
PLAN III - REQUIREHENTS FOR CONVERSION FROM THE ADMINISTR1\TOR I S PROFESSIONAL SIX-YEAR (A-6) AND THE CURIUCULUM D1 RECTOR I S PROFESS ION.l\I. SIX-YElI.R (CD-6) CERTIFICPI.T-.:3 TO THE CERTIFICATE FOR-Ai)t-lINISTRl\TION-AND SUPERVISION PROFESSIONAL 51X-YE.'\R (AS-6)
A. Minimum Re~uircments for Converting the A-6 Certificate to the AS-6 Certificate:
1. Eligibility for the AQministrator's Professional Six-Year (A-G) Certificate. 2. Fifteen quarter hours of graduate credit in supervision courses, incl~dins a
course in supervision of teaching; and 3. Three years of acceptable ~ho~l experience.
B. Minimum Re~~irements for Co~vert~~ the CD-6 Certificate to the AS-6 Certificate:

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1.

Eligibility for the Curriculum Director's Professional six-Year (CD-6)

Certificate.

2.

Fifteen quarter hours of graduate credit in school administration

courses (ele~cntary, secondary, and general); and

3.

Three years of acceptable school experience.

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THE SCHOOL CO~SELOR'S PROFESSIONAL SIX-YEAR (SC-6) CERTIFICATE

Eligibility for the SC-6 Certificate may be established by meeting the requirements outlined under one of the following two plans.

PLAN I - THE GEORGIA APPRJVED PROGRAM FOR THE SC-6 CERrIFICATE

If the applicant is eligible for an SC-5 Certificate, the"SC-6 Certificate may be issued upon completion of a six-year program for the school counselor approved by the State Board of Education in Georgia. The applicant must secure the recommendation for the certification from the responsible official of the Georgia college, verifying that the applicant has completed successfully the six-year program for the school counselor. In addition, the applicant must have made the required scores on the appropriate sections of the National Teacher Examination taken within the preceding seven years and must have three years of acceptable school experience.

PLAN II - EVALUATIONS FOR THE SC-6 CERTIFICATE

Teacher Certification Services evaluates the qualifications of all applicants who are not eligible for the ~C-6 Certificate based on a college recommendation under Plan I. Evaluations are ~aje according to the following minimum requirements approved by the State Board of Edu~ation:

(1) Eligibility for a professional five-year certificate. (2) Completion of an approved six-year program from a regionally accredited
institution, with a minimum of 45 quarter hours of graduate credit beyond the master's degree and the first professional five-year certificate. (3) The recommendation of the responsible official of the institution, verifying that the applicant has completed successfully the six-year program for the school counselor. (4) The required scores on the appropriate sections of the National Teacher Ex~~ination taken within the preceding'seven years. (5) Three years of acceptable school experience. (6) The following distribution of graduate courses in the combined master's degree, six-year program, and any other approved graduate work: ~l~~~y--~arter hours i~professional education courses applicable to the follm/_lnSLJa) and/or (b) arects: (a) Courses dealing with the nature of the learner and the psychology
of lCZlrning. (b) Courses dealing with the program of the school and the problems of
the school. Fifty quarter hours in courses applicable to the following (c) area:

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(c) The major portion of the fifty quarter hours should deal with guidance and counseling courses designed for the elementary and secondary school counselor. The remainder of the work may deal with related subjects which strengthen the area of specialization.
Ten quarter hours in courses applicable to the following (d) area: (d) Courses dealing with educational research.
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THE VISITING TEACHER'S PROFESSIONAL SIX-YEAR (VT-6) CERTIFICATE
Eligibility for the VT-6 Certificate may be established by meeting the requirements outlined under one of the following three plans.
PLAN I - THE GEORGIA APPROVED PROGRAM FOR THE VT-6 CERTIFICATE
If the applicant is eligible for a VT-5 Certificate, the VT-6 Certificate may be issued upon completion of a six-year program for the visiting teacher approved by the State Board of Education in Georgia. The applicant must secure the recommendation for the certification from the responsible official of the Georgia college, verifying that the applicant has completed successfully the six-year program for the visiting teacher. In addition, the applicant must have made the required scores on the appropriate sections of the National Teacher Examination taken within the preceding seven years and must have three years of acceptable school experience.
PLAN II - A MASTER OF SOCIAL WORK DEGREE
The VT-6 Certificate may be issued to the applicant who meets the following requirements:
(1) A Master of Social Work Degree from a regionally accredited institution with an approved program.
(2) The recommendation of the responsible official of the institution, verifying that the applicant has completed successfully the institution's approved Master of Social Work Degree program.
(3) The required scores on the appropriate sections of the National Teacher Examination taken within the preceding seven years.
(4) A school field placement in the graduate program or, if the field placement were in another area, such as welfare, college credit for an approved internship in social work in a school setting.
(5) Three years of acceptable school experience.
PLAN III - EVALUATIONS FOR THE VT-6 CERTIFICATE
Teacher Certification Services evaluates the qualifications of all applicants who are not eligible for the VT-6 Certificate based on a college recommendation under Plan I or Plan II. Evaluations are made according the the following minimum requirements approved by the State Board of EducQtion:
(1) Eligibility for a professional five-year certificate. (2) Completion of an approved six-year program from a regionally accredited
institution, with a minimum of 45 quarter hours of graduate credit beyond the master's degree and the first professional five-year certificate.

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(3) The recommendation of the responsible official of the institution, verifying that the applicant has completed successfully the six-year program for the visiting teacher or the school social worker.
(4) The required scores on the appropriate sections of the National Teacher Examination taken within the preceding seven years.
(5) Three years of acceptable school experience. (6) The following distribution of graduate courses in the combined master's
degree, six-year program, and any other approved graduate work: 'l\'lenty quarter hours in professional education courses applicable to' the following (a) and/or (b) areas: (a) Courses dealing with the nature of the learner and the psychology
of learning. (b) Courses dealing with the program of the school and the proble~s
of the school. Fifty quarter hours in courses applicable to the following (c) area: (c) The major portion of the fifty quarter hours should deal ~lith
courses especially designed for the visiti~g teacher or the school social worker. The remainder of the work may deal with related stL':::ljects \'lhich strengthen the area of specialization. Ten quarter hours in courses applicable to the following (d) area: (d) Courses dealing ~lith educational research.
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THE ASSOCIATE SCHOOL PSYCHOLOGIST'S SIX-YEAR (SP-6) CERTIFICATE
Eligibility for the SP-6 Certificate may be established by meeting the requirements outlined under one of the following two plans.
PLAN I - THE GEORGIA APPRO\~D PROGR~ FOR THE SP-6 CERTIFICATE
The SP-6 Certificate may be issued upon completion of a six-year program for the associate school psychologist approved by the State Board of Education in Georgia. The applicant must secure the recomm2ndation for the certification from the res?Onsible official of the Georgia college, verifying that the applicant has completed successfully the si,,-year program for the associate school psychologist. In addition, the applicant mest have made the required scores on the appropriate sections of the National Teacher Examination taken \lithin the preceding seven years and ml.!st have three years of acceptable sC~9~~l experience or three years of ~~propriate s~':::lstitute experience.
PLAN II - EVALUATIONS FOR THE SP-6 CERTIFIC1\TE
Teacher Certification services evaluates the qualifications of all applicants who are not eligTblc for the EP-6 Cer-Cificate based on a college recommendatJ.on U:1a.er Plan-I---:--E~i-l\l~iltTonsaremi,c{~ i1ccor:CUng -toth2 fa flowing mGlIilmm requirements appl-=-oved by th(~ Sti1te Board of Ecll!c.'ltion:
(1) Completion of an approved six-year program from a regionally accredited institution, with a miniml@ of 45 quarter hours of graduate credit beyono the master's degYee.
(2) The recOMnendation of the responsible official of the institution, verifying that the applicant has completed successfully the six-year program for the associate school psychologist and certifying com?ctency of the applicant to serve in this position.

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(3) The required scores on the appropriate sections of the NAtiona+ Teacher Examination taken within the preceding seven years.
(4) Three years of acceptable school experience or three years of ~ropriate substitute experience.
(5) The following distribution of graduate courses in the combined master's degree, six-year program, and any other approved graduate work: Twenty quarter hours in professional education courses applicable to the following (8) and/or (b) areas: (a) Courses dealing with the nature of the learner and the psychology of learning. (b) Courses dealing with the program of the school and the problems of the school. Fifty quarter hours in courses applicable to the following (c) area: (c) Courses designed for the associate school psychologist to include a minimum of 5 quarter hours dealing with orientation to school psychology; 10 quarter hours dealing with child assessment to include intellectual and personality assessment; and 5 quarter hours in a practicum or internship in school psychology. Ten quarter hours in courses applicable to the following (d) area: (d) Courses dealing v;i th educational research.
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THE CERTIFICATE FOR THE DIRECTOR OF VOCATIONAL EDUCATION -- PROFESSIONAL SIX-YE~~ (VE-6)
The VE-6 Certificate may be issued when all of the following requirements have been met:
(1) Eligibility for the Certific~te for the Director of Vocational Educational--Profession~lFive-Year (VE-5).
(2) Completion of an approved six-year program from a regionally accredited institution with a minimL~ of ~5 quarter hours of graduate credit beyond the master's degree and the first professional five-year certificate.
(3) The recommendation by an authorizect official of the graduate school verifying that the student has satisfactorily completed the institution's approved si):-year program for th2 director of vocational education.
(~) Th~ required scores on the appropriate sections of the National Teacher EXi~inatinn taken uithin the preceding seven years, and
(5) Thu:'c ye(lc~ of nccL'ptablo school eXFc!.-ience in a reimbursable vocational progr2'l\ or indl'.strii11 arts pro9rco.:n \,hich may inclJ,lde one year of intern~;hip in a vo, itt inni11 <'lxc'a i)n:1 one YCC\:r.." of occupational experience recoCJniz,~c1 for voC':\;. i01<:1l-tcchn'i.cal N\l1cation.
DIRECTORS OF SCHOOL SERVICES AND HETPUCTI0Nl\.l, SUPERVISION CERTIFICATES
Minimum Requirements for the DE-6 Certificate:

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1.

Eligibility for the Teacher Specialist's Six-Year (TS-6) Certificate in

any area of special education,

2.

Fifteen quarter hours of graduate credit in administration and supervision

courses, which shall include a course in supervision of exceptional

children services, and

3.

Three years of acceptable school experience.

II. Certificate for the Director of Guidance -- Six-Year (DG-6) ~1inimum Requirements for the DG-6 Certificate:

1. Eligibility for the School Counselor's Professional Six-Year (SC-6)

Certificate.

2.

Fifteen quarter hours of graduate credit in adm~nistration and

supervision courses, which shall include a course in the supervision

of guidance services or pupil personnel servi~es, and

3.

Three years of acceptable school experience or two years of acceptable

school experience and one year of approved work experience.

III. Certificate for the Director of Libraries -- Six-Year (DL-6)

Minimum Requirements for the DL-6 Certificate:

1.

Eligibility for the Career Library Media Specialist's Professional

Six-Year (TS-6) Certificate.

2.

Fifteen quarter hours of graduate credit in administration and

supervision courses which shall include a course in the supervision

of libraries, and

3.

Three years of acceptable school experience.

IV. Certificate for the Director of Pupil Personnel Services -- Six-Year (DP-6)

Minimum Requirements for the DP-6 Certificate:

1.

Eligibility for one of the following certificates: School Counselor's

Professional Six-Year (SC-6) Certificate, Visiting Teacher's Professional

Six-Year (VT-6) Certificate, Associate School Psychologist's Professional

Six-Year (SP-6) Certificate.

2.

Fifteen quarter hours of graduate credit in administration and supervision

courses, which shall include a course in the supervision of pupil

personnel services, and

3.

Three years of acceptable school experience ortwo years of acceptable

school experience and one year of ~~proved work experience.

V. Certificate for Instructional S~ervi~on -- Six-~~a~ (IS-6)

Minimum Requirements for the 1S-6 Certificate:

1.

Eligibility for the Teacher Specialist's Six-Year (TS-6) Certificate in

the subject area or teaching field to be supervised.

2.

Fifteen quarter haurs of acccptcmle graduate credit in supervision courses,

inclvding courses in general supervision and supervision in ~~e area of

sp0cialization, and

3.

Three years of acc~ptable sc~ool experience.

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Certificate for Instructional Supervision -- Seven-Year (IS-7)
Minimum Requirements for the IS-7 Certificate:
1. Eligibility for the Doctoral (D-7) Certificate in the subject area or teaching field tc be supervised.
2. Fifteen quarter 1'.C'lrs of acceptable graduate credit in supervision courses, including courses ~r: general supervision and supervision in the area of specialization, 301
3. Three years of aC:::C'iJtable school experience.
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TEE JC~TORAL (D-7) CERTIFICATE
If an applicant is eligible for a six-year certificate, the D-7 Certificate may be issued in the same field or area* vlhen all of the following requirements have been met.
(1) Completion of an approved doctoral program from a regionally accredited graduate instituticn. (It is the institution's responsibility to plan the doctoral progr~~ in terms of the student's field of service and his individual needs.)
(2) The recommendation of the responsible official of the graduate institution, verifying that the applicant has completed successfully the institution's doctoral progra~ in the field for which certification is requested.
(3) Three years of acce::'Lable schoo!. experience.
If an applicant is eligible for the D-7 Certificate, he may add to it any field or area of certification in "hich he has established eligibility for the six-year certificate.
*The six-year certificate in the area of school psychology will be issued as The Associate School psX-~ho~ogist's Six-Year (SP-6) Certific~te. The D-7 Certificate will be issued as the D-7 Certificate for the Sc~~~ P~ycholo~ist.

THE UNIVERSITY OF GEORGIA
College of Education
REQUIREMENTS FOR THE Sn.'TH YEAR PROGRAM: Reading Specialist
The Sixth-Year Progra~ for the Reading Specialist shall consist of a MINI!~ of forty-five quarter hours of study at the graduate level beyond the Master's degree. The program for each student shall be planned as a logically organized whole, in the light of his record in previous undergraduate and grcduate courses, his performance on standardized and nonstandardized examinations and his entire professional experience. All courses included in the program shall hold promise of improving the breadth and depth of his qualifications in this area of specialization. Within the student's Master's and Sixth-Year Program taken together, there should be formal provision for the development of his appreciation and competence in research. No courses are to be included in a student's Sixth-Year Program which are designed chiefly to give professional preparation for positions other than in the present area of specialization.
The major professor, with the advice and approval of the student's Advisory Committee, shall plan the Sixth-Year Program with due regard to the data available from a diagnostic appraisal of the student's strengths and weaknesses in the present area of specialized training. These dia~nostic appraisals of training needs will be based on analyses of records of the student's training and experience, results of routine and special examinations and interview data. The Advisory Committee may require the student to undergo such additional examinations and appraisals ~~d to furnish such additional data relative to his competence as may seem appropriate in each case.
Each student's program should be planned in such a way that his Master's program and. his Sixth-Year PrograI'l together will satisfy the following minimum requirements:
Area "a" - "Educational psychology and/or educational sociology" (Minimum of 15 quarter hours)
Area "b" - "Curriculum, methods, or problems of teaChing" (Minimum of 15 quarter hours)
Area "c" - "Subject matter or content" in: Reading Specialist (lflinimum of 50 quarter hours)
Area "d" - "Research" (Minimum of 10 quarter hours)

The areas of study with the mini.mum number of quarter hours req"Uired in the combined fifth and sixth years in each area, along with competencies expected, are listed below. Some possible courses are listed in each area; however, other courses may be added to each area in terms of the needs of the individual studznt and the courses available. Only those starred (*) courses, or their equivalents, are required. An additional requirement for
the Sixth-Year certificate is three years of acceptable school experience.

AREA "A" - Educational Psychology and/or Educational Sociology (Minimum: 15 quarter hours)

Courses in this area are designed to give the student competency in understanding human growth and development, the learning process, individual differences and their measurement, and special problems that affect children's and adolescent's learning.

*Educational Psychology 601 or
*Psychology 608 or
*Educational Psychology 810 Psychology 623 Excpetional Children 700 Educational Psychology 815 Educational Psychology 901

Psychology of Childhood
Development of the Young Child
Advanced Adolescent Psychology Psychology of the Abnormal Introduction to Exceptional Children Advanced Educational Psychology Educational Diagnosis and Treatment

AREA "Bli - CurriCUlum, Methods, or Problems of Teaching (Hinimum: 15 quarter hours)

Courses in this area are designed to give the student competency in understanding the total school program and activities which involve the entire schooL

Curriculum and Teaching 705

Problems of Teaching in the Elementary

School

Curriculum and Teaching 800

Fundamentals of the Curriculum

Curriculum and Teaching 801

Curriculum Trends

Curriculum and Teaching 900

Curriculum Planning

Counselor Education and Personal _ Fundamentals of Guidance in Elementary

Services 700

and Secondary Schools

Audiovisual Education 700

Utilization of Audiovisual Materials

Audiovisual Education 801

Preparation of Inexpensive Audiovisual

Materials

Educational Psychology 700

Educational Tests and Measurements

Educational Psychology 825

Group ~rnami cs

Educational Philosophy 801

Philosophy of Education

Educational Philosophy 802

History of Education

Administration-Supervision 921 Introduction to Supervision

Administration-Supervision 922 Supervision of Instruction

Administration-Supervision 924

Group Development in Administration

and Supervision

AREA ",.v,11 - SU.E.Ject_ ~1atte!. !: Content j.n: ReadinaEecialist (r1:i.nin::u.l1: 50 qu.arter hours)

Cou~ses in this area are designed to give the student a thorough knowledge of th~ nature of the reading process, how reading may be taught to typical children in elementary and secondary schools, how to diagnose for reading diffi cul'ty, hO\o' to give corrective instruc~ion to children
\lith reading difficulties, and knowledge of materials to be used in developmental and remedial reading. These skills will be attained throug'l
lectures, discussions, demonstrations, and supervised practice.

Reading Education 600 *Reading Education 601 *Reading Education 602 Reading Education 603 Reading Education 817 Reading Education 899
Reading Education 900 *Reading Education 963
*Reading Education 980
Reading Education 981 Reading Education 982
English Education 901 English 611

Problems in Reading Education Teaching of Reading Analysis and Correction of Reading Disabilities Teaching Reading in the Secondary School Psychology of Reading
Research Seminar in Reading Education Trends and. Practices in Teaching of Reading Critique of Literature in Reading Education Practicum in Reading Education Practicum in Reading Education Practicum in Reading Education Guiding the Reading of Children
Advanced Grammar and Syntax

AREA liD" - Research (Minimum: 10 quarter hours)

Courses in this area are designed to give the student competencies in the production of research in classroom and clinic and to make him an intelligent comsumer of research.

*Educational Research 801 *Educational Research 811 Educational Research 812
Educational Research 813 Reading Education 965

Methods of Research in Education Statistical Methods in Education Advanced Statistics in Education and
Psychology Research Design in Education Applied Project in Reading Education

Guides in Doctoral Programs in Reading (September 1971)
1. Oral preliminary examinations will be set up between end of first week and beginning of next to last week of the quarter, thus avoiding first and last two weeks.
2. Oral preliminary examinations will be scheduled by the major professor after he has received a written communication from each member of the candidate's committee stating that the candidate has satisfactorily completed the written preliminary examination.
3. The prospectus for the dissertation must be approved by the major professor and the other two members of the advisory committee before the oral examination is scheduled.
4. The prospectus should be placed in the hands of the committee members at least one week prior to the oral preliminary examination.
5. When changes are made in a study after the preliminary oral examination, these changes must be approved by the major professor and the other two members of the advisory committee.
6. The major professor approves a dissertation for release to the Reading Committee when he is satisfied with the content, format, and typing. (The major professor's approval signifies that insofar as he is concerned, the dissertation is in its final form.)
7. Dissertations will be given to the Reading Committee at least three weeks prior to the time the final oral examination is anticipated in order that Committee members may have ample time to study the dissertation.
8. The candidate will deliver three copies of his dissertation (in what he and his major professor consider to be final form) to the Chairman of the Reading Committee. (The Chairman, in turn, may ask the candidate to deliver the other two copies to the members of the Reading Committee.)
9. Parts I and II of the Approval Form must be filled out and signed bv the major professor (Part I) and Dr. Kraft (Part II) before the dissertations and the form are delivered to the Chairman of the Reading Committee Part III must be signed by all members of the Reading Committee before the final oral is set up; Part IV is signed by the major professor at the conclusion of the oral.
-0. The members of the Reading Committee report directly to the Chairman of the Reading Committee and he, in turn, reports directly to the advisor; the advisor then reports to the candidate. (Any deviation from this pattern should be approved by the major professor and the Reading Committee Chairman.)
.1. A final oral examination will be set up after the dissertation has been approved by the Reading Committee .
.2. If the major professor leaves before a candidate finih@s,--at any stage--a new major professor is selected. (The candidate and the Department Head will select the replacement--after consulting with the proposed advisor and, when appropriate, with the departing adviser.)
These guides are in addition to those contained in the Graduate School Bulletin (the "cataloguell ), the Procedural Guide for the Doctor of Education Degree, the Procedural Guide for the Doctor of PhIlosophy Degree: and Instructions for Prepar~ng the Thesis and Diss'=,rtat[oD:'""

UNIVERSITY OF GEORGIA
COLLEGE OF EDUCATION
July 7, 1971
TO: Applicants for Certification
FROM: Alex F. Perrodin
SUBJECT: CERTIFICATION APPLICATIONS
The following is a summary of procedures to be followed by students in applying for certification by the Georgia State Department of Education:
1. Student obtains forms rClO and IClOA from Room 122 Aderhold Hall or from his school superintendent.
2. Student completes forms following directions on. forms.
3. Student obtains signature of superintendent of schools in appropriate section if he has held a teaching position.
4. Student takes forms to Records Office, Academic Building and requests transcript. Be certain to indicate that transcript should be pr~par~d after completion of final courses in degree program.
5. The Records office then sends forms with transcript to Mrs. Betty Carey who will check, obtain necessary approvals, and send to the State Department of Education.
The above procedures apply to all students completing a degree program or a sixth year specialist program.
Students who are applying for a renewal, reinstatement, or who are following a program based on an evaluation of their credits by the State Department of Education should follow the above procedures with the exception that Form IClOA is not required.

Please read carefully before making application for a Georgia certificate.

STATE DEPARTMENT OF EDUCATION STATE OFFICE BUILDING
ATLANTA, GEORGIA 30334

Form IC-IOb Revised 10/1/71

Office of Instructional Services Division of
Teacher Education and Certification

Jack P. Nix State Superintendent of Schools

APPLICATION PROCEDURE AND GENERAL INFORMATION
When Application Should Be Made: Application may be made as soon as all requirements for
a certificate have been completed, and should be made if employment is being sought or has been accepted in the Georgia schools. It is recommended that application not be made until the applicant expects to make use of the certificate.
Where Forms May Be Obtained: Application forms may be obtained from the local superin-
tendent's office, the education department of any Georgia teacher education college, or Teacher Certification Services, 229 State Office Building, Atlanta, Georgia 30334.
Application for the Initial Certificate: To make application for the initial Georgia
certificate, a minimum of the bachelor's degree from a regionally accredited college is required, and the following forms and records must be submitted to Teacher Certification Services:
(1) The application (Form IC-IO). (2) The college recommendation (Form IC-IOa). One copy should be submitted from
each college where a degree designed for the teaching profession was earned. (3) An official transcript* (with college seal and registrar's signature) "from
each college attended. (4) Any certificate on which the applicant may have taught in another state within
the preceding seven years. (The certificate will be returned promptly.)
Application for Supplementary Certification: Any certificate issued after the initial
Georgia certificate, including renewal, duplicate, change-of-name, up-grading, life, etc., is considered supplementary certification for which the following forms and records must be submitted to Teacher Certification Services:
(1) The application (Form IC-IO). (2) The college recommendation (Form IC-IOa) if a higher teacher education degree
has been earned or a college-planned program for a new type or area of certification has been completed. (3) Any official transcripts* not already on file. (Those teachers who have caused their Georgia certificates to lapse by an absence from the profession may no longer have their records on file and will be required to submit official transcripts of all college credits.)
AN APPLICATION IS NOT CONSIDERED COMPLETE UNTIL ALL TRANSCRIPTS ARE ON FILE.
NCATE Recommendations: Beginning with certificates valid from July 1, 1968 the following
regulations pertaining to NCATE recommendations are effective.
* Applicants with study outside the United States should submit academic credentials
either in the original or in legible reproductions, together with accurate translations. Teacher Certification Services will submit all foreign credentials to the U. S. Office of Education for interpretation, and certification in Georgia will be based on that interpretation. If an applicant with foreign credentials is unable to provide all the required information, a certificate on which to teach in Georgia cannot be issued.

The Teacher's Professional Four-Year (T-4) Certificate may be issued to graduates of out-of-state approved teacher education programs when the following conditions are met. (1) The institution is accredited by one of the six recognized regional accrediting
agencies, (2) The institution is approved by the National Council for Accreditation of Teacher
Education (NCATE), and (3) The responsible official of the institution recommends professional certification,
verifying that the applicant has completed successfully the teacher education program in the specific field for which certification is requested.
A Professional Five-Year Certificate may be issued to an applicant who meets the following requirements. (1) Establishes eligibility for the Teacher's Professional Four-Year (T-4)
Certificate, (2) Holds the master's degree from regionally accredited institutions which have
NCATE approved programs in the areas in which Georgia certifies professional personnel, (3) Qualifies for the professional certificate at the 5th-year level in the specific field, the certificate having been issued by the state in which the institution from which the person graduated is located, and (4) Has the recommendation for professional certification from the responsible official of the institution verifying that the applicant has completed'successfully the NeATE program in the specific field for which certification is requestea. (The Annual List published by the National Council for Accreditation of Teacher Education will serve as the reference for checking recommendations. The responsible official of an institution approved by NCATE should make the professional recommendation only if the institution is approved for the appropriate category and for the degree level required for the certificate.)
Accredited Institutions of Higher Learning: To be accepted for certification in Georgia, a
degree or college credits must have been earned at an institution approved, at the time credit was earned, by the accrediting agency of the region in which the institution is located.
A bachelor's degree or college credit from a regionally unaccredited institution may be accepted only if it is properly validated.
Validation of a Bachelor's Degree: Before a bachelor's degree from an unaccredited insti-
tution may be accepted for certification, it must be validated by a regionally accredited graduate school. (A degree from an accredited institution must be validated if it was earned at a time when the institution was not accredited.) Two plans for validation are listed below. The applicant may follow plan (1) or plan (2).
(1) Verification of degree validation must be submitted to Teacher Certification Services on Form IC-lOc with the following: a. an official transcript for a minimum of 15 quarter hours in acceptable graduate courses, and b. verification by the dean of the graduate school that on the basis of this credit and full admission to the graduate school, the applicant has met the Georgia requirements for validation.
(2) Bachelor's degree course credits to be validated shall be submitted with Form IC-lO and an official transcript showing a minimum of 15 quarter hours of graduate credit; applicant shall have earned a grade of "B" or better on each course and shall have taken courses in the area of requested certification.
Disposition of Transcripts: Transcripts and other records on which certificates are issued
will not be returned to applicants nor can copies of transcripts be furnished. Incomplete files and files upon which certificates cannot be issued are returned to applicants (except for transcripts which may not be released to the student).

STATE OF GEORGIA Department of Education
Teacher Certification Services State Office Building, Atlanta, Georgia 30303
COLLEG~ RECOMMENDATION FOR CERTIFICATION (for Ceorgia and non-Georgia Colleges)

Form IC-10a Revised 1964 Farm dated 1961 is obsolete

The applicant for a first Georgia certificate, or for supplementary certification based on a college-planned program, must submit two forms:
( 1 ) Application for Certification, Form IC-10. ( 2) College Recommendation, Form IC-10a. It is the applicant's responsibility to complete the following.and to secure in the space below the appropriate recommendation of the official designated by the college. When properly completed, this form should be mailed to Teacher Certification Services at the above address.
TO BE COMPLETED BY THE APPLICANT

Name

FIRST

MIDDLE

MAIDEN

Addres s

-:-

::---:-_-:-_-::-

STREET a. NUMBER, BOX OR ROUTE

Degree & Date Conferred

_

_
LAST

Major (s)

----:-:-:::--:-:-
CITY

Date of Birth, 1 MO. DAY YEAR

--:::-::-:-::-::-_--::-:-::-:--:::-::-:-_1

STATE

ZIP CODE

1

TO BE COMPLETED BY THE DESIGNATED COLLEGE OFFICIAL

0 PROFESSIONAL RECOMMENDATION

On

, the applicant satisfactorily completed all C-:Jcourse, C-:Jdegree requirements for the

C-:J NCA TE-approved program

C-:J State-approved institutional program

and is recommended for professional certification as follows: (if teacher, indicate field)

0 NON-PROFESSIONAL (OR PROVISIONAL) RECOMMENDATION

On

, the applicant satisfactorily completed all requirements for the

degree, but did not complete the pianned program for professional certificatiolJ.

C-:J The applicant was not enrolled in a teacher-training program, but there 1s no known reason to deny provisional

certiHcation if Georgia requirements have been met.

0 The applicant w.a.s. enrolled in a teacher-training program and is recomn,ended for provisional certification as follows:

To complete the professional program the following courses will be required:

0 NO RECOMMENDATION (explain)

DATE

SIGNED

DESIGNATED COLLEGE OFFICIAL TITLE OR POSITION

----

COLLEGE OR UNIVERSITY
Office of Instructional Services/Division of Teacher Education and Certification/Jack P. Nix, State Superintendent of Schools

IMPORTANT! Study instructions on Form IC-10b before completing application.

STATE OF GEORGIA Department of Education Teacher Certification Services State Office Building, Atlanta, Georgia

3'0334

Form IC-10

Revised 1968

Previous revisions are obsolete

APPLICATION FOR CERTIFICATION

TO BE COMPLETED BY APPLICANT (Type or print plainly in dark ink)
MMrr.s. Miss

LAST NAME

FIRST

MIDDLE

Present home address

STREET e. NUMBER, BOX OR ROUTE

Last Georgia Certificate held (if any)

SOCIAL SECURITY NO.
MAIDEN CITY

DOC DO DODD
U Male 0 Female
Date of Birth
MO.DAYYEAR

STATE

ZIP CODE

Academic record: (list all colleges and graduate institutions attended)

NAME OF SCHOOL

CITY

Undergraduate (1 ) (2) (3)

STATE

DATES ATTENDED

DEGREE

Graduate

(1)

(2)

Have you ever been discharged from any position or armed forces for unprofessional conduct? Have you ever had a teaching credential denied, revoked, or suspended in any state? Have you ever been convicted of a felony or misdemeanor other than minor traffic offenses? !", vou have any mental or physical defects which would impair your teaching obi lity? (If you have answered "yes" to any of the above four questions, please attach an explanation.)

I am applying for the following certificate (s) (describe)

to serve, beginning (date)

-' in the

school system in Georgia, in the position of (if teacher, indicate field)

Ilf you are applying for sixth or seventh year certification, indicate date (within past five years) when required National Teacher Examinatian

was taken

.

It is requested that the certificate be issued in the following name and mai led to the address shown:

0 Mr. 0 Mrs. 0 Miss

FIRST NAME

INITIAL

LAST NAME

STREET e. NUMBER. BOX OR ROUTE

CITY

STATE

(Applicant must also complete sections on back of this form)

Certi fi cote authori zed

APPLICANT SHOULD NOT WRITE IN SPACE BELOW

Type

Validity Dates

ZIP CODE
Experience

Initials & Date Office of Instructional Services/Division of Teacher Education and Certification/Jack P. Nix, State Superintendent of Schools

EXPERIENCE RECORD (To be completed by applicant)

TEACHING EXPERIENCE (Report in chronological order, beginning with first position, all teaching and administrative school experience including teaching in accredited colleges. Report substitute teaching only if it were full-time, assigned supply).

School System

From

To

Total

State MO. DAY YEAR MO. DAY YEAR Years

Position

If teacher, specify grades and -', subjects taught major portion of time.

ACTIVE MILITARY SERVICE Branch of Servi ce

Induction
MONTH DAY YEAR
I

Separation

Total Number

MONTH DAY YEAR

Months Claimed

I

I

PERSONAL AFFIRMATION (To be completed by ALL applicants)
Knowing that false statements made in this application may constitute sufficient grounds to revoke or deny a certificate, I affirm that to the best of my knowledge all information given is true and correct.

Date of Application

_ Signed---------------=--- APPLIC----:--: ANT'S LEGAL -NA:M-E::-:-:------------

NOT E S: (1)

If this application is for a first Georgia certificate or for supplementary certification based on a college-planned

program, the college recommendation is required on Form IC-10a.

Applicant check one:

D Form IC-10a is not necessary.
D Form IC-10a is being submitted.

(2) If.teaching and/or military experience are reported above, it is the applicant's responsibility to secure the verification below.

EXPERIENCE VERIFICATION (To be completed by designated official)
If the applicant is employed in the Georgia schools and claims experience, the employing superintendent's $ignature is required here and in the section below. Otherwise, a prior superintendent must sign this section. If only military service is reported it may be verified by a notary public or college official. The chairman of the local board must verify a superintendent's experience.
I verify that according to information furnished by the applicant, the experience reported on this application is true and correct.

Date

_

S - igned - - - - - - - - - - - - - - - - -

Title

_

School System

City

State

VERIFICATION OF EMPLOYMENT (Must be completed by employing superintendent) If this section is not completed it will be assumed that the applicant is not employed in the schools of Georgia.

IMPORTANT! If a superintendent has reason to believe that the applicant should be denied a certificate (or that any valid Georgia certificate which he may hold should be revoked) it is requested that a confidential letter with full details be sent to Teacher Certification Services. In the absence of such a letter, it will be assumed that to the best of his knowledge the superintendent who completed the following statement considers the applicant professional fit to serve in the schools of the State.

Beginning

,197 _ the applicant has been employed to serve as (if teacher, indicate field)

___________________________ in the of Georgia provided he is eligible for a certificate endorsed for this position and/or field.

_ school system

Date

_

Signed

I

EMPLOYING SUPERINTENDENT

Seminar discussion and reports in contemporary drama: Henrik Ibsen to the present.
808. Seminar in Shakespeare's Hamlet. (Mr. Kahan.) An intensive study of the text, criticism, and production history of Shakespeare's Hamlet.
810. Seminar in Comedy. (Staff.) A study of comedy as a dramatic form with specific emphasis on representative types and critical theory, from ancient Greece to the 20th century.
811. Seminar in Tragedy. (Staff.) A study of tragedy as a dramatic form with specific emphasis on representative types and critical theory, from ancient Greece to the 20th century.
812. Seminar in Tragi-Comedy. (Staff.) A study of tragi-comedy as a dramatic form with specific emphasis on representative types and critical theory from ancient Greece to the 20th century.
820. Seminar in Theater History. Prerequisite: Consent of instructor. (Mr. Kahan.) Advanced problems in the study of theater history.
821. The Plays of Henrik Ibsen. Prerequisite: Two senior division courses in English, drama, classics, modern foreign languages or comparative literature. (Miss Waal.) A study of the plays of Henrik Ibsen and their influence on the drama of the 20th century.
822. The Plays of August Strindberg. Prerequisite: Two senior division courses in English, classics, modern foreign languages or comparative literature. (Miss Waal.)
A study of the major plays of August Strindberg and their influence on the drama of the 20th century.
886. Seminar in Oral Interpretation. Prerequisite: Drama 686, 687 or consent of instuctor. (Mrs. Head.)
A study of the theories, techniques and conventions of Reader's Theatre with particular emphasis on the development of scripts.
900. Research Seminar and Special Problems in Drama. Prerequisites: Two graduate courses in drama or English. (Staff.) Individual directed study under faculty supervision on research problems in drama and theatre.
901. Research Seminar and Special Problems in Drama. Prerequisite: Two graduate courses in drama or English. (Staff.) Individual directed study under faculty supervision on research problems in drama and theatre.
921. M.F.A. Project. (Staff.)
930. M.A. ThesislDissertation. (Staff.)
933. Seminar in Stage Costume Design. Prerequisite: Drama 733. (Mr. Kesler.) Advanced problems and historical styles in theatrical costumes. Projects in design of costumes for specific theatre productions.
935. Seminar in Advanced Scene Design. Prerequisite: Drama 334 and 535. (Staff.) Advanced study of techniques and resources of scene design, dealing with principles and practices of rendering and composition, design research and styles of scene design.

936. Seminar in Advanced Stage Lighting. Prerequisite: Drama 334 and 536. (Staff.) Advanced study of theory and practice of stage lighting, dealing with advanced forms of circuitry and control equipment, design and execution of light plots for complex stage productions and methods of lighting applied in varying forms of theatrical presentation. 950. Projects in Acting. Prerequisite: Drama 750. (Staff.) An advanced course emphasizing characterization, play analysis and performance techniques in modern, classical and period plays. Performance and research projects are required. 960. Advanced Play Directing. Prerequisite: Drama 760 and 761. (Staff.) Lab-lecture course dealing with theories and techniques of directing. Students under supervision will experiment with various approaches and direct scenes from world drama. 961. Play Directing: Periods and Styles. Prerequisite: Drama 760,761,960. (Staff.) Lab-lecture course emphasizing methods of directing plays from major periods, including classical, Elizabethan, Neoclassical, and major styles, such as naturalistic, expressionistic and absurdist.
The Graduate School/73

EDUCATION
Leonard E. Kraft (Aderhold Building, South Campus) Upon acceptance, the graduate majors in education are assigned to departments by the director of graduate studies, College of Education. Department chairmen will assign a major professor. At this time the student will be furnished detailed information concerning the requirements of the graduate degree for which he wishes to become a candidate.
Credit earned by registration through the Area Teacher Education Services may be applied toward the requirements for the degree of Master of Education and Specialist in Education up to a maximum of 20 quarter hours, provided the student has been or is later admitted to resident graduate study in Athens.
Ed.D. enrollees are required to register for a minimum of three quarter hours in 899.

during each quarter of residence. A minimum of three quarter hours of credit is required.
A seminar for advanced students dealing with proposed student research projects and critiques of the literature.
900. Curriculum Planning. Prerequisite: Four courses in education and either teaching experience or consent of the instructor. Problems of the curriculum of elementary and secondary schools. This course is available in those departments having responsibility for preparing subject matter specialists in the public schools (e. g., EAD, ECT, EEN, etc.).
930. Thesis in Education. 5-50 hours.
960, 961, 962. Educational Research. 5 hours each. Prerequisite: Four courses in education and advanced graduate standing.
963. Critique of Educational Literatures. 5-10 hours. Prerequisite: ERS 801. Critical interpretation and evaluation of research and theoretical writing in the field of education. Each student will make critical reviews of significant education literature in the area of his specialization. Offered in all departments as scheduled.
965. Applied Project in Education. Functional study of a topic or problem in education significantly related to the student's professional task.
970,971,972. Internship. 5-15 hours. Prerequisite: Consent of instructor.
A study-work program; class or conference study of problems encountered by the intern with remainder of time in application of principles to regular job.
980,981,982. Practicum. 5-15 hours. Prerequisite: Consent of instructor and major professor.
Supervised practice in approved institutional setting. Close supervision will be maintained by a member of the faculty.

COMMON COURSE OFFERINGS
The following courses are offered in various programs and departments of the College of Education, with change in content and emphasis appropriate to the program. These courses are merely listed by title under the department.
600. Special Problems. 1-10 hours. Selected students are permitted to secure specialized training appropriate to the needs of the individual. The student's project may involve intensive library investigation in a special field or the collection and analysis of original data pertinent to a given problem. Offered in all departments as scheduled.
705. Problems of Teaching. Prerequisites: Four courses in education.
Instructional procedures and evaluation in terms of pupil growth. This course is available in those departments having responsibility for preparing subject matter specialists in the public schools (e. g., EAD, ECT, EEN, etc.).
746, 747, 748. Internship in Teaching. 5-15 hours. Prerequisite: Consent of instructor.
899. Research Seminar. 1-10 hours. Each Ed.D. candidate is expected to attend a seminar

ADMINISTRATION (EAS)
899. Research Seminar in Administration. 1 hour.
900. Introduction to School Administration. An introduction to the study of school administration and its contribution to the total school program.
901. Administration of Elementary Schools. Duties of the school principal in the organization and administration of the elementary school.
902. Basic Theories of Educational Administration. Study of current theories of organization and their application to educational administration.
903. Administration of the School Curriculum. Problems of the curriculum of elementary and secondary schools.
904. School Data Processing. An application of data processing to school problems, such as master scheduling, records, and accounting.
905. Administration of State and Local School Systems. Fundamentals of state and local public school organization and administration; relation of state and local school systems to federal agencies.

74/ The University of Georgia

906. Personnel Administration. Principles and policies governing employer-employee relationships in the public schools.
907. The School Plant. An overview of the relationship of the school's physical environment to the curriculum and its impact on pupil learning.
908. Simulation and Decision Making in Educational Administration. Study of the components of an information-decision system with an emphasis on problem identification and analysis; includes operations research methodology, PERT, linear programming, and simulation with educational applications.
909. School Finance. Problems and issues involved in financing the public schools.
910. School Business Management An overview of business functions in school administration.
911. School Law. Legal principles applicable to public education, the legal structure of the public school system; legal problems related to teacher and student personnel.
912. Comparative Educational Administration. Survey of selected foreign school systems and influences affecting those systems.
913. Trends and Issues in Educational Administration. Study of selected problems and issues in educational ad ministration.
914. The School As a Social System. Education viewed as one social system within the matrices of other social systems that currently define "the American scene."
915. Administration of Secondary Schools. Duties of the school principal in the organization and administration of secondary schools.
919. Planning for Education. The relationship of planning concepts, principles, and approaches to system level administration including the methods and techniques of planning for a comprehensive educational program.
920. Planning the Individual School Plant. Planning principles and strategies are reviewed; principles, concepts, processes and practices or planning and programming educational facilities are studied.
929. Politics of Education. Examines local, state, federal and non-governmental political forces operating on the public schools.
930. Thesis in Administration.
939. Educational Administration and School Desegregation. This course is designed to create awareness among school administrators of educational problems which arise in school desegregation and how to cope with them effectively.
960, 961, 962. Educational Research in Administration.
963. Critique of Literature in Administration.
965. Applied Project in Administration.
970, 971, 972. Internship in Administration.
980, 981, 982. Practicum in Administration.

ADULT EDUCATION (EAD)
600. Special Problem in Adult Education. 699. Research Seminar in Adult Education. 705. Methods in Adult Education. 746, 747, 748. Internship in Teaching Adult Education. 899. Research Seminar in Adult Education. 900. Curriculum Planning in Adult Education. 901. Adult Education. 930. Thesis in Adult Education 960, 961, 962. Educational Research in Adult Education. 963. Critique of Literature in Adult Education. 965. Applied Project in Adult Education. 970, 971, 972. Internship in Adult Education. 980, 981, 982. Practicum in Adult Education.
AGRICULTURAL EDUCATION (EAG)
600. Special Problem in Agricultural Education. 705. Problems of Teaching Agricultural Education. 746. Internship in Agricultural Education. 747. Internship in Agricultural Education. 748. Internship in Agricultural Education. 965. Applied Project in Agricultural Education. (For other course offerings in Agricultural Education, see listings under Vocational Education).
ART EDUCATION (EAR)
899. Research Seminar in Art Education. 930. Thesis in Art Education. 960, 961, 962. Research in Art Education. 963. Critique of Literature in Art Education. 965, 971, 972. Applied Project in Art Education. 980,981,982. Practicum in Art Education. (See also the following Art listings) 723a. Special Problems in Art Education. 723b. Special Problems in Art Education. 735. Philosophy of Art Education. 736. The Teaching of Art in the Secondary School. 737. Curriculum Development in Art Education. 739. Supervision of Art. 740. The Teaching of Art in the Elementary Schooi. 741. History of Art Education. 742. Docentship. 743. Readings in Art Education. 840. Art Instruction in Higher Institutions. 841. Art Administration in High Institutions.

The Graduate School/75

BUSINESS EDUCATION (EBE)
600. Special Problem in Business Education.
699. Research Seminar in Business Education.
701. Theory and Principles in Shorthand and Typewriting. Teaching theory, psychological principle of skill building, and evaluation.
702. Principles and Problems of Basic Business Subjects for Teachers. Development of units, selection and organization of material, student motivation in the basic high school business subjects.
703. Advanced Office Practice and Machines for Teachers. Unit development, laboratory practice, and evaluation in the high school teaching of office practice and machine use.
704. Principles and Problems of Bookkeeping and Accounting for Teachers. Materials, teaching procedures, standards, and evaluation in the teaching of bookkeeping cycle.
705. Problems of Teaching Business Education.
707. Office Management. Scientific office management; principles, equipment, supervision, reports, methods and procedures, records management, selection, and training of office personnel.
708. Data Processing. Principles and procedures of data processing for teachers in high schools, area schools and colleges.
711. Tests and Measurements in Business Education. Theory, construction and use of standardized and teacher-made tests in business education subjects.
712. History and Philosophy of Vocational Business Education. Developments and principles underlying the operation of vocational business education programs.
746, 747, 748. Internship in Teaching Business Education.
776. (Home Economics) Family Finance Education.
899. Research Seminar in Business Education.
900. Curriculum Planning in Business Education.
902. Administration and Supervision of Business Education. Administrative and supervisory relationships in state and local programs, staff qualifications, program development and evaluation.
910. Coordinating Work Experience Programs in Business Education. Planning, developing, coordinating, and evaluating occupational experience programs.
930. Thesis in Education
960, 961, 962. Research in Business Education.
963. Critique of Literature in Business Education.
965. Applied Project in Business Education.
970, 971, 972. Internship in Business Education.
980, 981, 982. Practicum in Business Education. (For other course offerings in business education, see listings under Vocational Education.)
76/ The University of Georgia

COUNSELOR EDUCATION AND PERSONNEL SERVICES (ECP)
600. Special Problems in Counselor Education.
699. Research Seminar in Counselor Education.
700. Fundamentals of Guidance in Elementary and Secondary School. An introduction to professional training for counselors and an opportunity for teachers to acquire an overview of guidance functions in the school program.
701. Individual Appraisal. Principles of testing, types of scores, use of instruments and methods of assessing abilities, achievement levels, interests, attitudes, developmental variables, and personality characteristics. Use of test and non-test data in counseling.
702. Case Study Techniques. Prerequisite: ECP 700, 701, or consent of instructor.
The school counselor's role as consultant and resource person for administrators, teachers, and parents. Skills in the techniques of collecting and assimilating data pertinent to the understanding of behavior and the implementation of appropriate intervention techniques to effect behavior change; practice in the use of case study techniques in a school setting.
888. Counseling. Prerequisites: Four courses in education and one course in guidance.
The nature of counseling; the basic conditions of helping relationships; the effects on counseling of differences in counselees, settings, societal values, and in the counselor's views of role, values, goals, and theoretical approaches. Counseling in educational, rehabilitation, and employment settings, and in other community agencies.
899. Research Seminar in Counselor Education.
901. Vocational Development. Career development comceptual formulations; career information in teaching and counseling; sequential decision-making processes and strategies; nature, sources, and functions of information available to assist individuals in formulating goals and comprehensive plans.
902a. Pupil Personnel Services. Prerequisite: Four graduate courses in education, psychology, sociology, or consent of instructor. Analysis of the interrelated functions of the several specialized pupil personnel workers, with particular reference to their role in the total educational program, and the principles governing the scope of such services in adapting them to public educational institutions of varying size.
902b. Organization of Pupil Personnel Services. A course for practicing and potential directors of pupil personnel services. An examination of organizational patterns and supervisory responsibilities of the director in the development and operation of a comprehensive program of pupil personnel services.
903. Principles of Student Personnel in Higher Education. An introduction and orientation to the field of student affairs work with emphasis upon its philosophical, psychological, and sociological foundations

and primary objectives and functions within institutions of higher learning.
904. Advanced Theories of Counseling. An examination of the various theories of counseling and the implications for the practicing counselor. Specific attention is focused upon selected aspects of the several theories with consideration of the similarities and differences.
905. Principles of Group Guidance. Prerequisite: Consent of instructor.
Study and practice of basic approaches to group guidance activities in relation to group dynamics goals and objectives; the effect that particular group approaches have upon the facilitation and development of dynamics in groups.
906. Theory and Procedures of Group Counseling. Prerequisite: ECP 905 or the equivalent and consent of instructor.
Group interaction within a counseling setting, laboratory applications.
907. Personal and Social Evaluation Techniques for Elementary Counselors. Prerequisite: ECP 700, 701 and 888 or consent of instructor.
The study and laboratory application of methods of individual and group evaluation techniques applicable in the classroom setting and pertinent to the consulting role of elementary counselors.
911. Practices in Student Personnel in Higher Education. Prerequisite: ECP 903 and consent of instructor. Examination of the specific functions and current administrative practices of student personnel programs in institutions of higher learning.
913. Seminar on the College Student. Prerequisite: Six graduate courses in education, psychology, sociology. Exploration in depth of the ecology of the college student in America today. Recent research and literature on college student characteristics, values, personality and cultures will be examined. Especially relevant for those who plan to hold teaching or administrative positions in institutions of higher learning.
920. Introduction to Rehabilitation Counseling. Comprehensive introduction to the vocational rehabilitation process. The history of vocational rehabilitation legislation, incidence of disability, the client-study process, and professional problems. Experienced personnel in rehabilitation present material and the philosophy of the state agency.
921. Medical and Psychological Aspects of Disability. Prerequisites: ECP 920 or EXC 700, PSY 623 or 651, or SOC 627.
A broad spectrum view of the incidence and nature of disabilities and their functional limitation as related to vocational objectives. Emphasis is given to chronic disabling conditions, treatment, functional limitations, prognosis, and vocational significance of these disabilities. The medical aspects are presented by staff and consulting specialists in medicine.
930. Thesis.
960, 961, 962. Research in Counselor Education.
963. Critique of Literature in Counseling.

965. Applied Project in Counselor Education. Functional study of a topic or problem in education, significantly related to the student's professional task.
970, 971, 972. Internship in Counselor Education. A field course with emphasis upon the role and function of the guidance worker on the job. The course provides the student with assistance from a staff member, a sponsoring counselor, and a group of counselors in sharing problems and experiences. Emphases in settings in guidance, group procedures, rehabilitation, higher education, employment counseling.
973, 974, 975. Research Internship in Counseling.
980, 981, 982. Practicum in Counseling. Supervised experience in individual counseling in a setting appropriate to the student's professional objectives.
986. Practicum in Group Counseling. Prerequisites: ECP 906, 980, or equivalent and consent of instructor. Supervised practice in group counseling.
987, 988, 989. Practicum in Student Personnel in Higher Education. Supervised practice in a specific program within the division of student affairs at the University or at another institution of higher learning. Practical work and observation experience is offered with supervision by members of the student affairs staff. A weekly seminar involving all practicum students is held under the direction of the faculty practicum coordinator.
CURRICULUM AND SUPERVISION (ECS)
600. Special Problem in Curriculim, Teaching and Supervision.
705. Problems of Teaching. Instructional procedures and evaluation of teaching in terms of student growth.
706. Team Teaching. In-depth study of literature and research in the field, including hur:nan relations, curriculum, organizational structure, and roles of members in team teaching situations.
800. Fundamentals of the Curriculum. Prerequisites: Four courses in education. Study of the nature, function, and evolution of curricula in education.
801. Curriculum Trends. Prerequisite: Student teaching or equivalent. Trends in curriculum design and content and factors which influence curriculum innovations.
802. Comparative International Curricula. A comparative study of curricula in elementary, sec: ondary and higher education in selected representative types of foreign countries in a contemporary and historical framework.
803. Technology in Curriculum and Teaching. Study of certain technological developments (e.g., automation, information, transmission, transportation, and cybernation) in terms of their impact on public school curricula and instruction.

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804. Theory in Curriculum and Instruction. The identification, analysis, and synthesis of knowledge basic to the development of curriculum theory with consideration for the design of curriculum strategies.
899. Research Seminar.
900. Curriculum Planning, Elementary. Overview of the school program with emphasis on planning content and processes in relation to typical organizational patterns prevailing and experimental instructional practices and curriculum evaluation.
901. Curriculum Planning, Secondary.
921. Introduction to Supervision. An introduction to the study of school supervIsion and its contribution to the total school program.
922. Supervision of Instruction. A comprehensive study of the basic concepts of supervision and ways and means of improving instruction through supervision.
923. Current Developments in Supervision. Prerequisite: Two courses in supervision and consent of instructor. Identification and investigation of problems of supervision and research; experimentation in the use of supervisory procedures.
924. Group Development. Prerequisite: Consent of instructor. Group process and problems of group work, improving behavioral skills in group leadership and membership roles, and improving group planning and execution of educational programs.
925. Issues and Theories in Supervision. Prerequisite: Four courses in supervision or consent of instructor. An interdisciplinary study of forces impinging upon education and the implications of these findings for supervision and curriculum development.
926. Curriculum Trends, Advanced. Prerequisite: Four courses in curriculum and supervision or approval of instructor. Trends in curriculum design and content and factors which influences curriculum innovations.
930. Thesis.
960, 961, 962. Educational Research.
963. Critique of Literature.
965. Applied Project.
970, 971, 972. Internship.
980, 981, 982. Practicum.
DISTRIBUTIVE EDUCATION (EDE)
600. Special Problem in Distributive Education.
700. Distributive Occupational Experience: Sales. Directed work experience in cooperating distributive business; 500 hours in sales or sales-supporting business.
701. Distributive Occupational Experience: Junior Management. Directed work experience in cooperating distributive business; 500 hours in supervisory and junior management positions.
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702. Adult Distributive Education. Objectives, problems, organization, and promotion of adult distributive education training.
705. Problems of Teaching Distributive Education. 706. Curriculum Planning in Distributive Education. A study of the history, philosophy, and principles of curriculum development in distributive education; study and evaluation of curricula in various programs in operation; procedures, media, methods, and factors involved in the development of distributive education curricula including DECA and new trends in the field. Designed for experienced teachers, administrators, post secondary personnel and supervisors of distributive education.
746, 747, 748. Internship in Teaching Distributive Education.
965. Applied Project in Distributive Education. (For other course offerings in distributive education, see listings under Vocational Education).
EARLY CHILDHOOD EDUCATION (ECE)
600. Special Problem in Early Childhood Education.
700. Pre-Primary School Education. Facilities, equipment, organization, and administration of curricula in pre-primary education. 701. Current Trends in Early Childhood Education. Interdisciplinary factors and research in the education of children ages three to eight. 746, 747, 748. Internship in Teaching in Early Childhood Education. 899. Research Seminar in Early Childhood Education. 960, 961, 962. Research in Early Childhood Education. 963. Critique of Educational Literature in Early Childhood Education. 965. Applied Project in Early Childhood Education. 970, 971, 972. Internship in Early Childhood Education. 980, 981, 982. Practicum in Early Childhood Education.
EDUCATIONAL MEDIA (EAV)
600. Special Problem in Educational Media. 699. Research Seminar in Educational Media. 700. (ELE) Utilization of Audiovisual Materials. Survey in selection, utilization of audio-visual instructional media. Special emphasis on new developments in educational technology. 701. Preparation of Audiovisual Materials. Laboratory course in preparation of materials for instruction. Development of slides, transparencies, audio tapes, etc. 702. (JRL) Educational Television Production. 703. (JRL) Educational Television Production.
746, 747, 748. Internship in Media. 899. Research Seminar in Educational Media.

901. Administration of Educational Media Programs. Problems of organizing and administering media materials and equipment. Emphasis on non-print media and their accompanying technology.
930. Thesis in Educational Media.
960, 961, 962. Research in Educational Media.
963. Critique of Literature in Educational Media.
965. Applied Project in Educational Media.
970, 971, 972. Internship in Educational Media.
EDUCATIONAL PHILOSOPHY (EPH)
801. Philosophy of Education. A critical examination of philosophical questions concerning education.
802. History of Education. Persistent and recurring problems of education in Western culture.
803. American Higher Education. Theories and principles of American higher education and the various types of institutions in higher education.
804. Pragmatism and Education. A critical examination of the educational writings of William James, Charles S. Pierce, and John Dewey.
806. Social and Political Philosophies of Education. A critical study of social and political philosophies of education, such as, those of communism, facism, and various types of democracy.
807. Ethics and Education. Theories of value and evaluation, ethical discourse and argument, and other uses of ethics in educational writings.
808. Contemporary Philosophies of Education. A study of recent developments in the field as revealed in current literature.
899. Research Seminar in Educational Philosophy.
930. Thesis in Educational Philosophy.
963. Critique of Literature in Educational Philosophy.
EDUCATIONAL PSYCHOLOGY AND MEASUREMENT (EPY)
601. Psychology of Childhood. Prerequisite: Four courses in education including EPY 304 or equivalent. Interests, needs, and abilities of elementary pupils; evaluation of their total development.
672. (Psychology) Programmed Instruction. Prerequisite: PSY 101 or EPY 304. Theory, evaluation, and writing techniques, with practice in writing a program.
700. Tests and Measurement. ,Prerequisite: Four courses in education. Nature and function of measurement in education, teacher-made and standardized tests and scales. Introductory statistical concepts of measurement.
706. Classroom Learning Problems of Disadvantaged Children and Youth. Prerequisite: EPY 304.

Psychological characteristics of economically, culturally, and educationally disadvantaged children and youth, special classroom learning problems, and classroom learning problems in integrated schools.
800. Educational Measurement Theory. Prerequisite: EPY 700 and ERS 811 or equivalents.
Treatment in depth of concepts of reliability, validity, error of measurement, score variance, and test analysis, with emphasis on theoretical issues.
801. Fundamentals of Child Study. 1-10 hours. Prerequisite: ERS 801 and six courses in education and psychology.
Techniques of child study; anecdotal record, home visitation, simple projective techniques, interviews, creative production.
802. Theories of Child Development. A survey of recent literature in the field of child development with special emphasis on early childhood experiences at home and at school, peer relationships, socio-cultural influences, and determinants of self-concepts.
803. Advanced Child Study. Prerequisite: Four courses in education, including EPY 801.
Interpretation of a case record using an organizing framework of six processes; physiological, affectionai, peer group, socialization, self-developmental, selfadjustive.
804. Psychosocial Adjustment of the Child and Adolescent. Prerequisite: EPY 612-802.
Application of psychological facts and principles to the child's adjustment to varied classroom problems in relation to social stimulus situations.
810. Advanced Adolescent Psychology. Evaluation of adolescent development; review of research related to the adolescent; and assessment of theoretical positions in the psychology of the adolescent.
811. Characteristics of Gifted Children and Youth. Prerequisites: EPY 304, 601.
Psychological characteristics of children and youth gifted intellectually, musically, artistically, and creatively; genetic studies of genius.
815. Advanced Educational Psychology. Prerequisite: PSY 101, EPY 304 and two senior division courses in psychology or education.
Applications of the scientific findings of psychology to the more complex problems of the educative process.
816. Problems in Educational Psychology. Prerequisite: EPY 304.
Specialized training in selected areas of educational psychology, e.g., individual differences, motivation, evaluation procedures, creativity, pre-school testing, etc. 817. Psychology of Reading. Prerequisite: EPY 401 required; EPY 802 recommended.
Psychological correlates of reading ability and disabilty; psychological bases for instructional methods and materials.
818. Psychology of Classroom Learning. Prerequisite: EPY 304 and three additional courses in the area of psychology.

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Analytical study of learning activities in the classroom, with reference to the learning of school subjects. The focus is on the learning process. Theories and principles of learning are related to classroom situations.
819. Cognitive Processes and Education. Prerequisite: A course in learning theory or classroom learning. Theories of cognitive organization and functioning, verbal learning, concept formation, thinking and problem-solving in relation to educational programs and teaching methods and materials.
820. Learning Difficulties of Gifted Children and Youth. Prerequisite: A course in learning theory or classroom learning. Special learning problems of intellectually gifted and school learning difficulties of child ren specially gifted in research, art, music, drama, and mechanics.
821. Strategies in the Teaching of the Disadvantaged. Prerequisite: At least two prior courses in educational psychology. Behavior in lower socioeconomic homes, with concern for racial and ethnic differences. Strategies in stimulating higher achievement levels among deprived students. Research on most recent instructional innovations with disadvantaged groups and derivation of new modes.
825. Group Dynamics. Prerequisite: Consent of instructor. Examination of major ideas about dynamics of group behavior and their educational implications. Laboratory in T-Group methods, creative problem-solving groups, and the conduct of experiments in group interaction.
826. Analysis of Behavior in Groups. Prerequisite: EPY 825 or course in social psychology. Observation and measurement of behavior in educational groups, such as, classroom, playground, and therapy groups and administrative and staff groups.
827. Complex Studies of Group Forces in Mental Functioning. Prerequisites: EPY 825, 826 or permission of instructor. Analysis and evaluation of exemplars of complex studies of group forces affecting mental functioning.
830. Introeution to School Psychology. Prerequisite: Graduate status and 10 quarter hours in educational psychology. History, functions, duties, and responsibilities of psychologists in the schools.
899. Research Seminar in Educational Psychology.
901. Educational Diagnosis and Treatment. The clinical use of test materials in the diagnosis of school children with special difficulties in school work. Methods of treating learning difficulties.
902. Construction of Educational Tests. Prerequisites: EPY 700 or PSY 615, and EPY 811 or PS'y 658. Construction of educational tests, including criterion selection and development, test specifications, item construction, item analysis, test validation, cross-validation, and standardization.
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903. School Testing Program. Prerequisite: EPY 700 or PSY 615, and ERS 811 or PSY 658. Analytical study of school testing programs, with reference to development of a purpose, philosophy, and plan of testing that will relate testing to the total programs of instruction, guidance, and administrative evaluation in schools and school systems.
904. Problems in the Evaluation of Instruction. Interpretation of the results secured from evaluative techniques.
906. Assessment of Gifted Children and Youth. Prerequisite: EPY700. Theories of mental abilities; measurement of mental abilities in relation to high levels of giftedness; assessment of special abilities in music, art, writing, dramatics, and other special fields.
907. Individual Educational Testing. Prerequisite: EPY 700 or equivalent. Administration and interpretation of the most commonly used individual educational tests as well as some of the most promising new ones.
908. Advanced Educational Measurement Theory. Prerequisites: EPY 800 and ERS 813 or equivalents. Classic test theory; true score models; latent trait theory; true score and ability estimation; development of statistics of test construction.
930. Thesis in Educational Psychology.
960, 961, 962. Research in Educational Psychology.
963. Critique of Literature in Educational Psychology.
965. Applied Problem in Educational Psychology.
970, 971, 972. Internship in Educational Psychology.
973, 974, 975. Internship in School Psychology.
980, 981, 982. Practicum in Educational Psychology.
983. Practieum in School Psychology.
EDUCATIONAL RESEARCH (ERS)
600. Special Problem in Educational Research.
801. Methods of Research in Education. Research skills and related competencies involved in the planning, conducting, and reporting of applied research studies of the type required for the degree of Master of Education.
811. (Statistics) Statistical Methods in Education. Descriptive statistics used in education with a brief introduction to probability and inference.
812. (Statistics) Advanced Statistics in Education and Psychology. Prerequisite: ERS 811 or equivalent. Statistics of influence, sampling techniques, analysis of variance and covariance, introduction to principles of experimental design.
813. (Statistics) Research Design in Education. Prerequisite: ERS 812 or equivalent. Complex analysis of variance and covariance, introduction to factor analysis and problems encountered in the design of educational experiments.
930. Thesis in Educational Research.
960, 961, 962. Research in Educational Research.
965. Applied Project in Educational Research.

970,971,972. Internship in Educational Research. 980,981,982. Practicum in Educational Research.
ELEMENTARY EDUCATION (EEL)
703. The Middle School. 705. Problems of Teaching. 708. Curriculum Elementary. 899. Research Seminar in Elementary Education. 960, 961, 962. Research in Elementary Education. 963. Critique of Educational Literature in Elementary Education. 965. Applied Project in Elementary Education. 970, 971, 972. Internship in Elementary Education. 980, 981, 982. Practicum in Elementary Education.

766. (Journalism) Journalism in the Secondary School. 899. Research Seminar in English Education. 901. (Library Education) Guiding the Reading of Children. literature and methods of reading guidance for children. 902. (Library Education) Guiding the Reading of Young People. 930. Thesis in English Education. 960, 961, 962. Research in English Education. 963. Critique of Literature in English Education. 965. Applied Project in English Education. 970, 971, 972. Internship in English Education.
EXCEPTIONAL CHILDREN (EXC)

ENGLISH EDUCATION (EEN)
600. Speical Problem in English Education.
603. (Reading) Teaching Reading in the Secondary School.
699. Research Seminar in English Education.
700. Language Acquisition and Development. 3 hours. A language oriented study of the stages a child goes through in acquiring his native language and the processes used in developing sophistication. Infant, childhood, and adolescent periods shown as a continum in the native's linguistic development.
704. Teaching English in the Elementary School. Instructional procedures, materials, and evaluation in teaching English; including oral and written composition, spelling, handwriting, and grammar in the elementary school.
705. Problems of Teaching-English.
706. Literature Study in Elementary and Secondary Schools. A study of literature and teaching methods appropriate for an effective secondary school literature program.
707. English Language Studies for Teachers. language concepts are drawn from the history of English, from grammatical systems (with special emphasis on transformational-generative grammar), from theories of usage, semantics, lexicography, and dialectology. The focus of the course, however, is on the instructional uses or applications of these concepts.
708. Curriculum in English Education.
709. Composition in the Secondary School. Instruction in the modes of written expression appropriate for a secondary school curriculum and study of compostion teaching methods.
711. Children's Literature in the Elementary School. A survey of literature appropriate for children, preschool through junior high school. (Open only to students who have had no previous course in children's literature.)
746, 747, 748. Internship in Teaching English Education.

General Studies
700. Introduction to Exceptional Children. Prerequisite: EPY 304. Nature, cause, and treatment of children's disabilities and their influence on emotional, social, educational, and vocational adjustment. Special services required for exceptional children to develop to the maximum capacities.
701. Clinical Problems in Teaching Exceptional Children. Pre req u isite: EXC 700. Study of standardized and informal procedures for use with children with mental retardation or sensory, physical, or other disturbances affecting learning. Experience in diagnostic and tutorial techniques and in formal reporting.
840. The Family and the Exceptional Child. Prerequisites: Graduate standing in the College of Education and lor consent of instructor.
A study of the interactions among exceptional children and their families. Dynamics of family interaction, parental attitudes, parental reactions to children with defects.
899. Research Seminar in Exceptional Children. Presentation and evaluation of proposed student research projects and critiques of the literature in the several areas of exceptionality.
901. Problems of the Multiple Handicapped. Prerequisites: EXC 704, 715, Psy. 616.
Planning and implementing programs for the total education, care, and treatment of mentalily retarded and physically handicapped children.
930. Thesis in Exceptional Children.
941. Coordination of Programs for Exceptional Children. Prerequisite: Consent of instructor. Study of the needs of exceptional children with particular emphasis on planning and implementing comprehensive special education programs.
960, 961, 962. Research in Exceptional Children.
963. Critique of Literature in Exceptional Children. The study, analysis, and evaluation of selected research and other literature reflecting various areas of exceptional child education.

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965. Applied Project in Exceptional Children.
987, 988, 989. Internship in Coordination of Special Education Programs. 5-15 hours. Prerequisite: Consent of instructor. Supervised participation in coordinating a public school or residential school program of special education.
990, 991, 992. Internship in State Supervision of Special Education Programs. 5-15 hours. Prerequisite: Consent of instructor. Supervised participation in a state department of education.
993. Internship: College Teaching in Exceptional Children.
994, 995, 996. Internship: Supervision of Teachers of Exceptional Children.
Mental Retardation
704. Nature of Mental Retardation. Prerequisite: EPY 304, EXC 700. Description of types, nature, and causes of mental retardation and implications for adjustment and education. Problems of parental adjustment, diagnosis, treatment, and educational modifiction.
706. Teaching The Mentally Retarded. Prerequisites: Four courses in education plus EXC 704. The study, selection, and preparation of suitable curricular materials; methods used in teaching the skills which mentally retarded children need.
707. Secondary School Programming for the Mentally Retarded. Prerequisite: EXC 701. Study will emphasize the needs of the adolescent and young adult mentally retarded; pre-occupational and related experiences, home and family living, civic responsibility, and community living. The relationship of the teacher as a counselor and the utilization of community resources will also be stressed.
708. Curriculum for the Educable Mentally Retarded. Prerequisite: EXC 704. Study of various curricular approaches to the education of the educable mentally retarded; i.e., subject matter, academic development, occupational education. Throughout, curricular programs will be considered in reference to psychological and cultural determ inants in the mentally retarded and attainments necessary for adequate function in society.
709, 710, 711. Practicum in Teaching the Mentally Retarded.
746R, 747R, 748R. Internship in Teaching the Mentally Retarded.
746S, 747S, 748S. Internship in Teaching the Severely Mentally Retarded.
795. Teaching the Severely Mentally Retarded. Prerequisites: EXC 700, EXC 704. Emphasizes the growth and development of the severely mentally retarded; programs maintained in public schools, institutions, private agencies, and sheltered workshops to prepare them for optimum functioning with focus on family life, mobility, employment, literacy, etc., from both the curricular and methodological aspects of education.

837. Analyses of Basic Research: Mental Retardation. Prerequisites: EXC 704, PSY 616. Study and evaluation of research in mental retardation. Applications to educational, psychological, and vocational rehabilitation procedures.
838. Analyses of Program and Clinical Research: Mental Retardation. Prerequisite: EXC 704. Study and evaluation of program and clinical research in mental retardation. Applications to educational, psychological, and vocational rehabilitation procedures.
970, 971, 972. Internship in Public Schools: Mental Retardation. 5-15 hours. Prerequisite: consent of instructor. A study-work program; class or conference study of problems encountered by the intern with remainder of time in application of principles in public schools.
980, 981, 982. Internship in Residential Centers: Mental Retardation. 5-15 hours. Prerequisite: Consent of instructor. A study-work program: class or conference study of problems encountered by the intern with remainder of time in application of principles in residential centers.
986. Internship in Research: Mental Retardation 5-15 hours. Prerequisite: Consent of instructor. Supervised participation in on-going programmatic research at various states of completion-design, applications for funds, data collection, data analysis and interpretation, report preparation.
Physically Limited
715. Nature of Physical Limitations. Prerequisite: EXC 700. Nature and causes of physical disabilities. Contributions of various therapies, equipment, and services of physical therapy, occupational therapy, speech correction, and play therapy.
716. Teaching Physically Limited Children. Prerequisites: Four courses in education plus EXC 715. The study, selection, and preparation suitable materials and modifications of methodology to meet the needs of motor handicapped children.
746M, 747M, 748M. Internship in Teaching the Physically Limited
973, 974, 975. Internship in Public School: Motor Handicapped. 5-15 hours. Prerequisite: Consent of instructor. A study-work program; class or conference study of problems encountered by the intern with remainder of time in application of principles in public schools.
Emotional Disturbance
720. Education of Disturbed Children. Prerequisite: EXC 700. Considers the nature of emotional and social disturbances and effects on learning and educational adjustment. Basic alterations in school programs are discussed.

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721. Teaching Procedures for Disturbed Chilctren. Prerequisite: EXC 700, PSY 623, EXC 720. Planning and implementing adaptations in the educational programs for disturbed children. Emphasizes intervention techniques and behavior management, educational diagnosis, therapeutic and remedial teaching, and the relationship process.
746E, 747E, 748E. Internship in Teaching the Emotionally Disturbed.
964. Critique of Educational Literature: Disturbed Children.
976, 977, 978. Internship in Public Schools: Disturbed Children. 5-15 hours. Prerequisite: Consent of instructor. A study-work program; class or conference study of problems encountered by the intern with remainder of time in application of principles in public schools.
983, 984, 985. Internship in Residential Centers: Disturbed Children.5-15 hours. Prerequisite: Consent of instructor. A study-work program; class or conference study of problems encountered by the intern with remainder of time in application of principles in residential centers.
Learning Disabilities
7460, 7470, 7480. Internship in Teaching the Learning Disabled.
800. Children with Learning Disorders. Prerequisite: Consent of instructor. Analysis of physical, behavioral, and educational problems of children which result from central processing dysfunctions. Discussion of current theories and practices for educational diagnosis and remediation.
805. Education of Children with Learning Disorders. Prerequisite: EXC 800 and consent of instructor. Administrative provisions, curriculum adaptations, and techniques of intervention and circumvention appropriate for children with disorders in one or more of the basic neuro-psychological processes involved in learning to understand and/or use spoken or written languages. Comparative analyses of current theories accompanied by application in practicum and/or internship experience.
FOREIGN LANGUAGE EDUCATION (EFL)
600. Special Problem in Foreign Language Education.
699. Research Seminar in Foreign Language Education.
705. Research Seminar in Foreign Language Education.
705. Problems of Teaching-Foreign Languages.
708. Curriculum in Foreign Language Education.
746,747, 748. Internship in Teaching Foreign Languages.
781. Problems of Teaching Modern Foreign Languages (Language Analysis for Teachers). The shaping of methodology for foreign language teaching by means of linguistic analysis of language.

Emphasis is given to methodology in teaching pronunciation, lexicon, structure, and culture.
899. Research Seminar in Foreign Language Education.
930. Thesis in Foreign Language Education.
960, 961, 962. Research in Foreign Language Education.
863. Critique of Literature in Foreign Language Education.
965. Applied Proiect in Foreign Language Education.
970, 971, 972. Internship in Foreign Language Education.
HIGHER EDUCATION (EHI)
800. The Development and Scope of Higher Education. 5 hours. A broad survey of higher education emphasizing recent developments in American higher education. (Recommended for all majors.)
802. The Two Year College. 5 hours. Purposes, policies, and programs of two-year colleges are explored. Opportunity provided for individual and group projects.
820. Institutional Research. 5 hours. This course is designed to develop competency and skills in the specialized area of data collection and interpretation of institutional studies and their implication in higher ed ucation.
899. Research Seminar in Higher Education. 1 hour. (Required of all majors.)
900. Organization and Governance in Higher Education. 5 hours. Administrative theory, diversity of types of policies, control and organizational patterns of public and private institutions, and an investigation of current literature and practices and their implications for higher education. (Required of all majors.)
901. Programs and Instructional Processes in Higher Education. 5 hours. A study of curriculm development in colleges and universities; general education and specialization; instructional processes; resources for instruction; course planning. (Required of all majors.)
902. Critical Issues and Concepts of Change in Higher Education. 5 hours. A study of critical problems and issues facing higher educational institutions today, emphasizing the processes of change which may result in improved ad. ministrative leadership and practice. (Required of all majors.)
930. Thesis in Higher Education. 5-25 hours.
963. Critique of Educational Literatures in Higher Education. 5 hours. Critical interpretation and evaluation of research and theoretical writing in the field of education. Each student will make critical reviews of significant educational literature in the area of his specialization.
965. Applied Proiect in Higher Education. 5 hours. Functional study of a topic or problem in education significantly related to the student's professional task.

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970. Internship. 5-15 hours. A study-work program; class or conference study of problems encountered by the intern with remainder of time spent in application of principles to regular internship position.
HOME ECONOMICS EDUCATION (EHE)
600. Special Problems in Home Economics Education.
701. Methods of Teaching Management.
705. Problems of Teaching Home Economics.
708. Curriculum Planning in Home Economics.
760. Special Problems in Nutrition Education.
965. Applied Project in Home Economics Education. (For other course offerings in home economics education, see listings under Vocational Education.)
INDUSTRIAL ARTS (EIA)
600. Special Problem in Industrial Arts Education.
702. Advanced Metal Technology. Prerequisite: EIA 310. Individual problems in advanced metal technology.
704. Advanced Electronics Technology. Prerequisite: EIA 320. Individual problems in advanced electronics.
710. Principles of Industrial Arts Education. History, principles, function, organization, and evaluation of industrial arts education.
711. Organization of Subject Matter in Industrial Arts. Prerequisites: Four courses in education including EIA 102 and consent of instructor. Selection, organization, presentation and interpretation of subject matter in industrial arts. Students will work out job plans, instruction sheets, and plan course content.
712. Administration of Industrial Arts. Prerequisite: Four courses in education. Interpretation of the industrial arts curriculum in terms of school and community needs. Organization and reorganization of shop programs. Cost accounting of materials, equipment, housing and supplies, care and repair of tools and equipment. The duties of the industrial arts administrator and supervisor. Shop planning and layouts.
713. Special Problems in Industrial Arts. Prerequisite: Four courses in education including EIA 102 and 320. Improvement of curriculum and teaching procedures through intensive training in particular area of interest.
714. Seminar in Industrial Arts and Handicrafts. Advanced study in industrial arts and handicraft. Research and experimentation in selected areas of the industrial arts.
715. Industrial Design for Technical Courses. The study in practice of Industrial design as it relates to improvement of industrial arts concepts in technical courses.
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746, 747, 748. Internship Teaching Industrial Arts Education.
LIBRARY EDUCATION (ELE)
600. Problem in Library Education.
700. (Audio- Visual) Utilization of Audio- Visual Materials.
701. Building Library Media Collections. Prerequisites: Education 335-336 and two additional approved courses in education. A study of selection aids, book reviewing, reading lists, book publishers and publishing, standards useful in balancing a collection, and methods of reading guidance.
702a. Library Media Center Program I. A critical examination of the improvement of instruction by correlating library use with elementary and secondary school curricula; material selection for the enrichment of teaching at all grade levels.
702b. Library Media Center Program II. A study of standards for evaluating school library resources and services for administrators, supervisors, and librarians.
703. The Public Library. History, organization, administration, services, and function of public libraries.
704. Data Processing in Libraries. The application of automation to library functions; preparation of the librarian for defining to the programmer the system requirements.
706. Information Center Management. Exploration in depth into the information transfer process.
711. Children's Literature in the Elementary School.
900. Libraries in the Social Order. Professional orientation to Iibrarianship, the social ramifications of libraries, and the significance of school libraries.
901. Guiding the Reading of Children. Literature and methods of reading guidance for children.
902. Guiding the Reading of Young Adults. A critical examination of literature suitable for students in junior and senior high school grades; research concerning the reading habits of young people; reading motivation of the reluctant and nonreader.
904. Reference and Bibliographic Materials for Subject Fields. Prerequisite: ElE 300. A continuation of ElE 300; emphasizing the specialized reference and bibliographic materials in the humanities, sciences, and social sciences.
905. School Library Supervision. Prerequisite: ElE 903. leadership in the develop, improvement, evaluation, organization, coordination, and supervision of the total school library program within an educational system.
906. Advanced Classification and cataloging. Prerequisite: ElE 301. A continuation of ElE 301, emphasizing the theory and comparison of

MATHEMATICS EDUCATION (EMT)
600. Problem in Mathematics Education.
635. History of Mathematics. 3 hours. Prerequisite: MAT 254. A historical development of selected topics in mathematics. The organization of the course is along lines of mathematics content, but the motivational and pedagogical relevance of such historical insights will be emphasized.
699. Seminar in Mathematics Education.
701. Teaching Mathematics in the Elementary School. Instructional procedures, materials, and evaluation in teaching modern mathematics in the elementary school.
705. Problems of Teaching Secondary School Mathematics.
707. Mathematics Curriculum in the Elementary School. Prerequisites: Four courses in education, two courses in mathematics, and either teaching experience or consent of the instructor. Survey of the mathematics curriculums of the elementary school, with special emphasis on contemporary programs, issues, and trends.
708. Curriculum in Mathematics.
715. (Mathematics) Contemporary General Mathematics. Probability, direct and indirect measurement, and algebraic and numerical concepts applicable to junior high and secondary mathematics courses.
731. Teaching Arithmetic to Educationally Deprived Children. Methods and Materials for teaching arithmetic to educationally deprived children.
732. Arithmetic for Teachers of Educationally Deprived Children. Basic mathematical concepts and skills needed to teach arithmetic to educationally deprived children.
733. Elementary School Algebra and Geometry for Teachers of Educationally Deprived Children. Basic algebraic and geometric concepts to teach educationally deprived children.
746, 747, 748. Internship in Teaching Mathematics.
805. Theoretical Bases of Mathematics Instruction. Prerequisites: EMT 705, EMT 708, and consent of the instructor. Advanced study of some theoretical bases of mathematics instruction, including philosophical and psychological bases, the study of instructional theories from the field of mathematics education, and the research that supports these theories.
808. Advanced Study of Mathematics Curriculum. Prerequisites: EMT 705, EMT 708, and consent of the instructor. ~dvanced study of mathematics curriculum; its content, scope, and sequence; the development and evaluation of mathematics programs. Emphasis is upon the identification of issues and problems for disciplined inquiry.
899. Research Seminar in Mathematics Education.

930. Thesis in Mathematics Education.
960, 961, 962.. Research in Mathematics Education.
963. Critique of Literature in Mathematics Education.
965. Applied Project in Mathematics Education.
970, 971, 972. Internship in Mathematics Education. 980, 981, 982. Practicum in Mathematics Education.
MUSIC EDUCATION (EMU)
600. Special Problem in Music Education.
899. Research Seminar in Music Education.
930. Thesis in Music Education.
960, 961, 962. Research in Music Education. 963. Critique of Literature in Music Education.
965. Applied Project in Music Education.
970, 971, 972. Internship in Music Education.
PHYSICAL EDUCATION (PED)
600. Special Problem.
713. Administration of Physical Education in the School Program. Program planning; budgeting; selection, care and maintenence of equipment and facilities; personnel; and other administrative problems; evaluation of physical education in the school program. 714. Current Problems in Health, Physical Education and Recreation. Problems met in a comprehensive program of health, physical education, or in recreation in the school and community. Special emphasis given to problems in areas of students' interests.
715. Research Methods in Health, Physical Education and Recreation. The application of research methods to health, physical education and recreation with experience in developing techniques of gathering, analyzing, and reporting data.
716. Advanced Measurements in Physical Education. Prerequisite: PED 383 or equivalent. Current tests in physical education; the principles of test construction relative to skills, knowledge, and behavior tests; tools for evaluation of tests; and the use of laboratory instruments in performance measurement.
717. History of Physical Education. Prerequisite: PED 372 or equivalent. Greek and Roman concepts of physical education, education and physical education in the Renaissance and Reformation, historic events of European and American Physical education and comparative programs of physical education.
722. Aspects of Sports in American Culture. An analysis of the place of sport in American culture. A study of the historical influences on sport of economics, politics, nationalism, curriculm and methods of instruction, professional preparation, dance, leisure, and amateur and professional status.
746, 747, 748. Internship in Teaching Physical Education.
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899. Research Seminar.
900. Curriculum Planning in Physical Education.
901. Foundations in Health and Physical Education. Prerequisites: PED 372, 713 or equivalent. A systematic review of the foundations of physical education: biological, sociology, psychological, and philosophical.
904. Scientific Aspects of Exercise. Prerequisite: Undergraduate or consent of instructor. A consideration of the effect of exercise on the functions of the organic systems of the body with particular emphasis on the physiological changes occurring during exercise.
906. Analysis of Motor Skills. Prerequisites: PED 360, 361, 715 or equivalent. Analysis of performance of motor skills based on laws and principles of mechanics.
916. Case Studies in Physical Education and Athletics. Prerequisite: Undergraduate major in physical education or consent of instructor. Problems dealing with the administration and teaching of physical education and athletics are studied by using the case method.
930. Thesis in Physical Education.
960, 961, 962. Research in Physical Education.
963. Critique of Literature in Physical Education.
965. Applied Project in Physical Education.
980, 981, 982. Practicum.
Health Education (HED)
711. Administration of Health Education in School and Community. Prerequisites: 20 hours of science, HED 370 or equivalent. Analysis of problems in health education as they pertain to children in school and out of school, and to adults; the place of the classroom teacher and the school administrator in the health program.
712. Foundations of Health Education. History, philosophy and principles directed to a working philosophy and the processes of health education. Emphasis on both school and public health education.
713. Community Health. An understanding of the international, national, state and local organizational relationships of major health agencies and related professional organizations with emphasis on contributing health resources.
716. Critical Issues in Health Education. Drug abuse smoking, delinquency, suicide, and others. Emphasis on the etiology of health problems and the role of parents, teachers, administrators, and the the community in meeting and preventing health problems.
721. The Effects of Alcohol and Drugs. Social, moral, psychological, and physiological effects of beverage alcohol and drug use on the individual, family, and community.

Park and Recreation Administration (REC)
600. Special Problem.
712. Problems in School and Community Recreation. Problems of school and community recreation pertaining to philosophy, program, facilities and leadership. This course will consider the school camp program.
730. Camping Administration. Prerequisite: REC 386 or organized camp experience. Organization, adm inistration, staffi ng, and program planning for different types of camps.
731. Outdoor Recreation. The organization and administration of outdoor recreation in local, county, and federal agencies with emphasis on objectives, philosophy, problems, trends, and methods of operation.
732. The Role of Government in Parks and Recreation. National and state government park and recreation policies and their impact on community recreation programs.
734. Public Recreation Administration. Prerequisite: REC 712. Methods of organizing and administering recreation departments at the local level.
736. Introduction to Recreation for the III and Handicapped. Prerequisite: REC 712 or consent of instructor. Therapeutic recreation services in the treatment and rehabilitation of persons with physical, emotional, and intellectual disorders.
737. Recreation for the Mentally Retarded. Prerequisite: REC 736 or EXC 705. The therapeutic use of recreational activities as applied to the mentally retarded.
738. Recreation for the Aging. Prerequisite: REC 712 and SOC 655. Recreation program services for the aging and aged in both community and institutional settings.
746, 747, 748. Internship in Teaching Park and Recreation Administration.
899. Research Seminar.
930. Thesis in Recreation.
933. Trends in Recreation. A critical analysis of the role of recreation in modern society with attention given to the current status and implications for future trends.
960, 961, 962. Educational Research in Recreation.
963. Critique of Literature in Recreation.
965. Applied Project in Recreation.
970, 971, 972. Internship.
980, 981, 982. Practicum.
Safety Education (SED)
775. Fundamentals of Safety Education. An introduction to the social significance of the accident problem and the nature of the accident prevention program.

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776. Principles of Traffic Safety. Prerequisite: SED 775 or consent of instructor. Analysis of traffic accidents and traffic safety practices with psychological testing and use of simulation in the development of knowledge concerning the overall driving situation.
777. Practices in Driver Education. Prerequisite: SED 776. The teaching of driving with dual-control automobiles, development of approved driving attitudes and habits, and the administration of high school programs of driver education.
790. Multiple Car Off-Street Driving Ranges and Simulation in Traffic. Preparation to meet the traffic education needs of schools and communities. Laboratory experience in teaching beginners to drive on range in simulator, multi-use simulation and use of multi-phase program.
791. Administration of School Transportation and Safety Education. Concentrated study of requirements of local, state and federal regulations pertaining to school transportation and safety, driver and traffic programs as they affect administrators, directors and supervisors. Individual reports.
792. Behavioral Factors in Traffic Education. Concentrated study of behavioral factors related to unsafe driving. Special emphasis on effect of attitudes, motivations and adjustments. Investigation of principles and methods of identifying, understanding, and modifying unsatisfactory attitudes and behavior. Review of research on accident causation and relevant research.
965. Applied Project in Safety Education.
Dance Education (OED)
650. History of Dance from Primitive Man Through the Renaissance. A study of the forms of dance both as a reflection of cultural history and as an art form from primitive times through the Renaissance.
651. History of Dance From the Baroque Period Through the Twentieth Century. A study of the forms of dance both as a reflection of cultural history and as an art form from the Baroque period through the 20th century. The contributions of outstanding leaders will be analyzed.
655. Readings in Dance. 3 hours. Prerequisite: Consent of instructor. A critical review of literature in the field of dance with emphasis on current research, issues, and problems of dance education.
READING EDUCATION (ERD)
600. Special Problem in Reading Education.
601. The Teaching of Reading. A systematic coverage of the teaching of reading, including methods, techniques and materials, from first through twelfth grades.
602. The Analysis and Correction of Reading Disabilities. Causes of reading disability; methods of diagnosis;

procedures and materials for corrective work, group and individual. 603. Teaching Reading in the Secondary School. The development of reading skills needed by students in grades 7-12 for success in school subjects. 746, 747, 748. Internship in Teaching Reading Education. 817. Psychology of Reading. Prerequisite: ERD 601; recommended, ERD 602. Psychological correlates of reading ability and disability; psychological bases for instructional methods and materials. 899. Research Seminar in Reading Education. 900. Trends and Practices in the Teaching of Reading. 930. Thesis in Reading Education. 960, 961, 962. Research in Reading Education. 963. Critique of Literature in Reading Education. 965. Applied Project in Reading Education. 970, 971, 972. Internship in Reading Education. 980, 981, 982. Practicum in Reading Education.
SCHOOL SOCIAL WORK (ESW)
600. Special Problem in School Social Work. 700. School Social Work. Basic problem faced by school social workers, selected on the basis of group needs. 963. Critique of Literature in School Social Work. 965. Applied Project in School Social Work. 970, 971, 972. Internship in School Social Work. 980, 981, 982. Practicum in School Social Work.
SCIENCE EDUCATION (ESC)
600. Special Problem in Science Education. 699. Seminar in Science Education. 702. Teaching Science in the Elementary School. 705. Problems of Teaching-Secondary Science 708. Curriculum Planning in Science Education. 746, 747, 748. Internship in Teaching Science. 820. Science Supervision 899. Research Seminar in Science Education. 901. Problems of teaching College Science. 902. History and Theory of Science Education. 930. Thesis in Science Education. 960, 961, 962. Research in Science Education. 963. Critique of Literature in Science Education. 965. Applied Project in Science Education. 970,971, 972. Internship in Science Education.
SOCIAL SCIENCE EDUCATION (ESS)
600. Special Problem in Social Science Education

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703. Teaching Social Studies in the Elementary School. The examination and application of instructional procedures and materials focusing upon the cognitive and affective processes relevant to elementary social studies education. 705. Problems of Teaching Secondary Social Sciences. 708. Curriculum in Social Sciences. Consideration of recent and current changes and major proposals for change including examination of selected curriculum materials in elementary and secondary social sciences. 746, 747, 748. Internship in Teaching of Social Sciences. 899. Research Seminar in Social Science Education. 930. Thesis in Social Science Education. 960, 961, 962. Research in Social Science Education. 963. Critique of Literature in Social Science Education. 965. Applied Project in Social Science Education. 970, 971, 972. Internship in Social Science Education. (See also Geography 700, 701, 702, 703.)
SPEECH EDUCATION (ESP)
600. Special Problem in Speech Education. 705. Problems of Teaching Speech. 708. Curriculum in Speech Education. 730. (Drama) Play Production for the High School Teacher. 746, 747, 748. Internship in Speech Education. 791. (Speech) Teaching of Speech and Drama. 793. (Speech) Speech for the Elementary Teacher. 899. Research Seminar in Speech Education. 930. Thesis in Speech Education. 960, 961, 962. Research in Speech Education 963. Critique of Literature in Speech Education. 965. Applied Project in Speech Education. 970, 971, 972. Internship in Speech Education.
SPEECH PATHOLOGY AND AUDIOLOGY (SPA)
612. Anatomy and Physiology of Speech A study of the anatomy and physiology of breathing, phonation, resonance, and articulation for speech; a study of the physical phenomena in voice and speech. Advanced practice in transcribing variations of speech into phonetic symbols. 613. Physiological Basis of Hearing. Prerequisite: SPA 310. Anatomy and physiology of outer, middle, and inner ear structures; auditory pathways leading to and including the brain stem; and the primary auditory projection areas in the cortex. 614. Speech and Hearing Science. The physical properties of sound; basic psychoacous-
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tics; the human speech mechanism as a sound source and resonator; acoustic properties of vowels, consonants; sound spectrum relationships of vocal pitch, loudness, and voice quality; basic instrumentation.
650. (Psychology) Language Development. Prerequisites: EPY 304 or equivalent and PSY 690.
Processes of reception, integration, and expression of symbolic information; nature and effects of linguistic symbolism on personal development and behavior; and language development norms.
651. Speech and Language Problems in the Classroom. A consideration of speech and language problems on the basis of classroom involvement. Basic information in speech and language development and interfering factors.
670. Diagnosis in Speech Correction. The theory, administration, and interpretation of tests and diagnostic procedures used in determining the nature, etiology of and therapy for speech, attention is given to non-audiometric evaluation of hearing; examination of speech mechanism, special abilities related to speech, and to an understanding of how results of psychological tests are related to speech problems.
671. Introduction to Audiology. The anatomy and basic psychophysics of hearing, the pathologies causing hearing loss, basic theory of hearing loss, and basic theory of hearing elevations. A survey of educational, psychological and medical rehabilitation for persons with a loss. Practice in pure tone audiometery.
673. Psychology of Deafness. A study of the developmental, adjustment and educational needs of the deaf including mental development, personality development, emotional adjustment and social maturity; the aptitudes, special abilities and associated handicaps of the deaf.
674. Articulatory Disorders of Speech. Etiology, rationale and methods of therapy for functional and organic disorders of voice and articulation. Development of a therapeutic program and lesson plans. Supervised clinical practice with individuals and groups.
675. Functional Voice Disorders. Pitch, loudness, and quality disorders of voice due to functional causes. Eiology and therapies with supervised laboratory experiences.
676. Stuttering: Etiology and Therapy. Major theories of causation of stuttering, whether based in neuro-physiological, emotional, or learning factors. The development of an integrated therapy based on modern research. Supervised clinical practice in individual group therapy.
677. Clinical Audiology I. Prerequisites: SPA 310, 671.
Rationale and procedure for measuring aspects of hearing, including simple and complex stimuli, threshold and supra-threshold measurements, and pure tone and speech audiometric measures.
678. Clinical Audiology II. The study of the rationale and procedures of advanced tests used for differentiating between types of auditory disorders.

679. Speech Audiometry and Hearing Aids. A study of the theory and practice of using speech materials in hearing evaluations and hearing aid selections; the design and physical characteristics of hearing aids.
701,702, 703,704,705,706,707, 708, 709, 710. Clinical Practice in Speech Pathology. Supervised clinical practice in speech pathology including functional and organic disorders. Speech problems provided for observations and clinical practice include articulation, voice, delayed speech, stuttering and aphasia. In addition, speech problems associated with cleft palate, cerebral palsy and hearing loss are included in the therapy program. As the student progresses in the program, the level of case severity and responsibility will increase.
711,712,713,714,715,716,717,718,719,720. Clinical Practice In Audiology. Clinical and field experience in audiology including neo-natal testing, pediatric audiology, public school screening, work with the pre-school deaf, auditory training and speech reading, noise measurements and hearing conservations, electrophysiology, neuroaudiology, otologic audiology and genatric audiology.
715, 716, 717. Practicum in Speech Pathology and Audiology.
734. Classroom Problems in Speech Correction. Prerequisite: Four courses in education.
Problems of defective speech, common etiologies, identification of speech defects, and the role of the teacher in referral, examination, and correction. Clinical demonstrations in cooperation with the Atlanta Speech School. (Atlanta Area Teacher Education Service only).
738. Program Administration and Clinical Practice in Speech Pathology. Prerequisite: One content-clinical practice course in speech correction.
A study of methods for finding, selecting, and scheduling speech cases in the public schools. The organizational and administrative problems in keeping records, reporting, and coordinating speech correction activities. Basic plans for various sizes of schools and school organizations. Supervised clinical practice with a variety of speech problems.
739. Advanced Clinical Practice in Speech Pathology. Prerequisites: Six courses in speech correction and 200 clock hours of supervised clinic practices.
Work with complex and difficult problems of speech combined with intensive reading, conferences, and discussions.
746A, 747A, 748A. Internship in Speech Pathology. Intensive supervision of speech pathology procedures in either public schools, hospitals, community and other types of centers, or a combination of these settings.
7468, 7478, 7488. Internship in Audiology. Intensive supervision of audiological procedures in either public schools, hospitals, community clinics, centers, or a combination of these settings.
775. Individual Study in Speech Pathology. Prerequisite: Four courses in speech correction.
Adaptation of the speech correction curriculum to the individual needs of mature students. A detailed outline of requirements must be prepared in confer-

ence by the student and instructor and approved by the chairman of speech correction.
776. Individual Study in Speech Pathology. Prerequisite: Four courses in speech correction.
Continuation of SPA 775, but content must be different.
778. Speech Reading and Auditory Training. Prerequisite: SPA 671.
Processes and problems of oral communication by the hearing handicapped; procedures for improving communication by means of speech reading and auditory training; supervised clinical practice in individual and group therapy.
779. Auditory Rehabilitation of Children. A study of the theories and procedures used in the rehabilitation of both the deaf and hard of hearing child. Both the historical development and current trends in education of the hearing impaired will be reviewed.
780. Auditory Rehabilitation of Adults. The social, educational, and vocational rehabilitation of hearing handicapped adults. Emphasis will be placed on the adjustment needs of the older person with gradually increasing hearing impairment.
781. Hearing Conservation. A study of the methods used for the detection of pathological noise and the correction of its effects on the human hearing mechanism in the community, industry and the military.
801. Seminar in Speech Pathology. Prerequisite: Six courses in speech correction or four courses and consent of instructor.
Intensive exploration of the research and theory in one or more areas of speech pathology. Specific content adapted to the needs of the students. Group projects in addition to readings and lectures.
802. Seminar in Audiology. Study of recent developments and research in audiology.
803a, b, c, d, e, f, g. Research Seminar in Speech
Pathology. Intensive study of research in a specific area of speech pathology.
804a, b, c, d, e, f, g. Research Seminar in Audiology.
Intensive study of research in a specific area of audiology.
817. (Psychology) Theories of Language Develop-
ment and Disorders. Prerequisite: SPA (PSY) 650 or consent of instructor.
Norms and stages of language development; relationship of language theories to learning theories; interaction effects of behavior and verbal symbols and relationship to teaching; review of major research on language development, deviations, and diagnosis.
836. (Psychology) Anatomy and Psychophysics for Speech Correction. An intensive study of the anatomy and physiology of speech and hearing and the psychophysics of hearing, Laboratory with models, charts, and specimens.
872. Organic Disorders of Speech: Cleft Palate. 3 hours. Prerequisite: Six courses in speech pathology and audiology.

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A detailed study of the cleft palate and its effect on speech; means for assessing speech adequacy and potential for improvement; and role of the speech pathologist in the rehabilitation of cleft palate individuals.
873. Organic Disorders of Speech: Voice. 3 hours. Prerequisite: Six cou rses in speech pathology and audiology. A detailed study of the etiology and nature of organic disorders of voice, assessment of present and potential adequacy, treatment precedures, and medicalspeech pathology teamwork in alleviating vocal disorders.
874. Organic Disorders of Speech: Cerebral Palsy. 3 hours. Prerequisite: Six courses in speech pathology and audiology. Types and effects of cerebral palsy on oral communication, procedures for improving speech and language perception and production, and participation in rehabilitation.
875. Organic Disorders of Speech: Aphasia. 3 hours Prerequisite: Six courses in speech pathology and audiology. Etiology and rehabilitation of asphasia in children and adults, assessment of speech and language abilities and potential, and participation of the speech pathologist in rehabilitation.
899. Research Seminar in Speech Pathology and Audiology.
930. Thesis in Speech Pathology and Audiology.
960, 961, 962. Research in Speech Pathology and Audiology.
963. Critique of Literature in Speech Pathology and Audiology.
965. Applied Project in Speech Pathology and Audiology.
970, 971, 972. Internship in Public Schools: Speech Pathology and Audiology.
973, 974, 975. Internship in Institutions: Speech Pathology and Audiology.
976, 977, 978. Internship in Clinical Centers: Speech Pathology and Audiology.
979. Internship in Research: Speech Pathology and Audiology.
STUDENT TEACHING (EST)
700. Curriculum, Materials and Methods: Elementary Student Teaching. 10 hours. Prerequisites: EPY 304, 335, 336 or equivalent, one year of full-time teaching, and need credit for student teaching for certification. Problems of curriculum, materials and methods for experienced teachers in lieu of regular student teaching. Sectioned by teaching field. Offered only in the first six weeks session of summer quarter.
701. Curriculum, Materials and Methods: Junior High Student Teaching. 10 hours.
702. Curriculum, Materials and Methods: Secondary Student Teaching. 10 hours
710. Fundamentals in Supervision of Students Teaching.

Prerequisite: Limited to supervising student teacher personnel.
Introduction to the theory, principles, an practices in the supervision of student teaching and other professional laboratory experiences.
711. Internship in the Supervision of Student Teaching. Prerequisite: Consent of instructor.
A study work program; directed supervision of student teaching.
712. Investigation in the Supervision of Student Teaching. Prerequisite:EST 710 and 711 and consent of instructor.
An advanced course in the supervision of student teaching, emphasizing research in problems of student teaching.
746, 747, 748. Internship in Teaching-Sectioned by Teaching Field (Masters). 5-15 hours. Prerequisite: Consent of instructor.
Supervised student teaching in cooperation laboratory schools.
TRADE AND INDUSTRIAL EDUCATION (ETI)
600. Special Problems in Trade and Industrial Education.
700. Occupational Analysis. Techniques in analyzing occupations and jobs within an occupation for instructional content.
701. Principles and practices in Teaching Industrial Subjects. Principles and practices of teaching manipulative skills and related technology; organization of subject matter, lesson planning and student appraisal.
702. Curriculum Planning for Trade and Industrial Subjects. Principles and procedures in the development of curricula for trade and technical courses. 703. Instructional Development of Trade and Industrial Subjects. Prerequisite: ET1702. Development of courses of study, course outlines, instructional material, and organization of course content.
704. School Shop Equipment and Management. Principles involved in the physical planning of school shops and laboratories; selection of tools and equipment. 705. History and Policies of Trade and Industrial Education. History of trade and industrial education; contributions of vocational educators; and principles and laws under which program operates.
709. Selection and Utilization of Instructional Material for Cooperative Programs. Prerequisite: ETI 707. Selection, organization and application of source material for general and directly related study in parttime cooperative classes.
710. Problems in Trade and Industrial Education. Specialized training appropriate to the needs of the individual. 746, 747, 748. Internship in Teaching Trade and Industrial Education.
965. Applied Project in Trade and Industrial Education.

901 The University of Georgia

(For other course offerings in trade and industrial education, see listings under Vocational Education).

ENGLISH

VOCATIONAL EDUCATION (EVO)
600. Special Problem in Vocational Education.
699. Research Seminar. 1-10 hours.
703. Coordination of Cooperative Vocational Education Programs. Standards and selection of students and training stations and guidance of students in cooperative vocational education programs.
705. Problems of Teaching Vocational Education.
707. Adult Vocational Education. Designed to develop a philosophy of adult education; to develop techniques for discovering adult problems; and to discover and apply appropriate methods of organizing and teaching adult groups.
746, 747, 748. Internship in Teaching Vocational Education. 806. Administration and Supervision of Vocational Education Programs.
899. Research Seminar in Vocational Education.
900. Curriculum Planning in Vocational Education.
901. Teaching Procedures in Vocational Education. Consideration is given to the development of curricula based on the needs and interests of students.
902. Evaluation in Vocational Education. Designed to guide teachers, supervisors, and administrators to develop the ability to evaluate departments and programs of vocational education in schools and communities; to guide teachers in the development of methods and techniques for evaluat ing their own instruction; and designed to guide teachers in planning techniques for evaluating student development.
903. Supervision of Vocational Teaching. Designed to develop a philosophy of teacher education; to discover problems in vocational teacher education in Georgia; to determine relative emphasis that each teacher training agency should place upon solution of the several problems; and to project plans for an apprentice training program.
904. Problems in Vocational Education.
906. Methods and Materials for Youth Organizations. Includes contributions of youth organizations to vocational education curricula; planning, directing, and evaluating programs of work, including group and individual projects; techniques of leadership training and group development; for teachers, supervisors, and administrators of vocational education.
908. Foundations of Vocational Education. Overview of history, legislation, premises, and curriculum interrelationships of vocational education and practical arts programs.
930. Thesis in Vocational Education.
960, 961, 962. Research in Vocational Education.
963. Critique of Literature in Vocational Education.
965. Applied Project in Vocational Education.
970, 971, 972. Internship in Vocational Education.
980, 981, 982. Practicum in Vocational Education.

R. H. West (Robert E. Park Hall, North Campus)
Doctoral language requirement: two foreign languages (French and German). Other requirements for the M.A. and Ph.D. degrees may be obtained from the director of graduate studies in English.
Two courses in English numbered 400 or above are prerequisite for admission to the following courses.
600. Old English (Mr. Stephenson.) A study of the language and literature of England before the Norman Conquest, with reading of selected texts.
602. Chaucer. (Mr. Stephenson, Mr. Mitchell, Miss Irwin, Mr. Provost.) A study of the Canterbury Tales, Troilus and Criseyde, and minor poems.
603. Milton. (Mr. West, Mr. Martin.) A study of the works and times of John Milton.
605. The Age of Johnson. (Mr. Baine, Mr. Waller.) A study of the works of Samuel Johnson and his important contemporaries.
606. Edmund Spenser and His Age. (Mr. Lower.) A study of the Faerie Queene, the Shepherds Calendar and the Amoretti. Attention is also given to Spenser's other works and his literary context.
607. The English Drama to 1642. (Mr. Tison, Mr. West, Mr. Lower, Mr. Martin.) A study of the English drama (exclusive of Shakespeare) from the beginning to the closing of the theaters.
608. English Drama of the Restoration and Eighteenth Century. (Mr. Baine, Mr. Waller.) A study of outstanding dramatists of the period: Dry.den, Wycherley, Addison, Goldsmith, Sheridan, and others.
609. Elizabethan Poetry. (Mr. Lower, Mr. Tison, Mr. West, Miss Stewart.) A study of non-dramatic poets from Spenser to Donne.
610. English Grammar: Phonology and Morphology. (Miss Appleby, Miss Irwin.)

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611. English Grammar: Syntax. (Miss Appleby, Mr. Stephenson, Miss Irwin, Miss Stanley.)
612. Seventeenth Century Prose and Poetry. (Miss Carpenter, Mr. Martin.)
A study of the Metaphysical and Cavalier poets and of a few prose selections related to them.
613. History of the English Language. (Miss Appleby, Miss Irwin.)
614. Early Eighteenth Century Prose. (Mr. Beaumont, Mr. Baine.) A study of Defoe, Swift, Addison and Steele, and some of their contemporaries.
615. Early Eighteenth Century Poetry. (Mr. Beaumont.) A study of Alexander Pope and some of his contemporaries.
616. Early Romantic Literature. (Mr. Patterson, Mr. Hutcherson.) A study of Wordsworth, Coleridge, and some 18th century pre-romantic writers.
617. Later Romantic Literature. (Mr. Patterson, Mr. Hutcherson, Mr. McWhorter.) A study of Byron, Shelley, and Keats.
618. Beowulf. (Mr. Stephenson.) A study of the text, with consideration of linguistics, the epic tradition, and Anglo-Saxon civilization.
619. The Literature of the Restoration. (Mr. Waller.) A survey of the literature of the period from 1660 to 1700. Major attention is given to Dryden, Butler, Rochester, and Pepys.
620. American Literature to 1865. (Mr. Moore, Mr. Free, Mr. Reeves.) A survey of the literary works and the main intellectual currents.
622. American Literature Since 1865. (Mr. Moore, Mr. Reeves, Mr. Krickel.) A survey of the literary works and the main intellectual currents.
625. Romanticism in American Literature. (Mr. Free, Mr. Moore, Mr. Colvert.) A study of the works of Emerson, Whitman, and Hawthorne.
627. Realism in American Literature. (Mr. Moore.) A study of the works of Mark Twain, Henry james, William Dean Howells, and Stephen Crane.
629. Southern Literature. (Mr. Moore, Mr. Reeves, Mr. Krickel, Mr. Colvert.) A survey of the intellectual thought and literary achievement in the South from 1610 to the present time, with emphasis upon Poe, Timrod, and Lanier.
630. History of Literary Criticism. (Mr. Free.) A survey of literary theory from the Greeks to 20th century formalism.
639. Prose and Poetry of the Early Tudor Period. (Miss Carpenter.) Major English writers from c. 1485 to the mid-16th century: More, .Ascham, Eliot, Hoby, Skelton, Barclay, Wyatt, Surrey, Sackville. Literary genres, trends, and influences will be studied, on the continent as well as in England.
640. Shakespeare: Part I. (Mr. West, Mr. Tison, Mr. Lower, Miss Stewart, Mr. Martin.) Romeo and Juliet; A Midsummer Night's Dream; The Merchant of Venice; King Richard the Second; King
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Henry the Fourth, Part I; Much Ado About Nothing; As You Like It; Hamlet.
641. Shakespeare: Part II. (Mr. West, Mr. Tison, Mr. Lower, Miss Stewart, Mr. Martin.) Twelfth Night; Macbeth; King Lear; Antony and Cleopatra; Coriolanus; The Winter's Tale; The Tempest.
642. Victorian Poetry.(Mr. Marshall.) A study of the works of Tennyson, Browning, and Arnold.
652. Victorian Prose. (Mr. Thurman.) A study of the works of Carlyle, Newman, Mill, Ruskin, and Arnold.
661. Twentieth-Century British Poetry. (Mr. Harrison, Mr. Krickel, Mr. Montgomery.)
662. Twentieth-Century American Poetry. (Mr. Montgomery, Mr. Krickel.)
663. The Twentieth-Century British Novel. (Mr. Bufkin, Mr. Krickel.) A study of the British novel in the modern age.
664. The Twentieth-Century American Novel. (Mr. Montgomery, Mr. Krickel, Mr. Bufkin.) A study of the American novel since World War I.
665. Modern Drama. (Mr. Free, Mr. Thurman.)
803. Milton. (Mr. West.) A study of the major works of john Milton with particular attention to their intellectual background.
806. Seminar in English Romantic Literature. 5-15 hours. (Mr. McWhorter, Mr. Patterson.) A research course in special problems in Wordsworth, Coleridge, Byron, Keats, or in special problems of the period.
808. Middle English. 5-10 hours. (Mr. Stephenson, Mr. Mitchell.) Reading of Middle English texts, with linguistic and literary study.
809. English Literature of the Fifteenth Century. (Mr. MitchelL) A study of the English Chaucerians, the Scottish Chaucerians, and Sir Thomas Malory.
810. Seminar in Historical English Linguistics. (Mr. Stephenson, Miss Appleby, Miss Irwin.)
815. Seminar in Eighteenth-Century Literature. 5-15 hours. (Mr. Baine, Mr. Beaumont.) A study of Swift, Pope, johnson, Fielding, or Blake.
820. Seminar in American Literature to 1865. (Mr. Free, Mr. Reeves.) A research course in special problems.
822. Seminar in American Literature Since 1865. (Mr. Moore, Mr. Reeves, Mr. Colvert, Mrs. Tully.)
823. American Humor. (Mr. Moore.) A study of humorous writing in the United States, with emphasis on Southern frontier humor and on Mark Twain.
824. American Local Color. (Mr. Moore.) A study of local-color writing in the United States from 1860 to 1900 with emphasis on Harte, Cable, Harris, jewett, Woolson, and Mark Twain.
829. Seminar in Southern Literature. (Mr. Moore, Mr. Reeves.)