UCLA Graduate Catalog 1980-81 - Registrar - UCLA

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(e) Additional coursework as specified by the individual student 's guidance committee. Before the Written Qualifying Examination may be taken, the student must have completed all required coursework, or have in progress during the quarter in which the examination will be taken, no more than one required course and one practicum (Education 299 - Research Internship). The student's academic record must be clear of Incomplete grades or Incomplete grades turned to F. Examinations.The Ph.D. student must complete the following Written and Oral Qualifying tions:Examina- (a) A written examination in the major area of study. Half of the examination will be concerned with central topics in the selected area as a whole; half will focus on the specialized selected within the area. field of study (b) An oral examination conducted by the student's doctoral committee employing topics from both education and the cognate discipline are related to the student's research proposal. which Note: Research methodology, breadth, and cognate field examinations will be those given in connection with individual courses. Written Qualifying Examination. Faculty members in a student's selected specialization and major area form the examination committee; typically, the committee membership averages five. Each member of the committee submits questions to the head of the specialization and participates in determination of the final content of the major examination. Examinations are read and scored by at least two faculty members from the specialization. An additional member is designated to serve as arbiter in the event of disagreement regarding examination results. The examination is administered through the Committee on Graduate Degrees, Admissions, and Standards. The written major examination is offered twice yearly, once in the Fall Quarter and once in the Spring Quarter, at a place designated by the Committee on Graduate Degrees, Admissions, and Standards. This examination is not administered at any other time or place. The examination may be taken only by eligible students who have been recommended by their guidance committees and who have been admitted to the examination by the Committee Standards. on Graduate Degrees, Admissions, and Any Written Qualifying Examination may be taken a maximum of two times. After a second failure of an examination, the student will be allowed to continue in the Graduate School of Education only in highly unusual circumstances. A third attempt to pass an examination will require the consent of the field of specialization and approval of the Committee on Graduate Degrees, Admissions, and Standards. No fourth attempt is possible under any circumstances. After three failures in any specific examination, the student must be dropped from the Graduate School of Education at the end of the quarter in which the third failure occurs. Each examination application requires the written approval of the student's guidance committee chairperson. Oral Qualifying Examination. The doctoral committee, consisting of three members from the Department of Education, two from the cognate department, and one from the University-at-large, is formed subsequent to the student's successful completion of the Written Qualifying Examination. This committee, nominated by the Department of Education and appointed by the Dean of the Graduate Division, conducts the Oral Qualifying tion.Examina- In the quarter preceding the one in which the student plans to take the Oral Qualifying Examination, a request must be filed with the Committee on Graduate Degrees, Admissions, and Standards for admission to the oral examination. At that time, all courses and professional experiences in progress or completed as a part of the program of study will be listed. The Oral Qualifying Examination may be taken a maximum of two times. If a student fails the initial oral examination, the chairperson of the doctoral committee will report the reasons for the failure and recommend to the Committee on Graduate Degrees, Admissions, and Standards either that the student be dropped from the School or be permitted to take the Oral Qualifying Examination a second time together with whatever further requirements are imposed. At least one full quarter must elapse before a second examination will be given. After a second failure of an Oral Qualifying Examination, a student is dropped from the Graduate School of Education. Doctoral Committee . The doctoral committee must include two representatives from the student's selected cognate department. Time to Degree. (a) From graduate admission to the Written and Oral Qualifying Examinations: three-four years (nine-twelve quarters). (b) From graduate admission to the approval of the dissertation prospectus: three-four years (ninetwelve quarters). (c) From approval of dissertation prospectus to the Oral Qualifying Examination: same quarter. (d) From advancement to candidacy to the Final Oral Examination: one year (three quarters). (e) From graduate admission to the awarding of the degree: five years (fifteen quarters). Final Oral Examination . At the option of the certifying members of the doctoral committee, a Final Oral Examination may be required. Teaching Experience : Teaching experience is not required for the Ph.D. degree. Disqualification and Appeal of Disqualification. Recommendations for termination of graduate status originate with the faculty of the student's specialization field; subsequently, all cases are reviewed and decisions rendered by the Committee on Graduate Degrees, Admissions, and Standards. Specific conditions which may lead to termination include: (a) Failure to maintain specified required progress toward the degree; (b) Failure to maintain a grade point average of 3.0 or higher; (c) Failure of a qualifying or a required Final Oral Examination. Instances of suspected infraction of the Academic Senate regulations regarding classroom honesty would be forwarded, following review by the Committee on Graduate Degrees, Admissions, and Standards, to the appropriate administrative officer of the University for consideration proceedings against the student. of disciplinary Grievances pertaining to policy and procedures of the School may be formally presented to the Committee on Graduate Degrees, Admissions, and Standards for decision; final appeal of any decision would be to the Dean of the School. Beyond the School setting, instances of continued complaint would be referred sion. to the Dean of the Graduate Divi- Other Relevant Information . The Doctor of Philosophy degree in Education is an academic degree designed to meet the needs of the individual preparing for a career in basic research or college level instruction. Emphases include theory, research methodology, basic studies, and indepth knowledge in education and a cognate field. As noted above, a research internship minimally approximating one course is required. Courses are listed under major Education Areas following degree program information. EDUCATION / 115 AREA I: SOCIAL AND PHILOSOPHICAL STUDIES IN EDUCATION Fields of Specialization: Comparative and International Education Philosophy and History of Education Sociology and Anthropology of Education COMPARATIVE AND INTERNATIONAL EDUCATION 204A. Topics and Issues in International and Comparative Education . Analysis of basic topics and issues in comparative and international education. Emphasis is placed on those topics and issues that cut across national boundaries and are at the forefront of educational policy and practice in both developed and developing nations. Mr. Hawkins, Mr. LaBelle, and Staff 204B. Introduction to Comparative Education. An examination of conceptual and methodological questions underlying comparative education. Particular attention is given to the development of the field and to styles of social analysis which may be applied to comparative and cross-national studies in education. Mr. Hawkins, Mr. LaBelle, Mr. Rust 204C. Education and National Development. Application of social science perspectives and methodologies to education in the international context. Emphasis on relevant research literature and development processes and strategies for international development education with concentration on so-called less developed countries. Mr. Hawkins, Mr. LaBelle, Mr. Rust 204D . Minority Education in Cross - Cultural Perspective . Historical and contemporary analyses of educational policies with regard to ethnic, religious, and linguistic minorities through selected national and international case studies. Introduction to cross-cultural education in representative countries in relation to social, political, and economic systems. The Staff 204E. International Efforts in Education . Analysis of problems and concepts related to diffusion, borrowing, and adaptation across cultural and national boundaries. Activities of bilateral and multilateral agencies in promoting international education are examined, as well as conceptual and practical curricular efforts which intend to increase international understanding. The Staff 204F . Nonformal Education in Comparative Perspective. A comparative and international study of organized and systematic educational activity for children, youth, and adults carried on outside of schools. The types of programs studied include, among others, consciousness raising, community action, skills training, literacy, and extension programs. Mr. Hawkins, Mr. LaBelle, Mr. Rust 204G . Planning Educational Language Policy Internationally . Analysis of problems and issues involved in formulating a language education policy. Particular attention is given to planning for the use of vernacular languages in education as well as analyzing models and research for multilingual/bilingual education in various countries. Ms. Arias 253A. Seminar : Current Problems in Comparative Education . The Staff 253B . Seminar : African Education . The Staff 253C. Seminar : Asian Education . Mr. Hawkins
116 / EDUCATION 253D. Seminar : Latin American Education. Ms. Arias, Mr. LaBelle 253E. Seminar : European Education . Mr. Rust 253F . Seminar : Education in Revolutionary Societies . A multidisciplinary and comparative study of socialist educational theory is examined through the writings of Marx, Lenin, Mao, and others. The implementation of this theory in specific case studies along with comparative assessments of nonsocialist nations will be explored. Mr. Hawkins, Mr. LaBelle, Mr. Rust 253G. Seminar : The Asian American and Education . Basic issues and topics related to Asian Americans in the field of education. Examples of these issues and topics are Asian Americans and the community, socio-economic status, the education-to-work transition, the language and culture question. Mr. Hawkins 253H . Seminar : The Chicano /Hispanic and Education . Basic issues and topics related to the Chicano and other Hispanic groups in education. Reviews literature on specific educational levels and Chicano/Hispanic student progress; e.g., early childhood, elementary, higher education; specific topics: assessment, access, tracking, segregation; implications for schooling. Ms. Arias PHILOSOPHY EDUCATION AND HISTORY OF 200A. Historical Research and Writing . Techniques of historical research and writing. For students who are or who will be engaged in research, and report or paper or thesis writing, regardless of their field of interest. Mr. S. Cohen 201A. History of Western Education . The rise of the Western educational tradition; major ideas, institutions, personalities. From the world of the Greeks to that of the Twentieth Century. Mr. S. Cohen 201B . History of American Education to 1860. Development of American education from the 17th Century to the Civil War. The emergence of the public school system in the context of social, intellectual and political change. Mr. S. Cohen M201C . History of American Education . (Same as History M264.) The aim is to depict the social forces impinging on American education from the 1860's to the present, and to analyze the relation between these social forces and the philosophy, curriculum, structural organization, and functions of education at all levels . Mr. S. Cohen 206A . Philosophy of Education : Introduction. Systematic introduction to the field, indicating ways in which philosophy serves to elucidate educational aims, content, methods, and values. Mr. Ellett, Mr. Weinberg 206B. Philosophy of Education : Existentialism and Humanism . Examination of existentialist ideas and their application in contemporary humanistic movements in school and society. Mr. Ellett, Mr. Weinberg 206C. Philosophy of Education: Logic and Language . Conceptual analysis of recurrent and contemporary themes in the field. Emphasis is on the development of logical and linguistic skills used in the analysis of educational problems and issues. Mr. Ellett, Mr. Weinberg 206D . Philosophy of Education : Ethics and Values. A study of ethics and value theory in teaching and learning, educational organization and policy, and curriculum design and validation. Mr. Ellett 206E. Philosophy of Education : Introduction to Humanism in Education . Examines the philosophical foundations of humanism and their relationships to educational theory and practice. Mr. Weinberg 250A . Seminar : History of Education . Selected topics in History of Education: discussion, research, and writing. Mr. S. Cohen 250B. Seminar: History of Education . To be given alternate years. Advanced'seminar in bibliography and historiography in history of education. Mr. S. Cohen 251A. Seminar : Philosophy of Education, Epistemology . Prerequisite: consent of the instructor. Mr. Weinberg 251B . Seminar : Philosophy of Education, Behaviorial Science Problems in Education- Humanistic Perspectives . Prerequisite: course 206E or consent of the instructor. Mr. Weinberg 251C. Seminar : Philosophy of Education, Behaviorial Science Problems - Methodological Perspectives . Prerequisite: course 206C or consent of the instructor. Mr. Ellett, Mr. Weinberg 251D. Seminar: Philosophy of Education, Problems in Ethics and Values . Prerequisite: course 206D or consent of the instructor. Mr. Ellett 251E. Seminar : Philosophy of Education , Selected Issues. The Staff SOCIOLOGY AND ANTHROPOLOGY EDUCATION OF M108 . Sociology of Education . (Same as Sociology M143.) Prerequisite: Sociology 1A or 101. Study of social processes and interaction patterns in educational organizations; the relationship of such organizations to aspects of society, social class and power; social relations within the school, college and university; formal and informal groups, subcultures in educational systems; roles of teachers, students and administrators. Mr. O'Shea, Ms. Wrigley 200B. Survey Research Methods in Education. Prerequisite: course 210A or the equivalent. Problems of conceptualization, organization and gathering nonexperimental and quasi-experimental quantitative and qualitative data. Mr. O'Shea 200C. Analysis of Survey Data in Education. Three class hours, two hours of laboratory. Prerequisite: course 200B. Introduction to techniques of processing and analyzing nonexperimental and quasiexperimental quantitative data. Mr. O'Shea 203. Educational Anthropology . Prerequisite: Anthropology 22 recommended. Study of education through the research and method of the cultural anthropologist. Interdependence of culture and education with emphasis placed on crosscultural studies of enculturation, schooling, values, cognition, language, and cultural change. Mr. LaBelle 207. Politics and Education . Course explores the political dimensions of both formal and nonformal educational enterprises in a national and international perspective. Political theory will be explored in the context of such educational issues as policy formation, pressure groups, and public and private elites. Mr. Hawkins and Staff 208A. Perspectives on the Sociology of Education. Designed to introduce students to sociological perspectives on current issues in educational policy and practice. Issues addressed include desegregation, decentralization, equality of educational opportunity, structure of educational organization, teacher-student relationships, reform in education at the elementary, secondary, post-secondary levels. Mr. Gordon, Mr. O'Shea, Ms. Wrigley 208B. Issues in Education : Sociological Perspectives . Prerequisite: course 208A or the equivalent. Exploration of educational issues, and the structure and processes of formal schooling, from sociological perspectives such as functionalism, conflict theory, symbolic interactionism, ethomethodology, and critical sociology. Mr. O'Shea 252A. Seminar : Educational Organizations. Prerequiste: course 208A or consent of the instructor. Mr. Gordon, Mr. O'Shea, Ms. Wrigley 252B. Seminar : Education and Social Change. Prerequisite: course 208A or consent of instructor. Mr. LaBelle, Mr. O'Shea 275. Seminar : School Desegregation . Prerequisite: consent of the instructor. Analysis of the social/ political response to desegregation programs in Northern and Southern school districts; review of court decisions and development of legal policy on school desegregation. Consideration of effects of integration on school achievement and inter-racial attitudes. Ms. Wrigley AREA II: EDUCATIONAL PSYCHOLOGY Fields of Specialization: Counseling Early Childhood Development Learning and Instruction Research Methods and Evaluation Special Education COUNSELING 213A. Fundamentals of Student Personnel Work. Prerequisite: graduate student or consent of the instructor. Analysis and in-class application of student and pupil personnel service methods, with emphasis on task groups and evaluation. Mr. Healy, Mr. Sorenson 213B. Legal and Ethical Bases of Student Personnel Work . Prerequisite: course 213A. Ethical and legal codes relevant to pupil personnel services; relation of value systems and personality; case studies in the implications of personal values in counseling situations. Mr. Berry, Mr. Sorenson 213C. Group Process in Education . Group productivity, leadership, social perception and attitude formation, decision-making, determination of group interaction variables and the effect of behavior changes in individuals and groups. Mr. Berry, Mr. Sorenson 214A. Counseling Theory and Practice . Application of concepts drawn from cognitive psychology to the non-academic problems which people encounter in everyday life, such as finding suitable employment, achieving satisfying interpersonal relationships, and making productive use of leisure time. Mr. Sorenson 214B. Advanced Counseling Theory and Practice. Prerequisite: limited to candidates for advanced degrees whose major interest is counseling, and to selected high school and college counselors. Counseling procedures, educational planning, and methods for helping students handle personal problems that interfere with school progress; critical evaluation of procedures. Mr. Sorenson 214D . Vocational Guidance . Depth study of current interests and needs in vocational guidance; principles, problems, and practices of vocatioral guidance. Mr. Berry, Mr. Healy 216. Counseling in the Urban School and Community . Prerequisite: course 213A or 214A and consent of the instructor. Research related to the psychological, educational, and sociological characteristics of urban students and the implications for counseling models. Development and evaluation of counseling procedures through practicum-type experiences dealing with school and community groups will be systematically covered. Mr. Berry 257. Seminar : Pupil Personnel Services. Mr. Berry, Mr. Healy, Ms. Tidwell 413A- 413B-413C. Internship in School Psychology. Prerequisite: consent of the instructor; courses 413A-413B-413C must be completed in three consecutive quarters; limited to students enrolled in the Counseling specialization. Two class hours, sixteen hours of field experience. Working in public schools or comparable setting performing duties of
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UCLA GRADUATE CATALOG 1980-81 ii UN
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Administrative Officers and Staff C
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The City A Preface by Jack Smith of
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looked like an ancient Roman villa
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Calendar 1980-1981 Last day to file
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uc Introduction History of Graduate
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Task Force as well as the committee
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STUDENT LIFE AT UCLA / 5 checks may
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lems encountered in other forms of
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Angeles City School System. The Mus
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It encourages new programs of study
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Schools of Public Health, Library a
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tion of their home campus Graduate
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If letters of recommendation are re
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travel ; by discipline ; other inst
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If an instructor in charge of a cou
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for return of the cards are include
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Change of Address The Registrar sho
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List of Fees for Graduate Students*
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notice and return of the student ph
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must be filed in the student's majo
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sidered optimal. A graduate student
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and subject to the approval of the
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Programs leading to concurrent degr
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Department Interdepartmental Degree
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Courses The following symbols are u
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ANATOMY / 43 250K. North African St
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M224A-224B. Structure and Chemistry
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Thesis Plan: The Thesis Committee i
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Adviser. From July 1, 1975 to July
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ANTHROPOLOGY / 51 Methods, ethnogra
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APPLIED LINGUISYICS / 53 sion has a
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ARCHAEOLOGY / 55 b. From initial re
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117C. Advanced Studies in Pre-Colum
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6. Thesis Preparation course (598)
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Other Relevant Information Field Wo
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ARCHITECTURE AND URBAN PLANNING / 6
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Page 80 and 81: ART / 69 deemed to be of graduate q
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Page 112 and 113: DENTISTRY / 101 500 Series Course L
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Page 132 and 133: EDUCATION / 121 264. Seminar : Teac
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Page 136 and 137: ENGINEERING AND APPLIED SCIENCE / 1
Page 138 and 139: academic year. The Graduate Policy
Page 140 and 141: ENGINEERING AND APPLIED SCIENCE / 1
Page 142 and 143: 210D. Active, Passive, and Digital
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Page 160 and 161: Russian 251A-251B. Old Russian Lite
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Page 166 and 167: R.L. McPherron , Ph.D., Geophysics.
Page 168 and 169: However, graduate students in the p
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work (usually by the end of the fir
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Advising . Graduate Adviser: Studen
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599. Dissertation Research and Prep
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217A-217B-217C. Italian Literature
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Departmental courses. A total of ei
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some time in which case one of the
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Sociology *123. Social Stratificati
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Lawrence Clark Powell, Ph.D., Litt.
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In order to enroll in any S/U grade
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(4) From graduate admission to 6 ap
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and local publications, with some a
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examined in one foreign language at
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MANAGEMENT / 189 Hebrew (Department
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involvement of its students with th
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the public and private sectors. It
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effects of external forces on the r
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229A . Accounting Theory . Prerequi
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261B. International Marketing Manag
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MANAGEMENT / 201 of human behavior
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452. Field Work in Technical Assist
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Teaching Experience . Most Ph.D. st
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quantum examples. Correspondence Sp
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Two courses (eight units) of 500 se
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consent of instructor. A continuati
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M263. Cellular Immunology Seminar .
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MUSIC (Department Office, 2449 Scho
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Admission to the Master of Fine Art
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homophonic and a short polyphonic p
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The candidate may concentrate on ei
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Berber Related Courses in Other Dep
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254; Electives and lab rotations th
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2. Nursing Theory (N203, 210, 211,
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404. Comprehensive Group Theory. Le
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Academic progress will be monitored
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William J. Martin, Ph.D.. Professor
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during the quarter. A guidance comm
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Course Requirements . A Ph.D. candi
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PHYSICS (Department Office, 3174 Kn
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D. The Comprehensive Oral Examinati
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the end of the first year of study,
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3) Politics 4) Comparative 5) Publi
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Each alternative is critically eval
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PSYCHIATRY AND BIOBEHAVIORAL SCIENC
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PSYCHIATRY AND BIOBEHAVIORAL SCIENC
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instructor. A survey of EEG and evo
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403. Individual Case Supervision .
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M.A. and Ph.D. Degrees below.) For
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PSYCHOLOGY / 259 Psychology Clinic
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1265. Thinking . Prerequisites: cou
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David D. Nicholas, M.D., M.P.H., Re
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field is administered by the studen
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Thesis Plan. A thesis committee is
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The doctoral committee administers
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201J. Special Topics : Supplemental
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263. Seminar in Public Health Nutri
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Analysis of diversity of voluntary
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Vincent R. Fennell, M.D., Assistant
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M216. Computer and Biomathematical
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In consultation with the appropriat
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major and two minor Slavic language
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Welfare for admission to the gradua
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laboratory, one hour. Credit to be
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sociology of education. Thus, gradu
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The Ph.D. in sociology usually lead
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Graduate Dean. Approval of host cam
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Admission to the Doctoral Program .
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98. Research for M.A. Thesis . (1 t
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and research leading to the complet
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Course Units Type of Number of Time
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288. Seminar in Educational Televis
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ADMINISTRA- TIVE OFFICERS REGENTS E
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ADMINISTRATIVE OFFICERS I 307 Colle
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Graduate Affirmative Affairs Office
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UCLA Graduate Catalog 1980-81 - Registrar - UCLA

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