Master of Science in Education

ED 502: TRANSFORMING TEACHING PRACTICE (4 Credits)

This course explores the knowledge, skills, and dispositions associated with the highest standards of teaching practice and guides students in the transformation of their classroom performance through research and reflection on best practices, assessment strategies, and teacher skills that lead to improved student achievement. 

ED 512: ACTION RESEARCH I (5 Credits)

In this course, degree candidates will critically analyze readings and examples of action research, apply ideas from the action research paradigm to their own teaching and learning, and gain insight into methods of conducting action research. Candidates will also identify an educational issue and find, review, analyze, and synthesize prior research on an approved topic that pertains to that issue. Candidates will construct a literature review and draft methods sections of the culminating action research project. This course will conclude with an examination of various data analysis techniques and the preparation of an action research plan, which candidates will use as a guide to conduct teacher inquiry in their classrooms or other settings.
 

ED 522: CLASSROOM MANAGEMENT (5 Credits)

Educators will examine several classroom management theorists in order to provide a comprehensive overview of models and ideas on which to base their own philosophy and practice. Through a case-based approach, students will gain a clear understanding of the philosophical underpinnings of classroom management and its effect on student behavior and achievement. Students will examine classroom management and discipline in contemporary schools, the effects of classroom management problems, and the need to consider student diversity. 

ED 532: CURRICULUM DESIGN (5 Credits)

This course examines current theories of curriculum design in K-12 education, with an emphasis on both the application and the evaluation of best practices in the context of local and national standards-based education. Focus will be on real-world integration of course content. Students are encouraged to personalize curricular approaches and share strategies and effective techniques in order to better understand connections between grade levels and subjects.

ED 552: EDUCATIONAL LEADERSHIP (5 Credits)

In this course, students are introduced to the concept of instructional leaders and explore strategies for managing change in educational settings, including best practices for collaborative decision-making in schools. Students critically examine their current knowledge base, skill sets, and leadership abilities with the goal of improvement and increased self-awareness and reflection. Students explore the importance of the instructional leader in school cultures, the instructional leader’s impact on student learning, and how they can help facilitate effective change in school culture and student achievement.

ED 562: STUDENT ASSESSMENT (5 Credits)

This course provides students with a broad knowledge base of theory and best practices in the field of student assessment. Topics include the analysis of standard assessment objectives and tools, and their relationship to student achievement and teacher growth. The course will survey the use of formal and informal assessments, norm-referenced and criterion-referenced assessments, and formative and summative assessments. Additionally, students will examine methods of using assessment data to improve instruction and student achievement, as well as to improve teacher professional self-reflection. Students will learn how to design assessments appropriate to the instructional objectives of a school, student population, and content area. Students will also examine grade calculating and reporting software.

ED 572: ACTION RESEARCH II (5 Credits)

LT 504: READING DIAGNOSIS AND REMEDIATION (4 Credits)

This course will focus on the development and use of diagnostic instruments and practices that help teachers discern the nature of individual differences in literacy abilities, especially among readers and writers with special learning challenges. Methods of constructing individualized, corrective treatment plans and procedures for K-12 and adult learners will be discussed.

LT 516: READING AND WRITING ACROSS THE CURRICULUM (4 Credits)

This course covers methods of teaching reading and writing across the K-12 curriculum. The focus is project-based teaching that incorporates strategies for prewriting; developing writing skills; developing writing skills, which include analysis, problem solving, and critical thinking; and integrating technology into instruction. Students will align lessons with National Council of Teachers of English (NCTE) and state standards. Teachers will learn the process of designing and implementing instruction that develops their students' growth in functional and digital literacy.

LT 520: APPROACHES TO LITERACY (4  Credits)

This course provides an overview of literacy instruction for the English/language arts classroom. The course covers historical trends and theoretical models for literacy instruction; the alignment of instruction with state and national standards and assessment; new digital literacies and the use of technology; and best practices in comprehensive literacy instruction. The course culminates in a comprehensive final research project that investigates an aspect of literacy instruction.

ET 501: USING TECHNOLOGY—FUNDAMENTALS OF INTEGRATION (4 Credits)

Degree candidates are introduced to effective strategies for integrating technology into classroom instruction. Candidates use learning theory and best practices to evaluate sample lesson plans and also to develop activities that integrate educational technology. Specific emphasis is given to aligning activities with relevant national standards.

ET 502: USING TECHNOLOGY—PRACTICAL APPLICATIONS (4 Credits)

This course provides students with opportunities to explore a variety of web-based tools and basic computer software applications, and evaluate their applicability in the K–12 classroom. Students will gain technology skills and explore ways to integrate these tools into teaching and learning. Students will develop learning strategies that align with professional standards.

ET 503: USING TECHNOLOGY—APPLICATIONS IN THE CONTENT AREAS (4 Credits)

In this course, students explore a variety of current and emerging instructional technologies. Through course readings, class discussion, and hands-on experiences using various technologies, students develop the knowledge and skills needed to integrate technology effectively into lesson plans and instructional materials to meet the needs of diverse learners and satisfy the requirements of unique learning environments.

SN 501: TEACHING EXCEPTIONAL STUDENTS IN INCLUSIVE SETTINGS (4 Credits)

This course explores strategies for meeting the various learning needs of students from diverse backgrounds in an inclusive setting. Best practices are examined including curriculum accommodations and modification in the content areas, instructional approaches, and behavioral supports in the general education classroom setting.

SN 502: TEACHING STUDENTS WITH LEARNING DISABILITIES (4 Credits)

This course provides an overview of learning disabilities among K-12 students and discusses theoretical issues and teaching strategies. It focuses on building strategies for effective interventions and transition planning. Additionally, the course explores various procedures for working in a collaborative setting to meet the needs of students with learning disabilities.

SN 503: TEACHING STUDENTS WITH BEHAVIOR DISORDERS (4 Credits)

This course provides an overview of emotional and behavioral disorders (EBD) that have an impact on academic achievement in educational settings. Students will learn about the types of disorders and how to create an effective and supportive classroom environment. Students will review the federal, state, and local requirements for diagnosis and interventions in public and private educational environments, as well as alternative educational placements. The importance of working as a collaborative team for students with EBD will be emphasized.

MH 521: PRINCIPLES, PEDAGOGY, AND STANDARDS FOR HIGH SCHOOL MATHEMATICS (4 Credits)

This course focuses on the development of teachers prepared to offer mathematics instruction for high school students. The focus is on instructional strategies that help students gain the mathematics skills they will need for personal, academic, and professional life. The course gives teachers the opportunity to explore emerging knowledge and tools and new ways for communicating and teaching mathematics. Teachers will study foundational principles for school mathematics: equity, curriculum, teaching, learning, assessment, and technology. The course emphasizes congruence with national and state standards for mathematics teaching and student achievement.

MH 530: NUMBERS AND OPERATIONS (4 Credits)

This course is a study and application of strategies, techniques, materials, technology, and current research used in the teaching of mathematics at the middle school and high school levels. Learners will review and apply the National Council of Teachers of Mathematics (NCTM) standards and principles involved in teaching mathematics at the middle school and high school levels. Learners will develop an awareness of the constructivist theory, professional resources, materials, technology, and information available for educators, and prepare unit and lesson plans with related assessment procedures on a mathematical topic.

MH 531: DEVELOPING MATHEMATICAL PROFICIENCY—ALGEBRA (4 Credits)

This course provides an in-depth examination of the content and instructional strategies that help middle school and high school students develop mathematical proficiency and an understanding of algebraic concepts and functions. The course examines best practices for helping students explore and represent problem situations using tables, equations, graphs, and technology. Course topics provide a sequential understanding of algebraic understanding and student achievement from middle school through high school as aligned with the National Council of Teachers of Mathematics (NCTM) standards.

SE 521: PLANNING AND TEACHING AN INQUIRY-BASED SCIENCE CLASS (GRADES 6–12) (4 Credits)

This course will provide an active instructional environment that fosters the development of teachers effectively prepared to offer inquiry-based science instruction for middle and high school students. The course focuses on instructional strategies that help students gain an understanding of the perspectives and practices scientists use when they approach the natural world through scientific inquiry. The course addresses practices for planning, facilitating, and assessing learning activities that encourage students to actively engage in their own scientific inquiries. The course emphasizes congruence with national and state standards for science teaching, scientific literacy, and student achievement.

SE 522: SCIENCE AS INQUIRY (GRADES 6–12) (4 Credits)

This course is an exploration of a new vision of science education being advocated in the National Science Education Standards. This vision states that students should acquire knowledge of unifying concepts and processes of science, and be able to use scientific reasoning and critical thinking, to apply their knowledge as independent inquirers about the natural world. The course will develop teachers' comprehension of these new expectations for science education, and ways to translate them into instructional practice. In particular, the course will focus on ways teachers can make science investigations meaningful, encourage students to reflect on the concepts that guide the inquiry, and teach skills students need to analyze evidence and data. The course emphasizes congruence with national and state standards for science inquiry.

SE 523: HISTORICAL AND SOCIAL PERSPECTIVES ON SCIENCE AND TECHNOLOGY (GRADES 6–12) (4 Credits)

This course provides a comprehensive study of the ways teachers can integrate historical and contemporary contexts of science into the secondary science curriculum. Teachers will explore ways to create engaging learning experiences on topics such as personal and community health, population growth, natural resources, environmental quality, natural and human-induced hazards, and science and technology in local, national, and global challenges. The course emphasizes congruence with national and state standards for science teaching.

ED 502: TRANSFORMING TEACHING PRACTICE (4 Credits)

This course explores the knowledge, skills, and dispositions associated with the highest standards of teaching practice and guides students in the transformation of their classroom performance through research and reflection on best practices, assessment strategies, and teacher skills that lead to improved student achievement. 

ED 503: EDUCATIONAL PSYCHOLOGY (4 Credits)

This course introduces students to prominent research-based theories of learning and examines the impact of these theories on students, learning and motivation, teaching, and assessment. Students critically evaluate opposing sides of current issues in educational psychology and articulate and defend personal positions on these issues.

ED 512: ACTION RESEARCH I (5 Credits)

In this course, degree candidates will critically analyze readings and examples of action research, apply ideas from the action research paradigm to their own teaching and learning, and gain insight into methods of conducting action research. Candidates will also identify an educational issue and find, review, analyze, and synthesize prior research on an approved topic that pertains to that issue. Candidates will construct a literature review and draft methods sections of the culminating action research project. This course will conclude with an examination of various data analysis techniques and the preparation of an action research plan, which candidates will use as a guide to conduct teacher inquiry in their classrooms or other settings.
 

ED 522: CLASSROOM MANAGEMENT (5 Credits)

Educators will examine several classroom management theorists in order to provide a comprehensive overview of models and ideas on which to base their own philosophy and practice. Through a case-based approach, students will gain a clear understanding of the philosophical underpinnings of classroom management and its effect on student behavior and achievement. Students will examine classroom management and discipline in contemporary schools, the effects of classroom management problems, and the need to consider student diversity. 

ED 532: CURRICULUM DESIGN (5 Credits)

This course examines current theories of curriculum design in K-12 education, with an emphasis on both the application and the evaluation of best practices in the context of local and national standards-based education. Focus will be on real-world integration of course content. Students are encouraged to personalize curricular approaches and share strategies and effective techniques in order to better understand connections between grade levels and subjects.

ED 533: PERSPECTIVES ON DIVERSITY (4 Credits)

This course explores the various issues of student diversity and challenges students to examine and define their own educational experiences with regard to culture and ethnicity, socioeconomic class, race, gender, religion, language, learning style, and exceptionality. Particular emphasis will be placed on the practical implications of diversity issues in classroom practice.

ED 552: EDUCATIONAL LEADERSHIP (5 Credits)

In this course, students are introduced to the concept of instructional leaders and explore strategies for managing change in educational settings, including best practices for collaborative decision-making in schools. Students critically examine their current knowledge base, skill sets, and leadership abilities with the goal of improvement and increased self-awareness and reflection. Students explore the importance of the instructional leader in school cultures, the instructional leader’s impact on student learning, and how they can help facilitate effective change in school culture and student achievement.

ED 562: STUDENT ASSESSMENT (5 Credits)

This course provides students with a broad knowledge base of theory and best practices in the field of student assessment. Topics include the analysis of standard assessment objectives and tools, and their relationship to student achievement and teacher growth. The course will survey the use of formal and informal assessments, norm-referenced and criterion-referenced assessments, and formative and summative assessments. Additionally, students will examine methods of using assessment data to improve instruction and student achievement, as well as to improve teacher professional self-reflection. Students will learn how to design assessments appropriate to the instructional objectives of a school, student population, and content area. Students will also examine grade calculating and reporting software.

ER 502: THE PRINCIPALSHIP (5 Credits)

This course examines school culture, standards, community building, and leadership in the context of issues and constraints that principals routinely face. The content of the course will inform decision making that influences practice and the effects on students and teachers. Students will review research on leading change in schools, training for tomorrow's principalship, budgeting issues, discipline, students with exceptionalities and who are from diverse backgrounds, technol­ogy, professional conduct, teacher evaluation, and establishment of effective professional learning communities. Students will review case studies about schools that made significant improvements under effective leadership.

ER 504: MANAGEMENT OF RESOURCES (4 Credits)

This course will examine the economics of educa­tion, funding sources, and regulations regarding the use of such funds. Students will determine major budget pressures facing schools and identify ways they are meeting daily demands to provide quality education. The role of federal and state lawmakers in funding decisions will be explored. Students will consider the implications of poorly funded education and the impact on society. They will also address administering school resources including funding.

ER 506: LEGAL ISSUES IN EDUCATION (4 Credits)

Students will examine the interrelationship of law and education policy, court rulings on school governance, and the federal government’s funding of education. Topics include constitutional rights, such as Title VII, the First Amendment, and the
Fourteenth Amendment, and current events regarding the law and education. Students will analyze resources designed to help educators navigate legal issues.

ER 508: SUPERVISION AND INSTRUCTIONAL LEADERSHIP (4 Credits)

The course addresses major factors that affect school leadership and how leadership can influence teacher effectiveness. Students will examine the role of leadership in building and sustaining a school vision, creating effective teacher teams, sharing leadership, leading learning communities, making data-driven decisions, and monitoring curriculum and instruction. Students will explore models of effective leadership based on best practices. In addition, students will analyze the research on instructional leadership and the methods principals use to exhibit and harness leadership that enable schools to meet their goals.