2002 - 2003 Master of Education Courses

Students develop an understanding of how people "make up knowledge that makes sense to them." Factors that influence development and the development process are investigated.

Investigation of different theories and assumptions explaining learning, as well as exploration of the teaching philosophies and societal problems affecting learning today.

A study of current educational reform initiatives that raise political, social, ethical, and/or moral issues. The implications of policy-making, budget processes, curriculum decision-making, emerging social phenomena, and economic trends are explored.

Emphasizes a broad understanding of the major paradigms of educational thought. Individual theorists are discussed within the context of each paradigm. Students in the combined Masters/Licensure Program can apply for formal admission into the Teacher Education Program during this course and complete school observations through required concurrent enrollment in EDUC 300 (Introductory Field Placement Seminar).

Focuses on the theoretical rationale of why we teach the way we do. Views curricular models for social interaction, information processing, interpersonal development, and others.

A changing topics course.

Explores strategies for effecting positive experiences for all students. Educational issues to be examined may include: diverse barriers in school settings (gender, culture, exceptionalities), learning and teaching styles, communication, and parent and community involvement. Methods for empowering teachers and student interaction are developed within the concept of cultural expectations.

Explores the four components of literacy research, including historical changes, the processes of reading and literacy, models of reading and literacy processes, and new paradigms of theory. In addition, strategies to support these components are presented.

Explores adult learning theory and research and their applications to learning situations. Includes discussion of social, institutional, and other contextual factors that affect learning, as well as individual characteristics of adults such as developmental phases, cognitive abilities, learning styles, motivations and emotions.

Examines the major philosophies of education through the study of history. Students explore various historiographic interpretations of American education. Students in the combined Masters/Licensure Program can apply for formal admission into the Teacher Education Program during this course and complete school observations through required concurrent enrollment in EDUC 300.

Emphasizes the importance of understanding schools as organizations that are embedded in a political system. Explores decisions that are made within the school organization sensitive to the demands and support of its environment, including resources allocated according to state law.

Explores information literacy, constructivist learning theory, technology and hypermedia innovations in the classroom and cooperative information technology practices. Includes hands-on technology applications to empower teachers in transition to technology-rich classroom environments.

Explores the instructional design process translating principles of learning and instruction into instructional materials, activities, and learning, linking multiple intelligence theory, cognitive strategies and congruent technology-based instructional delivery systems.

Explores the foundations and theories of distance education, the distance education student, distance education technologies, applications, and design. Provides opportunity to create, implement, and assess an online distance education course.

Provides a practicum on uses and skills necessary to operate and teach from an EDNET site. This course requires admission into the Distance Learning Endorsement program and must be taken as a co-requisite of MED 617.

Provides an understanding of the program components through clarification of procedure, learning goals and activities. The seminars create a network of support and ideas that facilitate the sharing of information, ideas, and experiences among the students and instructors. The seminar is held each semester, with students registering for 1 credit hour in the fall and 1 credit hour in the spring for each semester of their first year in the program.

Exploration and development of affective and cognitive techniques and strategies for creating and sustaining learner-centered environments that maximize levels of individual self-motivation and self-esteem and build positive group dynamics for learners at all levels.

Explores an understanding of cultural pluralism as a means to increase educational equity for gender groups, students from diverse ethnic and cultural groups, and for exceptional students. Discussions acquaint students with the cultures of diverse learners and ways to adapt curriculum, instruction, and management strategies to accommodate student learning preferences and needs.

Students explore reading and writing from theoretical, research, and practical perspectives to discover principles for teaching literacy skills in their content area.

Consent of instructor required to pursue a special topic of interest. Prior to registration, a plan of study must be submitted for approval by the director of the MED Program.

Explores various components of assessment principles that specifically relate to instruction; examine current research and new directions in assessment of learners; and provide practical and realistic strategies for selecting appropriate and authentic forms of assessment.

Focuses on methods and techniques of instructional technology in the classroom. Includes software applications, web page construction, and instructional presentations.

Through a review of the theoretical and practical aspects of qualitative and quantitative research methodologies, this course moves to exploration of action research as a means to provide research skills compatible with the regular needs of teachers and other teaching professionals. Requires completion of an action research cycle and a related literature review. Prerequisite: MED 650. (Required course).

Through engagement in critical reflectivity and scholarly writing, students continue their action research project begun in MED 679. Completion of portfolio required. Prerequisite: MED 679. (Required course).

This course is for ongoing work on the Masters project or thesis. All fifth semester and beyond students need to register each semester until it is successfully completed. There is a fee of $250 for each semester in which the student is registered.