Master of Science in Education - Course Descriptions

Foundation Sequence

ED 501 Maps of Education: Tracing the Roots of Contemporary Public Education

A detailed study of the historical and philosophical roots of contemporary and public education. In light of the fundamental question of why do we educate children, this course examines the educational interplay of the State, community, family, and teaching professionals in different eras and the consequences, both intended and unintended, of legislative initiatives and educational reforms 3 credits

ED 502 Educational Psychology: Theories, Learning, Development, and Teaching Practices

A study of the assumptions about learning and development that underlie various educational practices by acquainting students with different theories in both of these areas. It will provide students with opportunities to develop their problem solving skills in the context of education and psychology. Topics covered during the course will include development, learning theories, individual differences (in literacy development), problem solving, instructional objectives and methods, motivation, behavior management and the development of self-regulated learners, and assessment. 3 credits

ED 503 Educational Research

An examination of how educators can use both qualitative and quantitative methods of data collection and analysis to improve the learning experience of their students. The focus is on both conducting primary research and becoming skilled critical consumers of published educational research. These skills will be cultivated further in subsequent classes all of which will prepare students to complete their Capstone Research Project successfully. 3 credits

Student Needs Sequence

ED 601 Language Acquisition and Structure

So much of learning is dependent on language as it appears in writing, both electronically and in hard print. The purpose of this course is to assure candidates’ knowledge of how language operates so that candidates will be effective in teaching students to use language to learn and communicate. Special attention is paid to teaching English language learners and students with reading weakness, and planning instruction based on current research pertaining to literacy. 3 credits

ED 602 Reading and Writing as Tools for Learning

The premise of this class is that all teachers are teachers of reading and writing. Participants review current research on effective reading and writing instruction, especially as tools for learning across all content areas. In addition, attention is given to integrating reading and writing instruction in all lessons and units of study. 3 credits

ED 603 Assessment and Student Learning

Participants in this course learn how to gather information about student learning as a means of teaching students effectively and appropriately. Instruction focuses on practical application within the participants’ content areas and instructional levels. Topics include Curriculum Based Measurement, progress monitoring within Science Research Based Instruction (SRBI), interpretation of norm-referenced assessments, and alternative dynamic assessments. 3 credits

ED 604 Culture and Inter-group Relations

Given the increasingly multicultural student population in American schools of the twentyfirst century, it is important for all educators to become sensitive to diverse cultural contexts, and to establish classroom climates in which all students feel they are welcome and that they have the ability to succeed. This course addresses a wide range of issues facing teachers in a multicultural society, and leads those enrolled in the course to draw parallels and contrasts between their own culture and a variety of other cultures 3 credits

ED 605 Differentiated Instruction in the Classroom

This course is based on the premise that all students can be successful. Participants study current research on the nature of differentiated instruction and consider various possibilities for application of this research in typical classrooms in both urban and suburban environments. Among other considerations, course content includes a definition of differentiated instruction as both learner and knowledge-centered, and an investigation of various strategies suggested by current research for differentiating both content and skills instruction 3 credits

ED 606 Technological Applications in the Classroom

The explosion of technology in this century has provided opportunities for innovative approaches to learning, and also to teaching. The purpose of this course is for participants to discover currently available technology for classroom use, to acquire the ability to assess quality of available technology, and to use technology as means for effective instruction. 3 credits

Capstone Sequence

ED 680 Capstone Research Practicum

Each candidate enrolled in this course will work with a project advisor. Following the selection of a project and its development the candidate will work it into a final draft to be read and assessed by a committee consisting of the candidate’s advisor and two other members of the graduate faculty. Prerequisites: All course requirements within the program except for this course and ED 691. 2 credits

ED 691 Comprehensive Activity

Candidates will work with an advisor to determine a focus for a reflective summary of the entire program, and to select the means by which to demonstrate how every course in the program has resulted in the candidate’s improved teaching practices. 1 credits