6000

A study of secondary curriculum from an historical perspective followed by discussions of curriculum from viewpoints of the different stakeholders, and of current curricular issues.

Prerequisite: Admission to M.Ed. with a major in Special Education. It will focus on the interdependence of factors that affect student learning, both inside and outside the classroom, and will address the following questions: What is school improvement? What are its history, philosophy, and political ramification? What are school improvement plans, and how can they be improved? What are the roles of faculty in school improvement? What are the common factors in schools that have effected significant change?

Prerequisite: EDFS 6224. This course is designed to prepare teachers to identify their schools’ demographics; analyze their schools’ improvement process and its impact on subsets of the student population; identify current school problems relating to diversity; and select one area of interest for which to create an individual research plan.

Prerequisite: EDFS 6225. A survey of inquiry models and paradigms relevant to the study of school improvement efforts. Includes analyses of assumptions fundamental to differing perspectives with an emphasis upon change theory and dynamics.

Prerequisite: EDFS 6226. A study of the fundamentals of educational research with an emphasis on development of a research proposal to study the effectiveness of a school improvement initiative.

This course will serve as a culmination of the school improvement research project within the teacher’s major field of study with an emphasis on various quantitative and qualitative ways of analyzing and disseminating data collected as a part of a school improvement project.

Prerequisite: EDFS 5001. This course requires graduate-level field experience in selected classrooms or in exemplary educational programs and approval by the MAT Graduate Coordinator and/or Mentor Leader. This course is the culminating student teaching experience for all initial certification MAT Secondary Education students. Students will be placed with a partner teacher for the duration of the student teaching and will be expected to carry out all duties and responsibilities of a full-time teacher in the assigned school system. Special course fee required; see semester schedule for amount.

This course will examine the structure of each social studies content discipline and the application of instructional approaches to integrate these structures into effective teaching and learning in the secondary classroom. Understanding of how to plan, instruct, and assess using state and national social studies standards and the acquisition of content related teaching resources serves as the foundation of the course. Students will demonstrate the effective use of the integration of content into a selected instructional approach as the summative performance task in the course.

The purpose of this course is to provide pre-service and in-service teachers with content-specific knowledge, methods, and theoretical basis necessary for success in the secondary mathematics classroom. The course content emphasizes: teaching for conceptual understanding, problem solving, reasoning and sense making, proof, modeling, representations, mathematics as a coherent and connected subject, and technology integration. The course is also designed to help pre-service and in service teachers develop an understanding of how to use national and state mathematics standards in lesson planning, instruction, and assessment, and become aware of various teaching resources that are available to enrich math instruction.

This course explores approaches to text, reading process, literary theory, the teaching of literature, and ways to support struggling readers.

This course explores 21st century literacies, the composition process, and how one might develop proficient consumers and producers of text in a variety of formats.

Prerequisite: Admission to the MAT Secondary Education program. The purpose of this course is to provide pre-service and in-service teachers with content-specific knowledge, methods, and theoretical basis necessary for success in the secondary science classroom. The course content emphasizes: teaching for conceptual understanding, problem solving, reasoning and sense making, proof, modeling, representations, science as a coherent and connected subject, and technology integration. The course is also designed to help pre-service and in-service teachers develop and understanding of how to use national and state science standards in lesson planning, instruction and assessment, and become aware of various teaching resources that are available to enrich science instruction.