Degrees for Education

This one-year Baccalaureate in Education (BEd) is offered full-time.

PED1140 Education in the Primary/Junior Division – Language 3
PED1147 Practicum in the Primary/Junior Division I 1.5
PED1158 Education in the Primary/Junior Division – Mathematics 3
PED1159 Education in the Primary/Junior Division – Science and Technology 3
PED2140 Education in the Primary/Junior Division – Arts 3
PED2143 Professional Inquiry in Practice 3
PED2145 Education in the Primary/Junior Division – Personal and Social Studies 3
PED2147 Practicum in the Primary/Junior Division II 1.5
PED3101 The Learning Process in the Educational Setting 3
PED3102 Schooling and Society 3
PED3103 Curriculum Design and Evaluation in Education 3
PED3106 Education of Exceptional Students 3

Three credits from: PED3110 Teaching in Roman Catholic Separate Schools 3
PED3115 English as a Second Language for Ontario Classrooms 1.5
PED3116 Kindergarten and the Early Years 1.5
PED3117 Counselling Applications in School Contexts 1.5
PED3118 Teaching for Global Justice & Peace 1.5
PED3119 Integrating Technology in the Classroom 3
PED3124 Equity in Education: Theory and Practice 3
PED3138 First Nations, Inuit and Métis Education: Historical Experiences and Contemporary Perspectives 3

Compulsory courses for French as a Second LanguagePED1788 Enseignement du FLS aux cycles primaire et moyen – I 3
PED2788 Enseignement du FLS aux cycles primaire et moyen – II 3

Teachers who have initial certification in childhood education have several M.S. Ed. graduate programs as options to fulfill degree requirements for professional certification:
Select the Curriculum and Instruction program if you want to further your study of education theory and pedagogy that is integrated with content enrichment from arts and science.
Choose Literacy Education if you want to increase your ability to help students with reading, writing, and communicating visually. You also will be eligible for a second certification.
If you want a Master’s degree in Special Education, additional coursework will be necessary before entering the program; the equivalent of a major (not just a concentration area) in a content area is required by The New York State Education Department.

Description of Program

The middle level education program is designed to encourage each student to investigate a subject in depth and create a culminating product that is derived from that investigation. The program includes foundation courses, courses in the philosophy and practice of middle level education, a specialized course in related educational issues, a concentration, elective courses, a seminar course designed to assist the student to develop a thesis/project topic and proposal, and thesis/project credits need ed to complete the product. When the student has completed 34 credit hours and has received approval signifying acceptance of the completed the sis/project, the adviser will recommend graduation.
Foundations Courses: 8 hours

CURR 654 – Multicultural Teaching and Learning Credit Hours: 3 hrs
EDPS 501 – Psychology of Adolescence Credit Hours: 2 hrs
EDPS 687 – Qualitative/ Interpretive Research Credit Hours: 3 hrs
Middle Level Cohort Courses: 13 hours
CURR 618 – Middle Level Education: Theory and Practice Credit Hours: 3 hrs
CURR 620 – Issues in Middle Level Curriculum Credit Hours: 3 hrs
CURR 622 – Effective Teaching in Middle Level Education Credit Hours: 3 hrs
CURR 687 – Internship in Teacher Education Credit Hours: 2 hrs
CURR 694 – Seminar: Secondary Curriculum Credit Hours: 2 hrs
Concentration Courses: 9 hours

All students in the Middle Level Education program must select a broad subject area concentration. This concentration requires nine credits selected from the undergrad major/minor subject area. Fields such as social studies are acceptable (history is not), science is acceptable (biology is not). This reflects the broad field interdisciplinary teaming concept key to middle-level schools.
Culminating Experience: 2 hours
CURR 691 – Thesis/ Curriculum Project Credit Hours: 2 hrs
Elective Courses: 2 hours

Electives are selected in consultation with the adviser.
Program Total: 34 hours
Note:

Footnote:
Foundations courses are required for all master of arts in curriculum and instruction programs. These courses provide the basis on which all subsequent courses are built and must be taken within the first 18 hours of course work.
Thesis/Project

The culminating experience for a master of arts in middle-level education is a thesis or project centered in the middle grades school/class room. Thisis an opportunity for the student to make the transition from a consumer to a producer of knowledge and innovation in the fi eld of middle grades education. Curriculum projects entail work ing toward the solution of middle grades educational problem using some aspect of curriculum and/or curriculum development. Thesis/projects are planned with the help of an adviser and a thesis/project committee and should reflect the selected concentration area within middle-level education.
Concentration Area

All students in the Middle Level Education program must select a broad subject area concentration. This concentration requires nine cred its selected from the undergrad major/minor subject area. Fields such as social studies are acceptable (history is not), science is acceptable (biology is not). This reflects the broad field interdisciplinary teaming concept key to middle-level schools.

The short courses focus on problem-based learning (PBL) and PBL related topics. The degree programmes offer you a scientific training in education theory and its application to the health sciences. The short programmes are relevant to teachers, educators, managers, curriculum developers, decision makers or all other interested in education. The degree programmes are eligible to professionals working in health training programmes or in health care or have the ambition to do so with relevant university degrees or equivalent background.

The University of Maastricht has a track record in PBL. At the national level training programmes are ranked in the top. Within medical education the group of Maastricht educators are highly regarded.

Art Education Programs are housed in the Department of Curriculum & Instruction (C & I) in the School of Education at Indiana University.

Our program content focuses on subject-matter-centered (comprehensive art education), child-centered (artistic development), society-centered (community-based), and international-centered orientations. Our program also includes a strong emphasis on new media, technologies and popular culture that relate to art education theory and practice, and on art talent development.

Our graduate programs are individualized and students take elective courses with emphases based on their interests and past experiences. Teacher education is highlighted in all programs in C&I. Multi-media and new technologies are emphasized in the School of Education. All master’s and doctoral students are encouraged to be computer literate, to take courses in computer graphics and to participate in interactive communication within and outside their local environment. Multi-cultural, cross-cultural, popular culture and media studies, gender and diversity issues and global education are emphasized in our program and in the C & I Department. Program assessment is emphasized in courses that doctoral students are required to take in their program of studies. There also is emphasis on traditional, community-based art education, and museum education. Doctoral students have opportunities to join faculty members in conducting research in a number of the areas mentioned.

The mission of the Department of Education is to prepare intellectually
alive, socially responsible, ethically grounded educational
leaders. This conceptual framework guides the work
of Hiram’s Department of Education and reflects 150 years of
tradition and excellence in teacher preparation. Hiram College
maintains one of the most well-respected teacher education programs
in the State of Ohio. The College’s Department of Education blends
rigorous academic coursework and training in education theory with
extensive field experiences. This combination
of in-class learning and exposure to actual
classroom settings prepares Hiram graduates
for successful leadership in today’s diverse
school systems.

The major
Enrollment in the department is selectively determined. After earning
acceptance to Hiram College, students apply separately for admission
to the Department of Education. The application process consists of a
general examination of students’ existing academic skills and requires
that entering students have a 3.0 minimum G.P.A. Students must maintain
a 3.0 minimum to maintain enrollment in the program. Most U.S.
states require public school teachers to fulfill state-mandated licensure
requirements in order to be eligible applicants for teaching positions. In
Ohio, as in most states, different licenses are available to teach specified
age groups.

Type: Maestria
Mode: Structured – Face
Director: Mgter. Susana Ortega Hocevar
Ordinance: CS No. 015/04
Accreditation: Resolution No. 444/07 CS
Categorized: An
Requirements: Possess university degree, not less than 4 years’ duration
Date of registration: Registration open until February 2008.
Cost: Consult Academic Unit.
Syllabus: MODULE I
Analysis and Theory of Linguistics.
Neuropsychology of Reading and Writing.
Psycholinguistics.
Semantic Interpretation.

MODULE II
Semiosis and Practices of Reading and Writing.
Discourse Analysis, the Problem of Initiation in reading and writing.
Social practices of reading and writing.

MODULE III – GUIDANCE
LITERARY READING AND CREATIVE WRITING
Literary Theory.
Problems of Children and Youth Literature.
Analysis of Texts.
Theory and Teaching of Reading Literary and creative writing.
Workshop Literary Reading and Writing.

READING AND WRITING IN EDUCATION
Theory and Teaching of Reading.
Theory and Teaching of Writing.
Disorders of reading and writing.
Writing Workshop of expository texts and arguments.

MODULE IV – RESEARCH AND TRAINING IN IMPLEMENTING THE FINAL WORK OF POSTGRADUATE
Research Methodology Linguistics.
Seminar of the Graduate Development Project (Thesis).
Writing Workshop of the thesis.

College : Education Degree : CERT
Department : Educational Studies Option : N/A
Program Websites : http://education.ucf.edu/prog_page.cfm?ProgDeptID=31&ProgID=128

PROGRAM DESCRIPTION

The Graduate Certificate in Global and Comparative Education provides education and training in theoretical, methodological, critical and practical issues associated with education around the world for students and education professionals.

CURRICULUM

Students in the Graduate Certificate in Global and Comparative Education program must complete five courses (15 credit hours total). While students may choose between either EDF 6865 (language) or EDF 6707 (gender), all other courses are required as listed. Courses may be taken out-of-sequence.
Total Hours Required—15 Credit Hours Minimum
Required Courses—15 Credit Hours
EDF 6809 Introduction to Comparative and International Education (3 credit hours)
SSE 5391 Global Education: Theory and Practice (3 credit hours)
EDF 6884 Education as a Cultural Process (3 credit hours)
EDF 6886 Multicultural Education (3 credit hours)

Choose one of these two courses.
EDF 6865 Policy and Practice of Language in International Education (3 credit hours)
EDF 6707 Gender and Education: Cross-Cultural Perspectives (3 credit hours)
Admissions

Admission is open to those with a bachelor’s degree from a regionally accredited institution. An application to the graduate certificate program and official transcripts must be submitted. Applicants must apply online. All requested materials must be submitted by the established deadline(s).
Application Deadlines

Global and Comparative Education Certificate Fall Priority Fall Spring Summer
Domestic Applicants Jul 15 Dec 1 Apr 15
International Applicants
International Transfer Applicants

Students who have completed an M.A.T. in music education at Rhode Island College cannot apply as a candidate for the M.M.Ed. program.
A completed application form accompanied by a fifty-dollar nonrefundable application fee.
Teacher certification in music.
A baccalaureate degree in music or at least 50 credit hours of music.
Official transcripts of all undergraduate and graduate records.
A minimum cumulative grade point average of 3.00 on a 4.00 scale in undergraduate course work.
An official report of scores on the Graduate Record Examination (GRE) or Miller Analogies Test (MAT).
Scores on the entrance examinations in music education, theory, history, and literature.
Three letters of recommendation.
Evidence of musicianship.
A plan of study approved by the advisor and appropriate dean.
An interview.
Course RequirementsFoundations Component
FNED 502 Social Issues in Education 3
or
FNED 520 Cultural Foundations of Education 3
SPED 531 Universal Design for Educating All Students

Overview
Certificate program
Part-time,10 courses plus practicum, 33-credit hour program
Notre Dame Campus
Articulation Agreement: University of Winnipeg

Description
Certificate in Adult Education (CAE) is a designed to develop skills in teaching adults in a community college or technical-vocational college setting, promote excellence in the teaching of adults, and provide instructors with the theoretical and practical basis for becoming effective in a college or vocational setting.

As successful college education depends on the competence of the instructor, it is desirable that an instructor can apply adult education theory and instructional methodology. Knowledge and skills in principles and methods are no less important than expertise in the subject field; both enhance the effectiveness of college and adult educators and adult technical-vocational education.

Upon successful completion of the course work and the equivalent of 200 hours of experience teaching in adult programs, the Certificate is granted by the Minister of Advanced Education and Literacy.