Degrees for Education

The course in Education which is offered at the Coleraine campus is intended to provide a coherent introduction to the main concepts and concerns of contemporary educational theory and practice. Attention is given to the central concepts of education as they have evolved in relation both to changes in society and to shifts in intellectual thought. There is also a focus upon development education, where the concepts of human rights, democracy and global citizenship are considered, alongside their relationship to each other. A study of Education complements the study of most other subjects because it cultivates the necessary skills and practices that bear on the interpretation and transmission of knowledge. Education is not a dull academic subject but one that focuses on the relationship between theory and practice; it has much to contribute to a ‘new’ Northern Ireland where the quest for inclusion and social justice is communicated and furthered through different educational contexts.

Education a Minor may be taken in conjunction with the following subjects:

COURSE CODES
Business with Education N1X3 C Bsc.BusEd
Computing with Education G4X3 C BSc/CompEd
English with Education Q3X3 C BA.EEd
Environmental Science with Education F8X3 C BSc/ESEd
French with Education R1X3 C BA/FrEd
Geography with Education F8XH C BSc/GeEd
German with Education R2X3 C BA/GrEd
History with Education V1X3 C BA/HistEd
Irish with Education Q5X3 C BA/IrEd
Spanish with Education R4X3 BA/SpEduc

Those who complete the Minor Course may apply for the appropriate PGCE Secondary Course at a relevant institution. It should be noted that the University of Ulster does not offer PGCE in all the above subjects.

Those wishing to apply for the PGCE primary course need to have combined Education with one of the following Major subjects:

Computing
English
Environmental Science
European Studies
Geography
History
*Irish

*It should be noted that those studying Irish for their degree cannot apply to the Primary PGCE at the University of Ulster. St. Mary’s College, Belfast offers a pathway for graduates in Irish.

Taking Education as a Minor does not qualify the applicant to teach.

Taking Education as a Minor does not guarantee that an applicant will be interviewed for the relevant PGCE Course.
Entry Conditions
Entry Condition to Education a Minor is determined by the main subject. See relevant section of Main Subject.

Contact:
Dr. Jackie Lambe
Lecturer in Education
University of Ulster
School of Education
Cromore Road
Coleraine
BT52 1SA
Northern Ireland

The graduate programs in education offer New York state teacher and educational leadership certification. A Master of Science in Education in general professional education is also available for those interested in educating adults and children in non-certification positions in health care, nonprofit organizations and community education programs, to name a few.

The Department of Education collaborates with several other departments at Le Moyne College to prepare teachers to address the educational needs of all children. Learning takes place in the classroom with lectures on the foundations of educational theory and practice by faculty known locally, nationally and internationally as experts in current educational issues and pedagogy. Professors are experienced public and private school teachers and bring real-world case studies to the classroom to help students prepare for their pre-service teaching experiences.

Hands-on practice provides students with real-world teaching experience and a foundation on which to build a practical knowledge base, more effective teaching strategies and leadership skills. Le Moyne’s pre-service teachers are placed in rural, urban and suburban school settings and introduced to children with different educational needs. Students are paired with their cooperating teachers the semester before their student teaching allowing for relationship building and development and agreement on expectations of the pre-service teaching experience. Weekly supervision and support is provided by the Department of Education to ensure an effective student teaching experience. In addition to the formal teaching setting, students have the opportunity to work in high-poverty urban and rural school settings as tutors and mentors.

Graduate students in the teacher preparation programs at Le Moyne must complete an action research project related to authentic educational situations. The purpose of the project is to put theory into practice, promote social entrepreneurship and encourage teachers to become agents for educational reform. Collaboration among faculty and students for research and publishing is plentiful and welcomed among faculty and students.

Initiatives and projects have been forged with external community groups and schools to offer students and Department of Education faculty a greater application of effective teaching skills, service and leadership. The department sponsors in-service teacher training at state, parochial and private school systems; science and math institutes to help local teachers learn new content and teaching strategies; and volunteer work aiding nonprofit organizations with training.

Teaching, scholarship and service combine their strengths and serve as the foundation for the Department of Education’s mission. The actions prove the department’s goal to share the spirit for a better world and produce graduates who will make a difference in the lives of the many students they will teach.

The M.Ed in Curriculum and Instruction, designed for students with a background in educational theory and practice, offers extended study in the field and in areas of elementary education, secondary education and educational technology. The program follows the National Council for the Accreditation of Teacher Education (NCATE) guidelines for advanced programs and offers the opportunity for students to earn National Board for the Professional Teaching Standards Certification. Students select a focus within the program including Literacy, Global Literacy, Educational Leadership and Educational Technology with a Math or Science Concentration.

The Literacy focus prepares practicing teachers to become literacy specialists by providing both a thorough grounding in theory, principles and practice of literacy education as well as a critical understanding of key contemporary issues in relation to the teaching and learning of literacy and language in schooling.

The Global Literacy focus provides practicing teachers an opportunity to incorporate global perspectives on literacy teaching and learning into their existing curricula and pedagogies. The program also offers them an opportunity to experience literacy teaching and learning in other countries as a way of informing their practice. This is especially important given we live in a world that is becoming increasingly linguistically and culturally diverse.

The Educational Leadership track is designed for professionals for whom a focus on teacher development, supervision, and school management is a desired area of professional growth. This track in the program prepares teachers and teacher leaders to develop effective professional development programs, provide mentoring and instruction for new teachers, and develop assessment and evaluation programs for schools and other educational organizations.

The Technology track with specializations in Math or Science is designed for teacher leaders with a particular interest in integrating technology into the curriculum, specifically focused on how math and science instruction is presented in schools and other educational organizations. The foundation of the program is technology-based instruction that is grounded in “best practices” of instructional design and pedagogy. The use of technology in mathematics and in the sciences provides the specific curricular techniques required for today’s educational technology specialists.

For more information, please email the program staff at curriculum@american.edu.

Admission to the Program

In addition to meeting the minimum university requirements for graduate study, applicants must earn a satisfactory score on the Graduate Record Exam (GRE). The GRE is required for applicants whose highest earned degree is a baccalaureate and for students who have completed a master’s degree with less than a 3.5 GPA, and may be required for those with master’s degrees and GPAs above 3.5. Applicants should have had at least three years of full-time teaching experience at the time of enrollment, and should have a standard teaching license. Applicants whose teaching experience occurred more than ten years ago are encouraged to apply.

Degree Requirements
36 Credit hours of approved graduate work, 6 of which may be from relevant graduate level credit hours completed at other institutions, and approved by the program director at the time of admission.
A Program of Study approved by the program director and the dean of the School of Education, Teaching and Health submitted by the end of the first semester of enrollment in the program.
Required courses in Education Core, Social Science Research Methodology, and one of the approved focus areas: Literacy, Global Literacy, Technology Focus with a Math or Science Concentration.
Comprehensive examination (satisfied through specified coursework).
3 credit hours of EDU-629 or EDU-691.
Approved area of concentration.

Course Requirements

Education Core (18 credit hours)
EDU 525 (3 credits) Principles of Educational Assessment and Evaluation
EDU 609 (3 credits) Effective Teaching for Diverse Learners
EDU 683 (3 credits) Curriculum Design for the Classroom
EDU 687 (3 credits) Analysis of Instruction and Supervision
Social Science Research Methodology (3 Credit Hours) including:
EDU 610 (2 credits) Methods of Inquiry
EDU 621 (1 credit) Topics in Social Science Research
Comprehensive Examination (3 credit hours)
EDU 691 (3 credits) Internship in Area of Focus or
EDU 629 (3 credits total) NBPTS Preparation 1 Credit Modules

Program Tracks

Literacy Focus (18 credit hours)

The Literacy focus prepares practicing teachers to become literacy specialists by providing both a thorough grounding in theory, principles and practice of literacy education as well as a critical understanding of key contemporary issues in relation to the teaching and learning of literacy and language in schooling.
EDU 619 (3 Credits) Children’s Literature: A Critical Literacy Approach
EDU 622 (3 Credits) Language and Literacy Learning
EDU 623 (3-6 Credits) Topics in Literacy Education
EDU 644 (3 Credits) Language Development and Remediation
or
EDU 671 (3 Credits) Foundations of Reading Diagnosis and Remediation
6 credit hours from the following:

TESL 527 (3 Credits) Cultural Issues in the ESL/EFL Classroom
ANTH 537 (3 Credits) Topics in Language and Culture
SOCY 553 (3 Credits) Multiculturalism
EDU 565 (3 Credits) Gender and Cultural Diversity in School
ANTH 635 (3 Credits) Race, Gender and Social Justice
ANTH 637 (3 Credits) Discourse, Narrative and Voice
EDU 644 (3 Credits) Language Development and Remediation
EDU 647 (3 Credits) Global and Multicultural Education
EDU 671 (3 Credits) Foundations of Reading Diagnosis and Remediation
EDU 623 (3-6 Credits) Topics in Literacy Education

Global Literacy Focus (18 credit hours)

We live in a world that is becoming increasingly linguistically and culturally diverse, reminding us, on a daily basis, of the interconnectedness and interdependence of our world. Given this new reality, teachers need to better understand the changing contexts within which education takes place. The Global Literacy focus provides practicing teachers an opportunity to incorporate global perspectives into their existing curricula and pedagogies. The program also offers them an opportunity to experience literacy teaching and learning in other countries.
EDU 622 (3 Credits) Language and Literacy Learning
EDU 623 (3-6 Credits) Topics in Literacy Education (e.g. multiliteracies and information communication technologies)
EDU 624 (3 Credits) Language, Schooling, and Nation Building
EDU 647 (3 Credits) Global Multicultural Education
6 credit hours from the following:

SOCY 553 (3 Credits) Multiculturalism
SIS 546 (3 Credits) Race, Ethnicity and Cultural Identity
EDU 627 (3 Credits) Skills Institutes in Literacy Education:
ANTH 635 (3 Credits) Race, Gender and Social Justice
EDU 792 (3 Credits) Internship in Literacy

Technology Focus with a Math or Science Concentration (18 credit hours)

The Technology Track with specializations in Math or Science is designed for teacher leaders with a particular interest in integrating technology into the curriculum, specifically focused on how math and science instruction is presented in schools and other educational organizations. The foundation of the program is technology-based instruction that is grounded in “best practices” of instructional design and pedagogy. The use of technology in mathematics and in the sciences provides the specific curricular techniques required for today’s educational technology specialists.
EDU 519 (3 Credits) Uses of Technology in Education
EDU 560 (3 Credits) Advanced Technology in Education

6 credit hours from the following:
COMM 652 (3 Credits) Web Studio
CSC 510 (3 Credits) Legal Issues In Computing
CSC 535 (3 Credits) User Interface Analysis and Design
CSC 589 (3 Credits) Topics in Computer Science

6 credit hours from the following:
BIO-550: Developmental Biology (3) and BIO-551: Developmental Biology Laboratory
CSC 589 Topics in Computer Science
EDU 603 Teaching Mathematics in the Elementary School
EDU 604 Teaching Science in the Elementary School
EDU 606 Theories & Methods of Diagnostic & Remedial Mathematics
ENVS 580 Environmental Science I: A Quantitative Approach
MAT 580 Topics in Mathematics
MAT 585 Mathematics Education
Science Content area Elective

Educational Leadership Focus (18 credit hours)

The Educational Leadership Track is designed for professionals for whom a focus on teacher development, supervision, and school management is a desired area of professional growth.. This track in the program prepares teachers and teacher leaders to develop effective professional development programs, provide mentoring and induction for new teachers, and develop assessment and evaluation programs for schools and other educational organizations.
EDU 631 Fundamental of Management in Educational Organizations
EDU 632 Case Studies in Educational Management
EDU 633 Financing Educational Systems
EDU 634 Education and Public Policy
EDU 639 Effective Leadership Skills
EDU 666 Legal Issues in Education

The M.A./M.A.T. for Current Teachers is available for individuals already teaching who wish to increase their classroom competencies by doing advanced work in English and educational theory specific to English/Language Arts classrooms.
Degree Requirements (48 credits)

The department coordinator, depending on the student’s educational background and preparation, may authorize substitutions in the program.
Methodology and Theory Courses (9-12 credits)
ED 523 - Teaching Reading in the Content Areas: Methods and Applications Credits: 3
ENG 530 - English Language: Development and Issues Credits: 3
ENG 531 - Teaching of Writing Credits: 3
ENG 532 - Teaching the Language Arts Credits: 3
ENG 533 - Teaching Literature to Adolescents Credits: 3
ENG 535 - Current Issues/Language Arts Classrooms Credits: 3
Education Courses (6-9 credits)
Select courses in curriculum design and development, exceptional learners, counseling, management, testing and evaluation.
Content Area Courses - Literature and Writing (30 credits)
ENG 541 - Writers on Writing Credits: 3
LIT 4-6 electives Credits: 12-18
WRIT 3-5 electives Credits: 9-15
Other Requirements
Meeting with department coordinator to register for courses.
Comprehensive examination: Students have input on the content of their take-home examination, which asks them to synthesize material from courses in their graduate program and their teaching practice. They have 72 hours to complete the examination. Follow-up discussion of the content of the exam with the department coordinator and another faculty member. (No credit.)
Portfolio, consisting of a substantial body of published or publishable writing, or a Thesis. (No credit)

The Master of Arts in Teaching Social Studies for Current Teachers is designed for teachers who wish to increase their knowledge of the learner, knowledge of pedagogy, and knowledge of social studies. The program is designed to support teachers as they increase their classroom competencies. Students’ programs are individualized to meet their background, goals and needs.
Degree Requirements (36 credits)

The program director, depending on the student’s educational background, may authorize substitutions in the program.

Methodology and Theory Course (3 credits)
SST 630 - Integrating the Social Studies Curriculum: History, Political Science, Economics, and Civics Credits: 3
Education Courses (9 credits)
Select three courses in educational theory, curriculum design and development, exceptional learners, counseling, management, testing, and evaluation. See Education Department course listings.
Content Area Courses (18 credits)

Select four graduate electives in history, political science, economics, geography, or the social sciences.

See Social Studies (SST) course listing (12 credits)
SST 552 - Graduate Colloquium in History and Political Science Credits: 3
SST 645 - Conflict Resolution and Management Credits: 3

or
SST 660 - The Politics and Economics of Globalization Credits: 3
Electives (3 credits)

Select one elective in education or in a content area
Thesis (3 credits)
SST 700 - Directed Study Credits: 3
Other Requirements
Meeting with director to register for courses
Successful completion of a thesis
Successful completion of a Comprehensive Examination

Those already teaching modern languages increase their classroom competencies by doing advanced work in literature, culture, educational theory, and pedagogy.

Degree Requirements (36 credits)
Methodology and Theory Courses (6–9 credits)

Select courses such as:
ENG 535 - Current Issues/Language Arts Classrooms Credits: 3
ML 507 - Foreign Language Methodology Credits: 3
SPA 560 - Topics in Advanced Spanish Grammar Credits: 3
Education Courses (6–9 credits)

Courses in curriculum design and development, exceptional learners, counseling, testing, and evaluation.
Content Area Courses (12–18 credits)

Select courses in Spanish literature, culture, and linguistics such as:
ML 710 - History of the Romance Languages Credits: 3
SPA 520 - Studies in Early Spanish Literature Credits: 3
SPA 528 - Cervantes and His Time Credits: 3
SPA 530 - Modern Latin American Fiction Credits: 3
Thesis (3 credits)
ML 712 - Curriculum Design Thesis Credits: 3
Other Requirements
A comprehensive exit interview will cover content area courses.
Meeting with the director to register for courses.

Degree: Language Education
University: Indiana University
School: School of Education
Degree(s) offered: Master of Science
Overview: The mission of the Indiana University School of Education at IUPUI is to offer challenging undergraduate and graduate programs that prepare reflective, caring, and highly skilled professionals for diverse educational settings. Through on-going collaboration and interdisciplinary partnerships, we are dedicated to advancing teaching and learning practices, informing educational theory and research, and influencing state and federal education policy.
Degree Curriculum: Master of Science as posted by School of Education
Master of Science as posted in Student Bulletin
General requirements as posted in Student Bulletin
General requirements for School of Education

Teaching is a set of theoretical and practical knowledge to direct the business of the teacher to two aspects: one is thinking at the policy and explanatory and intervention, on the other. Both affect and the study of educational phenomenon and specifically in the teaching process - learning. For greater context, we assist philosophy, anthropology, history, sociology and psychology, to promote and require the development of knowledge, skills and attitudes that produce an impact on three dimensions: individual, social and knowledge, which serve their time for construction, development and identity of the educator.

Curriculum Teaching Degree in 2003 from the Universidad Intercontinental comprises 313 credits and has been organized from seven areas: Sociocultural, Research and Intervention, Humanities, psychology, education, and Self-Education. The balance between the number of subjects means that each area is equal, which seeks a healthy balance between theoretical and practical subjects.

We believe that this curriculum is particularly strong and innovative with regard to plans of other institutions, to include, among other things, at least one area of investigation and intervention in each half, being that our country is hungry for human resources educational research and innovation and the development of an educational theory that contributes to the Mexican universal development of pedagogy as a scientific discipline.
Aim

Train professionals capable of teaching:
Analyze and integrate knowledge to explain and contextualize the phenomenon of education.
Analyze, plan, develop and evaluate intervention strategies in both formal education (schools, universities) and informal education (museums, banks, hospitals, etc.)..
Evaluate and assess the implications of changing social and educational interventions in terms of values and respect for human dignity.
Analyzing the teaching-learning processes that underpin the teaching.
Applicant Profile

Students entering this program must have
Interest in the processes that shape the educational phenomenon, and by the teacher.
Ability to cope with problems and find solutions, creative and responsible.
Social and ethical sensitivity.
Ability to develop and promote group work.
Interest and motivation in learning to learn.
Graduate Profile

After his studies at the degree the student will be appropriate and / or developed:
Knowledge
Theories to the interpretation of educational facts.
Research methodologies to understand and address pedagogical issues.
The different modes and areas of the field.
The socio-economic context of the country and the global environment for implementing adult education programs, community projects, environmental and popularization of science, technology and culture.
Skills
Develop a logic of thought that allows you to identify and interpret problems in education.
Design, develop and evaluate projects using educational technologies.
Analyze organizational processes and propose intervention mechanisms.
Design, operate and evaluate projects for teaching, training and counseling in educational institutions of the private sector, government agencies, NGOs, civil and religious.
Implement processes for individual, educational, vocational and family, based on the stages of human development.
Skills
Management of English to participate in educational discussions in international forums.
Using advances in information technology to support and expand knowledge and solve problems.
Aptitudes
Identify, analyze and intervene in problems, and educational events.
Solve problems with professional attitudes towards teamwork, use of technology and knowledge.
Formulate a research problem from a pedagogical perspective in the field of formal and informal education.
Lead working groups regardless of hierarchical level that are responsible.
Adapting to changing the institutions of the profession and different contexts in which the educational activity.
Attitudes
Encourage work in interdisciplinary teams that are relevant to a pedagogical problem.
Have a social-critical enabling contextualize the pedagogical issues.
Apply to the development of the work ethics of the profession.
Action, considering the recipients of his professional work as a neighbor in the Christian sense.
Respect for different cultures.

The secondary education program at Judson College offers students the possibility of a Bachelor of Arts degree in Language Arts, Social Studies and Music Education. The Bachelor of Science degrees are available in Mathematics Education and General Science Education. These programs are considered academic majors in our curriculum and fulfill current state and federal requirements for teacher certification in public secondary schools. Students receive a strong content background, as well as background in educational theory and practice.

Our students have had teaching placements all over the country and the world including New York, California, New Zealand, and France. Our program not only prepares students for secondary education careers but also for graduate programs as well.

The Middle Level Programs prepare teacher candidates for Middle Level (4-8) Language, Literature, and Social Studies, and Middle Level (4-8) Mathematics and Science. Teacher candidates learn to prepare for these specialized areas by integrating content and methods and by using developmentally appropriate teaching strategies and assessment. Field experiences provide opportunities for teacher candidates to bridge educational theory and classroom practice. Teacher candidates learn to create learning environments that invite and establish patterns for school success.