Degrees for Education

Penn State Behrend’s new Bachelor of Science program in Secondary Mathematics Education prepares students for careers as mathematics teachers in secondary schools by providing both a strong foundation in mathematics content and hands-on experience in the classroom. The program stresses the teaching philosophies of the National Council of the Teachers of Mathematics (NCTM), which students then put into practice in internships supervised by highly qualified, experienced teachers.

The degree is accredited by the National Council for Accreditation of Teaching Education (NCATE), and graduates meet all academic requirements for the Pennsylvania Department of Education’s Instructional I certificate.

Analysts project that there will be a need for 240,000 new mathematics and science teachers in middle and high schools over the next decade, and this shortage is considered to be a growing problem in the United States.

Students in the program will:
Get hands-on experience with real middle and high school students under the supervision of highly qualified, experienced teachers.
Understand deeply the mathematics they are teaching.
Become familiar with the National Council of Teachers of Mathematics (NCTM) Standards and Principles, so they do not inhibit students’ natural inclination to understand.
Use and compare different assessment techniques and know that they should be continually gathering information about their students.
Appropriately and responsibly use technology to ensure that the technology is enhancing students’ mathematical thinking.
Have numerous and varied experiences related to the cultural, historical, and scientific evolution of mathematics.
Learn to use their knowledge flexibly in authentic situations.

In our current world, new ways of learning and developing competences are required. The challenge today is not just to offer ’something’ in education, but to ensure that students can experience the world, find their rightful place in it, and be the main force behind their own learning process. That is why Group T-Leuven Education College is presenting the Postgraduate International Educating Class (PIEC).

The PIEC is an innovative, learner-centered project designed to fit your needs. The international background of its students is channeled into the program and used to enhance learning. We are aiming to serve students who are looking for the kind of education that is aware of the challenging interplay between the local and the global. We want to help our students to dare cross borders and look at life from the perspective of ‘the other’, knowing that the borders are manifold.

The program puts UNESCO’s goal of quality education into practice by promoting knowledge that can be learned, skills that are long-lasting and robust, and an attitude rich in values such as perseverance, openness, ambition, inquisitiveness, and interest in learning (including ‘learning to learn’). Our students are encouraged to become agents for positive change.

We are an optimistic educational community: we choose to believe that education can foster reflected, concerted, responsible, and planned action. By excelling in teaching education and research, Group T wants to contribute to the quality of society on a national and an international level. We train our students for responsible positions in their society and for contribution to socially durable solutions. We are inspired by a rich tradition, which offers space for our students’ critical reflection, as well as personal and communal growth.

Group T summarizes its mission as Educing Essence by Experiencing Existence: bringing people closer to self-realization by offering them opportunities for memorable experiences. UNESCO’s Four Pillars of Education, ‘Learning to know’, ‘Learning to do’, ‘Learning to live together’, and ‘Learning to be’ constitute the cornerstone of the challenge we offer you.

CED 533
Theories, Problems and Practice in Curriculum Development (3)
EDU 509
Action Research (3)
EDU 512
Special Education: Consulting with Parents and Teachers (2)
EDU 543
History and Philosophy of American Education (3)
EDU 563
Educational Assessment (3)
EDU 582
Special Studies in Classroom Management and Discipline (2)
EDU 633
Educational Psychology (3)
EDU 698*
Research Project (3)
OR
EDU 699*
Research Thesis (3)
RDG 513
Current Issues in Content Reading Education (3)
Electives
10-11 credits from the following electives:
EDL 535 Leadership in Elementary and Secondary Curriculum (3)
EDL 527 Communications for Effective Leadership (2)
EDL 665 Human Relations and Collaborative Processes (3)
RDG 543 Methods of Reading for Students with Literacy Problems (3)
RDG 522 Language Development and Literacy (2)
RDG 633 Current Issues and Trends in Reading Education (3)
or other special course offerings as approved by advisor. (10-11)

The Master of Arts in Teaching is designed for a teacher of any level whose career goal is to remain in the classroom as a master teacher. The program provides a unique opportunity to integrate study, research and practical experience that empowers graduates to become master teachers and enables them to mold and nurture students.

If you truly enjoy working with children and want to make a lasting impact on their lives, then Elementary Education is the major for you. The “El-Ed” certification qualifies you to teach kindergarten through grade 5, all subject areas, in a contained classroom. You will combine your education studies with a coordinate major in a core subject matter teaching area, such as English/Writing, Mathematics, Science, History or Foreign Language. You can even add a middle school endorsement to your educational program to allow you to teach your subject area on the middle school level.

You’ll work closely in small-class settings with professors who are highly regarded for their expertise. Every future teacher course that you will take at Rowan includes a field experience-time in real classrooms working with real teachers and students. During these skill-enhancing sessions you’ll assist and observe tenured teachers under close supervision by your Rowan professors. These experiences culminate with student teaching.

Education students everywhere student-teach, but Rowan’s College of Education is one of the country’s best, and the field experiences it offers reflect that fact.

This program is an 18-hour skill set for Teaching Assistant. This certificate will satisfy the West Virginia Department of ducation’s qualifi cations for Teacher Aide IV. Person’s who desire employment as teacher’s aide in both elementary and early childhood classrooms will be potential students enrolling in this program. Also current Teacher Aides III will be interested in this training as it will qualify them for promotion and pay increase as Teacher’s Aide IV. The intent of a prescribed curriculum is to provide a pathway from aide to teacher through a step process that begins with certifi cates earned through the Community and Technical Colleges. In this manner, the potential teacher can earn a certifi cate, meeting state requirements for college credit, at various levels that will build towards an associate and or a bachelor degree.

The master’s program in teaching K-9 mathematics is designed to promote professional and scholarly growth in the understanding of mathematics teaching and learning from theoretical, research and practical orientations. This program is designed for certified teachers who desire an opportunity to advance their understanding of the teaching and learning of mathematics. It is also intended for practicing teachers who wish to exercise leadership in school mathematics curriculum planning and teacher development.

Quarterly admission; GRE; Current teaching certification; Three (3)recommendations; PRAXIS for middle school teachers.

All candidates for the Master’s degree in education (MEd) must select one of the following concentrations as a focus of their studies:

Organizational Studies in Education;
Teaching, Learning and Evaluation;
Second Language Education;
Society, Culture and Literacies;
Educational Counselling.

Candidates in Organizational Studies in Education, Teaching, Learning and Evaluation and Second Language Teaching Education are required to take a total of ten courses (30 credits), and a minimum of five of these courses must be within their concentration.

Candidates in Educational Counselling are required to take a total of twelve courses (36 credits), and a minimum of seven of these courses must be within their concentration.

All candidates are required to take the following two courses as part of their MEd program:

EDU5190 INTRODUCTION TO RESEARCH IN EDUCATION (3cr.)

EDU5199 SYNTHESIS SEMINAR (3cr.)

Candidates in all concentrations are permitted to choose three optional courses according to their professional interests.

Students taking courses at universities which have an agreement with the Faculty of Education may take up to three courses outside the faculty. For other students, the maximum number permitted is two.

Prior approval from the program director must be obtained at least one month before the beginning of any course not taken in the Faculty of Education.

Course Sequence:
EDU 5190 Introduction to Research in Education:
This course must be completed in the first session that it is available to students.

EDU 5199 Synthesis Seminar:
This course must be completed in the last session in which the student is registered in the program.

Extended Program courses can be taken concurrently with regular MEd courses. However, all Extended Program requirements must be completed before students are permitted to register in EDU5199.

Interim Report
Research requirements for admission to the doctoral program

Candidates who have a Master in Education without thesis (MEd), and wish to pursue a PhD, must complete an interim report before requesting admission to the PhD. Candidates should meet initially with the program director. The requirements of the Interim Report are determined by the Faculty of Education. To be granted permission by the Director of Graduate Studies to enroll in EDU8999 (Interim Report - 6 credits per session),

A. Candidates must:

have a master’s degree;
have basic credits in education;
have research methodology credits related to their chosen research area;
have a strong academic record, with at least a B+ average;
submit a three or four page summary of their research interests; and,

B. The Graduate Studies Program in Education must identify a professor able to supervise the student.

MEd students may include one or more or the complulsory MA courses among their optional courses.

Concentrations
Organizational Studies in Education

In addition to the two compulsory courses, EDU 5190 and EDU 5199, students must select at least five courses from the following. (Permission from the program director is required to enrol in certain courses).

EDU5222 ETHOGRAPHIES IN EDUCATION (3cr.)
EDU5230 LEADERSHIP IN EDUCATIONAL ORGANIZATIONS (3cr.)
EDU5231 THE STRUCTURE OF EDUCATIONAL ORGANIZATIONS (3cr.)
EDU5232 HUMAN RELATIONS IN EDUCATIONAL ADMINISTRATION (3cr.)
EDU5234 SUPERVISION AND PERFORMANCE MANAGEMENT IN EDUCATIONAL ORGANIZATIONS (3cr.)
EDU5236 EDUCATION FINANCE (3cr.)
EDU5260 INTRODUCTION TO CURRICULUM STUDIES (3cr.)
EDU5262 CURRICULUM, CULTURE, AND TECHNOLOGIES (3cr.)
EDU5263 INTRODUCTION TO EDUCATIONAL ADMINISTRATION (3cr.)
EDU5265 INTERNATIONALIZATION OF CURRICULUM STUDIES (3cr.)
EDU5299 PROGRAM EVALUATION: METHODS AND PRACTICE (3cr.)
EDU5433
EDU5461 MANAGING CHANGE IN EDUCATIONAL ORGANIZATIONS (3cr.)
EDU6299 PROGRAM EVALUATION: THEORY AND CONTEMPORARY ISSUES (3cr.)
EDU6422 EDUCATION AND DEMOCRATIC COMMUNITIES (3cr.)
EDU6423 POLITICS AND POLICY IN EDUCATION (3cr.)
EDU6424 ETHICS AND DIVERSITY IN EDUCATIONAL ORGANIZATIONS (3cr.)
EDU6426 CITIZENSHIP AND EDUCATION (3cr.)
EDU6427 EDUCATION AND SEXUALITY (3cr.)
EDU6428 SOCIAL CONTEXTS OF EDUCATION (3cr.)
EDU6433 PROGRAM IMPLEMENTATION IN EDUCATIONAL ORGANIZATIONS (3cr.)
EDU6460 CURRICULUM, CULTURE, AND LANGUAGE (3cr.)
EDU7130 SEMINAR IN ORGANIZATIONAL STUDIES (3cr.)
EDU7135 RESEARCH LITERACIES AND EDUCATIONAL ADMINISTRATION (3cr.)

Teaching, Learning and Evaluation

In addition to the two compulsory courses, EDU 5190 and EDU 5199, students must select at least five courses from the following list. (Permission from the program director is required to enrol in certain courses).

EDU5160 MATHEMATICAL THINKING ACROSS THE MATHEMATICS CURRICULUM (3cr.)
EDU5188 INTEGRATION OF TECHNOLOGY IN EDUCATION (3cr.)
EDU5202 TEACHING STRATEGIES FOR HEALTH PROFESSIONS EDUCATION (3cr.)
EDU5203 SOCIAL CONTEXTS OF TEACHING AND LEARNING (3cr.)
EDU5204 FOUNDATIONS OF ADULT EDUCATION (3cr.)
EDU5206 PROGRAM PLANNING IN ADULT EDUCATION (3cr.)
EDU5253 THEORIES OF LEARNING APPLIED TO TEACHING (3cr.)
EDU5258 LEARNING DIFFERENCES IN EDUCATION (3cr.)
EDU5261 CURRICULUM DESIGN FOR HEALTH PROFESSIONS EDUCATION (3cr.)
EDU5274 TESTS AND MEASUREMENT IN EDUCATIONAL COUNSELLING (3cr.)
EDU5286 TECHNOLOGY AND HEALTH PROFESSIONS EDUCATION (3cr.)
EDU5287 EMERGING TECHNOLOGIES AND LEARNING (3cr.)
EDU5298 STUDENT ASSESSMENT STRATEGIES FOR HEALTH PROFESSIONS EDUCATION (3cr.)
EDU5299 PROGRAM EVALUATION: METHODS AND PRACTICE (3cr.)
EDU5357 CURRENT ISSUES IN MATHEMATICS EDUCATION (3cr.)
EDU5358 LEARNING AND TEACHING IN THE FINE ARTS (3cr.)
EDU5381 CREATIVITY AND THE LEARNING PROCESS (3cr.)
EDU5384 INTERGRATED APPROACHES TO LANGUAGE CURRICULUM (3cr.)
EDU5385 CRITICAL PERSPECTIVES ON CHILDREN’S LITERATURE AND LEARNING (3cr.)
EDU5386 SEMINAR ON LITERACY (3cr.)
EDU5388 SELECTED TOPICS IN THE EDUCATION OF PEOPLE WITH EXCEPTIONALITIES (3cr.)
EDU5391 SPECIAL TOPICS IN EVALUATION AND RESEARCH METHODS (3cr.)
EDU5399 DEVELOPMENT OF ASSESSMENT AND EVALUATION INSTRUMENTS (3cr.)
EDU5487 SEMINAR ON ISSUES IN RESEARCH IN SPECIAL EDUCATION (3cr.)
EDU5499 CURRENT METHODS OF STUDENT ASSESSMENT IN TEACHING AND LEARNING (3cr.)
EDU6193 FOUNDATIONS OF MEASUREMENT AND EVALUATION IN EDUCATION (3cr.)
EDU6200 THE ADULT EDUCATOR: ROLES AND BEHAVIOUR (3cr.)
EDU6204 LEARNING IN ADULTHOOD (3cr.)
EDU6241 SECOND LANGUAGE PROGRAM DEVELOPMENT AND EVALUATION (3cr.)
EDU6259 RESEARCH AND CONTEMPORARY ISSUES IN TEACHING MODELS AND PRACTICES (3cr.)
EDU6293 FORMATIVE EVALUATION OF LEARNING (3cr.)
EDU6299 PROGRAM EVALUATION: THEORY AND CONTEMPORARY ISSUES (3cr.)
EDU7150 SELECTED TOPICS IN TEACHING AND LEARNING (3cr.)
EDU7151 THEORIES OF MIND (3cr.)
EDU7163 THEORETICAL PERSPECTIVES IN MATHEMATICS EDUCATION (3cr.)
EDU8253 COGNITIVE PROCESSES IN DIVERSE EDUCATIONAL CONTEXTS (3cr.)

Second Language Education
In addition to the two compulsory courses, EDU 5190 and EDU 5199, students must select at least five courses from the following. (Permission from the program director is required to enrol in certain courses).

EDU5146 SOCIAL, POLITICAL AND CULTURAL ISSUES IN SECOND LANGUAGE EDUCATION (3cr.)
EDU5242 TRENDS IN SECOND LANGUAGE TEACHING (3cr.)
EDU5244 BILINGUAL, MULTILINGUAL AND MINORITY CONTEXTS OF LANGUAGE EDUCATION (3cr.)
EDU5245 TEACHING ORAL COMMUNICATION AND LITERACY IN A SECOND LANGUAGE (3cr.)
EDU5386 SEMINAR ON LITERACY (3cr.)
EDU5463 CULTURAL STUDIES AND EDUCATION: THEORY AND PRAXIS (3cr.)
EDU6146 THEORIES OF SECOND LANGUAGE LEARNING APPLIED TO INSTRUCTIONNAL CONTEXTS (3cr.)
EDU6203 LEARNING AND LITERACIES (3cr.)
EDU6241 SECOND LANGUAGE PROGRAM DEVELOPMENT AND EVALUATION (3cr.)
EDU7141 CURRENT RESEARCH IN SECOND LANGUAGE EDUCATION (3cr.)
EDU8147 SELECTED TOPICS IN SECOND LANGUAGE EDUCATION (3cr.)

Society, Culture and Literacies
EDU5210 PHILOSOPHICAL PERSPECTIVES ON EDUCATION: FROM THE PRE-SOCRATICS TO THE POSTMODERNISTS (3cr.)
EDU5221 HISTORICAL NARRATIVES AND EDUCATION (3cr.)
EDU5222 ETHOGRAPHIES IN EDUCATION (3cr.)
EDU5373 EDUCATION OF MARGINALIZED YOUTH (3cr.)
EDU5386 SEMINAR ON LITERACY (3cr.)
EDU5463 CULTURAL STUDIES AND EDUCATION: THEORY AND PRAXIS (3cr.)
EDU5465 GLOBALIZATION AND COMPARATIVE EDUCATION (3cr.)
EDU5466 RACISM AND ANTIRACISM IN EDUCATION (3cr.)
EDU6203 LEARNING AND LITERACIES (3cr.)
EDU6421 PUBLIC MEMORY, LIVED HISTORIES AND EDUCATION (3cr.)
EDU6422 EDUCATION AND DEMOCRATIC COMMUNITIES (3cr.)
EDU6425 MORAL REGULATION AND EDUCATION (3cr.)
EDU6426 CITIZENSHIP AND EDUCATION (3cr.)
EDU6427 EDUCATION AND SEXUALITY (3cr.)
EDU6428 SOCIAL CONTEXTS OF EDUCATION (3cr.)
EDU6429 PEDAGOGIES OF DIFFERENCE (3cr.)
EDU7133 SELECTED TOPICS: SOCIETY, CULTURE AND LITERACIES (3cr.)

Educational Counselling
In addition to the two compulsory courses, EDU 5190 and EDU 5199, students must take a minimum of seven courses in the concentration, including the following six courses:

EDU5270 ETHICAL AND LEGAL DIMENSIONS OF COUNSELLING (3cr.)
EDU5271 COUNSELLING: THEORIES AND PRACTICES I (3cr.)
EDU5471 MICRO-COUNSELLING (3cr.)
EDU5473 THEORIES OF CAREER DEVELOPMENT (3cr.)
EDU6473 INTERNSHIP IN COUNSELLING I (3cr.)
EDU6474 INTERNSHIP IN COUNSELLING II (3cr.)

Note: Students cannot enrol in more than one internship in any one session.

Optional courses:
EDU5274 TESTS AND MEASUREMENT IN EDUCATIONAL COUNSELLING (3cr.)
EDU5371 SELECTED TOPICS IN EDUCATIONAL COUNSELLING (3cr.)
EDU5372 MODELS OF CONSULTATION AND CASE MANAGEMENT IN EDUCATIONAL COUNSELLING (3cr.)
EDU5573 SANTÉ MENTALE,TRAVAIL ET ORIENTATION (3cr.)
EDU5474 MULTICULTURAL COUNSELLING (3cr.)
EDU6271 COUNSELLING: THEORIES AND PRACTICE II (3cr.)
EDU6472 SEMINAR AND PRACTICUM IN GROUP COUNSELLING (3cr.)
MA(Ed) Program Requirements

MA(Ed) candidates in Organizational Studies in Education, Teaching, Learning and Evaluation, Second Language Education, and Society, Culture and Literacies must complete a minimum of six courses (18 credits).

MA candidates in Educational Counselling must complete a minimum of eight courses (24 credits).

a) Candidates in all concentrations must complete two compulsory courses:

EDU6290 RESEARCH IN EDUCATION (3cr.)
and one of the following:
EDU6191 METHODS AND INTERPRETATION OF QUANTITATIVE RESEARCH II (3cr.)
EDU7190 QUALITATIVE RESEARCH I (3cr.)
EDU7396 TECHNIQUES OF DOCUMENT ANALYSIS IN EDUCATIONAL RESEARCH (3cr.)
EDU7397 DATA COLLECTION INSTRUMENTS IN EDUCATIONAL RESEARCH (3cr.)

b) MA candidates in Organizational Studies in Education, Teaching, Learning and Evaluation, Second Language Education, and Society, Culture and Literacies must complete four courses of which at least three must be in their concentration.

MA candidates in Educational Counselling must complete the following six compulsory courses:

EDU5270 ETHICAL AND LEGAL DIMENSIONS OF COUNSELLING (3cr.)
EDU5271 COUNSELLING: THEORIES AND PRACTICES I (3cr.)
EDU5471 MICRO-COUNSELLING (3cr.)
EDU5473 THEORIES OF CAREER DEVELOPMENT (3cr.)
EDU6473 INTERNSHIP IN COUNSELLING I (3cr.)
EDU6474 INTERNSHIP IN COUNSELLING II (3cr.)

Note: Students cannot enrol in more than one internship in any one session.

The research and thesis requirement includes:

a) submission of a written research proposal that meets with the approval of a thesis committee
b) presentation and defence of a thesis (EDU 7999).

All compulsory courses must be taken at the Faculty of Education. Students must obtain approval from the program director at least one month in advance for any course taken outside the faculty.

Taking into account the student’s previous studies, the faculty reserves the right to add to the program of studies any courses which are deemed necessary. Normally, these additional requirements are specified at the beginning of the program.

The individual program of studies is prepared by the thesis director and approved by the program director.

Exceptional students registered in the MA program may be permitted to transfer to the PhD program without completing an MA thesis, under certain conditions. For details, see “Transfer from MA to PhD” under “Programs” in “Doctor of Philosophy (Education)”.

Concentrations
Courses listed under the following concentrations are not the only courses available in the MA program. Courses listed in the MEd course bank are also recognized as MA courses.

Organizational Studies in Education
EDU7000 LECTURE DIRIGÉE / DIRECTED READING (3cr.)

Teaching, Learning and Evaluation
EDU7000 LECTURE DIRIGÉE / DIRECTED READING (3cr.)
EDU7163 THEORETICAL PERSPECTIVES IN MATHEMATICS EDUCATION (3cr.)
EDU7193 ADVANCED MEASUREMENT THEORIES (3cr.)
EDU7394 SELECTED TOPICS-MEASUREMENT II (3cr.)
EDU8296 SEMINAR IN MEASUREMENT AND EVALUATION (3cr.)

Second Language Education
EDU7000 LECTURE DIRIGÉE / DIRECTED READING (3cr.)
EDU7141 CURRENT RESEARCH IN SECOND LANGUAGE EDUCATION (3cr.)
EDU8147 SELECTED TOPICS IN SECOND LANGUAGE EDUCATION (3cr.)

Society, Culture and Literacies
EDU7000 LECTURE DIRIGÉE / DIRECTED READING (3cr.)

Educational Counselling
EDU5270 ETHICAL AND LEGAL DIMENSIONS OF COUNSELLING (3cr.)
EDU5271 COUNSELLING: THEORIES AND PRACTICES I (3cr.)
EDU5471 MICRO-COUNSELLING (3cr.)
EDU5473 THEORIES OF CAREER DEVELOPMENT (3cr.)
EDU6473 INTERNSHIP IN COUNSELLING I (3cr.)
EDU6474 INTERNSHIP IN COUNSELLING II (3cr.)

Common Courses
EDU5191 METHODS AND INTERPRETATION IN QUANTITATIVE RESEARCH I (3cr.)
EDU6191 METHODS AND INTERPRETATION OF QUANTITATIVE RESEARCH II (3cr.)
EDU6290 RESEARCH IN EDUCATION (3cr.)
EDU7190 QUALITATIVE RESEARCH I (3cr.)
EDU7396 TECHNIQUES OF DOCUMENT ANALYSIS IN EDUCATIONAL RESEARCH (3cr.)
EDU7397 DATA COLLECTION INSTRUMENTS IN EDUCATIONAL RESEARCH (3cr.)

Course Sequence
EDU6290 RESEARCH IN EDUCATION (3cr.)
This course should be taken at the beginning of the program

Since 1904, Susquehanna University has prepared liberal arts students for teaching careers. Currently, the Department of Education prepares students for teacher certification in:
elementary education
early childhood education
secondary education
music education

Building on the strong liberal-arts foundation that Susquehanna University provides for future teachers, the Education Department offers a well-articulated series of courses in educational theory and practice. Our students also enjoy rich opportunities for experiences in local public schools, beginning with classroom observations and participation in the students’ first education classes, and culminating in a 14-week semester of student teaching. Education Department faculty provide students with careful advising and supervision throughout their progress toward a teaching career.

Those have already earned a bachelor’s degree may prepare for certification in either elementary or secondary education through the Teacher Intern Program.

The middle and secondary school teaching programs prepare students for licensure as teachers of academic subjects and are aligned with the regulations in force in Massachusetts. The Massachusetts Department of Education approves Suffolk University to sponsor individuals for licensure at the secondary and middle school levels.
Master’s Degree Programs
M.Ed. in Middle School Teaching
M.Ed. in Secondary School Teaching
Continuing Education
Professional Development for Secondary and Middle School Teaching