Evening & Graduate Programs

Master of Arts in Elementary Education

Course Descriptions

 

  • ED 742 Foundations of Education: Social, Cultural, Philosophical and Historical Perspectives (3 Credits) This educational foundations’ course focuses on the social, cultural, philosophical, and historical implications for students, teachers, classrooms, parents, publics, and the school as an institution. It examines the ideological assumptions as well as philosophical and historical underpinnings of American schooling. In addition, the course examines the continuing impact of race, class, gender, and cross-cultural issues, influenced by political and economic struggles within a democratic society.

  • ED748 Psychological Foundations of Education (3 Credits) Examination and application of theories of learning and human development through adolescence with implications for teaching and learning environments addressing individual and diverse needs, testing and measurement instruments, and assessment strategies.

  • ED744 Methods for Teaching Diverse Learners (3 Credits) This course is designed to assist teacher candidates in meeting the needs of the diverse learners in today’s classroom. Examples of diversity in the classroom include students identified with special education needs, students who are English Language Learners, students from multicultural backgrounds, students who live in poverty, and students with other unique learning needs. Following the Multi-Tiered Systems of Supports (MTSS) model, teacher candidates will examine current research-based strategies with emphasis on data collection, professional collaboration and assessment techniques to determine appropriate interventions that best meet student instructional, social and behavior needs in the classroom setting.

  • ED754 Classroom Management and Student Motivation (3 credits) This course provides an intensive study of student behavior, discipline techniques, classroom routines and procedures. Particular focus is given to formulating a discipline plan and strategies for proactive versus reactive discipline techniques.

  • ED745 Practicum I Observation and Aiding (1 Credit) Candidates complete twenty-five hours of observation in a school setting. Candidates will observe students and teachers in schools and use theories about developing, learning and motivation to describe their experiences. They will also analyze factors relevant to student diversity and other characteristics, as well as elements of school and classroom climate and their potential impact on students. Taken concurrently with ED744 and ED754.

  • ED720 Curriculum Design and Assessment (3 credits) This course examines the interrelationships of learning theory, curricula design, and assessment to develop coherent educational programs. Building on social and cultural foundations, candidates analyze learning principles and apply them to curriculum and plan alternative assessment of program outcomes.

  • ED753 Integrated Reading and Language Arts Method (3 Credits) This course incorporates current methodologies and materials for teaching a total language arts program (reading, writing, speaking, and listening) and assessing student progress. Attention is given to research-based instructional strategies that meet the needs of all learners including those with special needs, English Language Learners, and learners with socio-economic challenges. A balanced approach to instruction promotes the integration of children’s literature throughout the curriculum to enhance skills and reading enjoyment.

  • ED 723 Research in Education (3 credits) Candidates develop essential skills to complete independent research in all courses and for the summary portfolio. Candidates examine quantitative and qualitative research methodologies, analyze research literature, target research problems, and design a research plan that will lead to the collection and analysis of data.

  • ED755 Practicum II—Reading Practicum (1 credit) Candidates complete thirty hours of supervised teaching of reading in an elementary classroom. Incorporating the contextual factors of the classroom within the teaching/learning cycle, candidates design and teach developmentally appropriate units that integrate content, research-based reading strategies, and technology. Candidates establish a positive learning environment and provide instruction to meet the individual needs of students. Taken concurrently with ED720 and ED753.

  • ED727 Legal Issues in Education (3 Credits) This course examines the general structure, theory, and background of law as it applies to education in general and to the classroom specifically. Attention is given to constitutional and civil rights issues; teacher, students, and parent rights; courts decisions and legal procedures. The course is designed to help educators become legally literate by providing them with information about laws that affect them, about the way the legal system works, and about the ways the school system and judicial system can work together.

  • ED728 Instructional Technology (3 credits) The Instructional Technology course focuses on the social and technological changes in schools and educational systems. In this course, candidates will examine technology integration in an educational environment. Candidates will research, discuss, and develop projects related to technology in: instruction, assessment, personal/professional productivity, and communication.

  • ED 746 Teaching Math and Science in Elementary School (3 Credits) In this course candidates will explore the nature of sceince and mathematics and the K-6 standards established at the state and national levels as well as the Kansas Common Core State Standards for Mathmatics. They will examine content and instructional methods for effectively teaching developmental science and math concepts and skills to students while designing appropriate assessment procedures to evaluate the students’ understandings and application of concepts.

  • ED747 Teaching Social Studies and Aesthetics in Diverse Settings (3 credits) Analyzing the curricular content and instructional methods of social studies, candidates design appropriate learning experiences and assessments for teaching the social sciences in diverse K-6 classrooms while incorporating theoretical and practical inquiry into aesthetics including the integration of art, music and physical education/movement in cultural and individual expression.

  • ED737 Leadership and Change in Education (3 credits) This course focuses on the leadership and change literature with an emphasis on applications to instruction, staff development, and assessment. Emphasis is placed on leadership and assessment processes that are consistent with constructivist theory.

  • ED765 Practicum III Advanced Practicum (1 credit) Using field experiences, students analyze culturally and economically diverse classroom contexts related to curriculum, instruction, assessment and integration of music, art, health, and movement. Thirty hours of observation, aiding, and teaching in a diverse setting.

  • ED799 Seminar: Summary Portfolio (1 credit hour) The summary portfolio documents the candidate’s professional growth, leadership, scholarship, and level of knowledge throughout the Master of Arts program. This portfolio is developed with guidance by university faculty and is assessed and evaluated by a first and second reader.

  • ED766 Teacher as Professional Collaborator (1 Credit) Student teaching is an integrated experience which completes the professional teaching sequence. At this point the prospective teacher marshals his or her resources—intellectual, spiritual, cultural, social, and professional—to meet a challenge. The student teaching semester provides content and methods designed to foster student “integration of faith, learning and behavior”. During the student teaching experience, the student teacher evolves from the role of student into that of teacher.

  • ED767 Student Teaching: Elementary (8 hours) Student teaching in an integrated experience which completes the professional teaching sequence. At this point the prospective teacher marshals his or her resources—intellectual, spiritual, cultural, social, and professional—to meet a challenge. The student teaching semester provides content and methods designed to foster student “integration of faith, learning and behavior”. During the student teaching experience, the student teacher evolves from the role of student into that of teacher.