Evening & Graduate Programs

Master of Arts in Secondary Education: Curriculum

Courses with an * indicate teacher licensure requirements, candidates must achieve at least a grade of C in these courses and maintain a 3.0 GPA in the program

ED 720* CURRICULUM DESIGN AND ASSESSMENT
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. Three credit hours

ED 723 RESEARCH IN EDUCATION
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. Three credit hours

ED 727 LEGAL ISSUES IN EDUCATION 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. Three credit hours

ED 737 LEADERSHIP AND CHANGE IN EDUCATION
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. Three credit hours

ED 742* FOUNDATIONS OF EDUCATION: SOCIAL, CULTURAL, PHILOSOPHICAL AND HISTORICAL PERSPECTIVES
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. Three credit hours

ED 744* METHODS FOR TEACHING DIVERSE LEARNERS
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. Three credit hours

ED745* PRACTICUM I OBSERVATION AND AIDING
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. One credit hour

ED 748* PSYCHOLOGICAL FOUNDATIONS OF EDUCATION
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. Three credit hours

ED 754* CLASSROOM MANAGEMENT AND STUDENT MOTIVATION
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. Three credit hours

ED 766* TEACHER AS PROFESSIONAL COLLABORATOR
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. Candidates complete the Kansas Performance Teaching Portfolio during enrollment in this seminar. One credit hour

ED 776* READING ACROSS THE CONTENT AREAS
This course emphasizes the reading, writing speaking, listening, thinking, and viewing processes and their interconnections to facilitate learning in content areas through the use of research-based strategies. Using a variety of texts, both print and non-print, teacher candidates design and implement appropriate and effective instructional strategies within an interdisciplinary unit format to meet the needs of all learners including those with special needs, English Language Learners, and learners with socio-economic challenges. Three credit hours

ED 789* SECONDARY METHODS WITH PRACTICUM Emphasis is on the reflective and intentional decision-making criteria for secondary content areas, with application for curriculum design, modes of instruction, technology, classroom management and assessment. Secondary Methods is designed to integrate theory and practice of the teaching of the content areas in the secondary classroom. Strategies that link theory and practice will be introduced for making decisions about curriculum, instruction, classroom management, technology and assessment so that classrooms become constructivist learning communities. Reflective teaching and use of technology in the classroom will be emphasized. A minimum of 30 hours of aiding and supervised practicum in a secondary content classroom is required. Three credit hours

ED 796* STUDENT TEACHING: SECONDARY
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. This is a full time semester long experience in a secondary school with an assigned mentor teacher taken during last semester of program. Eight credit hours

ED 799 SEMINAR: SUMMARY PORTFOLIO
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. The portfolio is completed during the last term enrolled. One credit hour