Master's Degree in Teaching _ Learning_ and Curriculum

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					          STUDENT GUIDELINES

                  FOR THE

     MASTER OF EDUCATION (M.ED.)

         MASTER OF ARTS (M.A.)

                      IN

TEACHING, LEARNING, AND CURRICULUM




        Department of Teacher Education
           Texas Woman’s University
                 (940) 898-2271
Welcome to the Master’s in Teaching, Learning, and Curriculum degree program!

Degree/Research Options

        You have the option of pursuing the Master of Education (M.Ed.) or Master of Arts
(M.A.). While the majority of the degree program is the same, the research component will
differ. Completion of the M.Ed. may be fulfilled with the development of a professional paper on
a topic related to one’s teaching field/area of interest and may take a variety of forms. The M.A.
requires an additional 6 hours of research and the completion of a thesis. Both require an in-
depth literature review and evidence of strong writing skills. Discuss this research choice with
your advisor as you begin the program.

Outline of Degree Program

You will find this near the end of this packet. It includes information on the purpose of this
degree, the required course work and the various options open to you for the additional hours in
one or more of the specialization strands. Two strands, Bilingual and English as a Second
Language and Special Education, offer the possibility of adding an additional certification to
your existing initial certificate. If that is your goal, it is recommended that at least four courses
be taken from the same specialization area to ensure as firm a foundation as possible with a new
teaching field and to maximize preparation for the state examination over that field. You will
need to work closely with your advisor in the selection of those courses. For other students, it is
also recommended that at least four courses be taken from the same specialization area so that
some concentration is preserved. For students desiring to teach at community colleges, they may
need as many as 18 semester hours in a single subject area. Please note: no grade lower than
“B” may be used toward this degree. “Admission is granted for not more than one academic
year. Students who do not attend the University during the period of their admission must
reapply.” (2010-12 Graduate Catalog, p. 61).

Sample Degree Plan

       This is found on the page following the program document. You and your advisor will
discuss course options according to your goals and interests and then complete the Graduate
School degree plan form shown or in the online version. This will be filed in the Graduate
School. If any changes are made in your program prior to graduation, a Change of Degree Plan
form must be filed with the Graduate School.

Pre- and Post-test Assessments of Program

        We are interested in receiving feedback from our students as they go through this
program. As you enter, you will be asked to take a pre-test over your perceptions of your
knowledge of the four core areas addressed in this degree: human diversity, assessment, learning
theory, and curriculum.




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       Near the end of the program you will be asked to take a post-test over the same areas.
The results of these tests and other measures will help us to evaluate our program and make
changes where needed.


Important Web Sites

        As you get closer to the end of your program, you will need to be thinking about the
research component (professional paper or thesis) and graduation requirements. The TWU
Graduate School’s web site is an excellent resource. The web site listed below contains many
helpful resources.

http://www.twu.edu/gradschool/degree-completion.asp

Graduation Deadlines from the above site lists a number of forms that need to be submitted
prior to graduation along with the deadlines for that particular semester.

Select Forms from the menu on the left of the Graduate School site for those needed.

Another helpful site from the above link for students beginning their graduate research is TWU’s
Guide to Preparation and Processing of Dissertations, Theses, and Professional Papers.


Professional Paper/Thesis

        The rubric on the following pages may help to guide you as you enter the research phase
of your program. It may serve as a vehicle for you and your major professor to discuss strengths
as well as areas of your paper/thesis process that pose challenges. The TWU Library and TWU
Write Site are excellent resources before and during this process. The following are links to
specific areas within these resources:

APA 6th edition format and RefWorks
http://www.twu.edu/library/citing.asp
        RefWorks is a web-based citation management program that enables you to:
download, gather, and store references from databases; automatically format citations and
bibliographies in seconds; and connect to your RefWorks account anywhere there is web access.

Plagiarism Tutorial
http://www.twu.edu/library/tutorial/plagiarism/player.html

Write Site
http://www.twu.edu/writesite/

Scholarly Journal/Peer-Reviewed Source Definition and Examples
http://www.library.cornell.edu/olinuris/ref/research/skill20.html




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                           Criteria for Graduate Research

       The following tables are designed to assist the student in preparing elements of the
Professional Paper or Thesis and may be used in evaluating progress toward satisfactory
completion of that requirement. They would be used in conjunction with specific mentoring and
guidance from Committee members.


                                          Problem or Purpose
            Rating     Description
              5        Project shows excellent potential for contribution to the body of
                       knowledge or application.
               4       Project shows some potential for expansion of current knowledge base.
               3       Project or product shows potential in its intent.
               2       Problem or purpose is unclear, too broad, or of limited usefulness.
               1       Problem deals with a minor aspect of the field or does not promise a
                       functional use to the profession
                       Comments:
          ___Points




                                          Review of Literature
            Rating    Description
              5       Awareness of underlying theory is well established. Citations are
                      relevant to the proposed study and are examined critically in text.
                      Justification or rationale is explicit and empirically derived.
               4      Citations are relevant but not explicit or presented with limited critical
                      analysis.
               3      Reasonable awareness of underlying rationale. Citations are not clear
                      nor examined critically. Relationship between the literature review and
                      rationale are not clear.
               2      Underlying theory is not demonstrated. Lack of critical examination of
                      citations and limited relevance.
               1      Insufficient awareness of underlying theoretical base for the project.
                      Literature provides little support for the project’s intent.
                      Comments:
          __Points




                                               4
                                       Methods
 Rating     Description
   5        Methods clearly apply to the target population. Sampling or needs
            assessment are well defined and appropriate to the purpose. Procedures
            are identified clearly and are appropriate.
   4        Target population is not described clearly but procedures are well
            established and appropriate.
   3        Population’s description is vague and descriptions of procedure seem
            unclear and not well developed.
   2        Target population or needs assessment are not identified and procedures
            are inadequate for the purpose.
   1        Limited relationship between intent of the study and methods or
            procedures proposed.
            Comments:
___Points




                     Instrumentation/Behavioral Objectives
 Rating     Description
   5        Instrument description or behavioral objectives are complete and
            appropriate to the project.
   4        Descriptions are stated explicitly but are worded awkwardly or vaguely.
   3        Instruments or behavioral objectives are acceptable but not the most
            appropriate for the intent of the project.
   2        Instruments or behavioral objectives are fragmented or developed
            poorly.
   1        Instruments or objectives are omitted or inappropriate to the design of
            the study.
            Comments:
___Points




                                   5
                                              Research Design
             Rating     Description
               5        Procedures or product specifications are given in sufficient detail.
                        Design is identified and defined by logic.
                4       Details about procedures or design lack clarity or specificity.
                3       Design or specifications are appropriate but rationale is not stated.
                2       Major details about procedures are unclear or missing.
                1       Procedures or specifications are inappropriate for the design.
                        Comments:
           ___Points




                                                   Format
             Rating     Description
              5         Proposal is written in clear, professional style, following APA and TWU
                        guidelines. All appropriate rules of grammar and syntax are observed.
               4        Appropriate style but minor violations of APA or TWU approved form.
               3        Awkward or flowery style and minor violations of APA or TWU
                        approved form.
               2        Inappropriate style or major violations of APA or TWU approved form.
               1        Poor style or violations of rules of grammar and syntax.
                        Comments:
           ___Points



Total Points = _____


Guidelines for Using Point System for Submitting Paper Elements to Research Committee:

Exemplary: 30 - 24 points (approximate rating of 4-5 on each element)
Proficient: 23 - 18 points (approximate rating of 3-4 on each element)
Partially proficient or unsatisfactory: less than 18 points; needs to be reworked and resubmitted




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Master’s Degree in Teaching, Learning, and Curriculum
Department of Teacher Education
Texas Woman’s University
(940) 898-2271



Application for Admission:

1. Statement of Intent (no more than one page in length)

   The statement of intent should describe: (a) reasons for pursuing a graduate degree or
   advanced study program, (b) goals to be accomplished through the program, (c) personal and
   professional qualities that will contribute to the applicant’s success in the program and as a
   professional educator, and (d) perspectives about education as a profession, teaching,
   learning, leading, or other aspects related to the education of children and youth.

2. Letters of Reference

   Two (2) letters of reference from individuals who can attest to the student’s (a) experience
   with children and youth, (b) leadership and collaborative skills, and (c) prospects of success
   in graduate programs.

3. Vita or Resume

   A vita or resume that includes (a) applicant’s name, addresses, phone numbers, and email
   address(es), (b) degrees earned, institution, and date, and (c) professional experiences and
   related activities.

4. Copy of Professional Certification(s) or Other Related Credentials or Licenses

5. Teacher Service Record (For those applying to programs in Educational Leadership,
   preference is given to those with at least three years of teaching experience, and two years
   are required.).

Please send the aforementioned information to:

Department of Teacher Education
Application Materials for (indicate program area)
Texas Woman’s University
P.O. Box 425769
Denton, TX 76204-5769



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Purpose of this degree:

   1. Career Fulfillment: To update and expand current knowledge to deliver more effective
      instruction to a school age population.
   2. Career Enhancement: To offer the classroom teacher opportunities to explore new
      options that may lead to additional opportunities within a school district or in the
      community.

General Requirements:

Minimum of 36 graduate semester hours
  6 or 12 semester hour research core (see below for M.Ed. and M.A.)
  12 semester hour education core
  18 semester hours from one or more specializations

Required Research Core
M.Ed. (6 semester hours)
ELDR 5203. Research in Education or other research methods course with advisor approval.
EDUC 5973. Professional Paper. (Prerequisite: ELDR 5203 or approved substitute)

M.A. (12 semester hours)
ELDR 5203. Research in Education or other research methods course with advisor approval.
CSCI 5793. Statistical Computer Packages or other research course with advisor approval.
EDUC 5983. Thesis.
EDUC 5993. Thesis.

Required Core: (12 semester hours)

EDUC 5173.     Diversity in the Classroom. (Fall/Spring/Summer)
EDUC 5463.     Assessment in the Classroom Setting. (Summer)
EDUC 5343.     Models and Theories of Learning and Teaching. (Fall)
EDUC 5423.     Curriculum Studies. (Spring)

Specialization Strands: Select remaining hours from one or more strands.
It is suggested that at least 12 semester hours are taken from one specialization.

I. Career Fulfillment: course work designed to update and expand current knowledge to
deliver more effective instruction to a school age population.




                                                 8
Reading/Language Arts for Grades Early Childhood through Grade 6
  FS    5203. Language and Literacy in Early Childhood.
* READ 5423. Literacy Practice to Theory.
  READ 5443. Literacy Assessment and Instruction.
  READ 5503. Phonological & Orthographic Language Systems.
  READ 5513. Literacy and the Diverse Learner.
  LS    5603. Literature for Children and Young Adults.
  LS    5613. Advanced Literature for Children. (Prerequisite: LS 5603)
* Prerequisite for all courses with READ prefix

Reading/Language Arts for Grades 4 through 8
* READ 5423. Literacy Practice to Theory.
  READ 5443. Literacy Assessment and Instruction.
  READ 5453. Process and Strategies for Comprehending Texts.
  READ 5513. Literacy and the Diverse Learner.
  LS    5603. Literature for Children and Young Adults.
  LS    5623. Advanced Literature for Young Adults. (Prerequisite: LS 5603)
* Prerequisite for all courses with READ prefix

Mathematics for Grades Early Childhood through Grade 6 and Grades 4-8
MATH 5103. Problem Solving in the Elementary Grades. (EC-4)
MATH 5003. Mathematical Concepts in the Elementary Setting. (Grades 4-8)
MATH 5203. Problem Solving in the Secondary Grades. (Grades 4-8)
MATH 5303. Algebra in the Mathematics Classroom. (Grades 4-8)
MATH 5313. Geometry in the Mathematics Classroom. (Grades 4-8)

II. Career Enhancement: Course work designed to offer the classroom teacher opportunities to
explore new options that may lead to additional opportunities within a school district or for
teaching at the community college level. Pursuing some strands within this section could lead to
additional certifications.

Technology
FS   5283.   Technology and the Young Learner.
CSCI 5613.   Computers in Education.
CSCI 5843.   Microcomputer Application. (Prerequisite: Permission of Instructor)
CSCI 5653.   Technology Issues, Achievements and Challenges in Education. (Prerequisites:
             CSCI 5613, CSCI 5843)




                                               9
Bilingual Education and English as a Second Language
EDBE 5333. Curriculum for Bilingual Education: Methods and Materials.
EDBE 5413. Teaching Reading and Other Language Arts to Linguistically Different Learners.
EDBE 5453. English as a Second Language: Methods.
EDBE 5633. Education in Culturally Diverse Environments.
EDBE 5653. Second Language Acquisition.
EDBE 5903. Special Topics: Assessment Procedures for ESL Education.
EDBE 5903. Special Topics: Linguistics for Bilingual/ESL Educators.
EDBE 5903. Special Topics: Literacy Development for English Language Learners.

Special Education
EDSP 5003. Psychology of Exceptional Children. (Online, Fall)
EDSP 5013. Collaboration in the Schools. (Online, Spring)
EDSP 5033. Tests and Measurements for Exceptional Children.
EDSP 5103. Developmental Disabilities.
EDSP 5163. Inclusive Educational Program.
EDSP 5303. Students with Emotional/Behavioral Disorders.
EDSP 5313. School-based Interventions for Students with Emotional/Behavioral Disorders.
EDSP 5323. Models and Theories for the Education of Students with Emotional/Behavioral
            Disorders. (Online, Summer)
EDSP 5433. Language Problems of Students with Disabilities.
EDSP 5413. Individuals with Learning Disabilities.
EDSP 5423. Methods of Teaching Special Education.

*Educational Leadership
ELDR 5103. Leadership in Educational Settings.
ELDR 5223. Professional Development and Instructional Improvement.
ELDR 5323. Administrative Processes in Schools.
ELDR 5333. Curriculum Development, Assessment, and Evaluation.
*Prerequisite: two years of teaching experience

Mathematics
MATH 5423.    History of Mathematics.
MATH 5483.    Theory of Probability and Statistics I.
MATH 5493.    Theory of Probability and Statistics II.
MATH 5513.    Matrix Algebra.
MATH 5523.    Number Theory.
MATH 5543.    Symbolic Logic.
MATH 5573.    Statistical Methods.
MATH 5583.    Statistical Methods II.




                                               10
Government
GOV 5003. Studies in Comparative Politics.
GOV 5013. American National Defense Policy.
GOV 5053. The Presidency and Public Policy.
GOV 5063. Political Women.
GOV 5073. Issues in Constitutional Law.
GOV 5133. Leadership and Women.
GOV 5303. Problems in the Legislative Process.
GOV 5513. Seminar in Japanese Politics.
GOV 5523. American International Relations.
GOV 5723. Seminar in Political Theory.
GOV 5833. Seminar in Government.
GOV 5903. Special Topics.


History
Courses may be repeated with variations in the following topics:
HIST 5003. Studies in 19th Century US.
HIST 5083. Studies in 20th Century America.
HIST 5443. Studies in English History.
HIST 5713. Studies in Texas History.
HIST 5763. Studies in Latin America History.
HIST 5903. Special Topics.

Science
BIOL 5123. Biostatistics
BIOL 5293. Advanced Scientific Communication
BIOL 5613. Readings in Biology
BIOL 5681. Seminar
BIOL 5033. Advanced Science in the Secondary Classroom
CHEM 5613. Biochemistry I
CHEM 5623. Biochemistry II
ZOOL 5423. Endocrinology
ZOOL 5913. Animal Behavior
BIOL 5913. Scanning Electron Microscopy or Individual Study

Art Education
ART 5313. Foundations of Art Learning and Practice
ART 5323. Contemporary Issues in Art Learning and Practice
ART 5333. Individual Differences in Art Learning and Practice
ART 5343. Cognition, Art Learning and Advocacy
ART 5353. Curriculum in Art Learning and Practice
ART 5903: Art Learning Technology

7/24/12




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