masters of education degree

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					Master of Education Degree Program
Director: William K. Shoemaker, Ed. D.

Faculty: Kathleen Kaminski, Ph.D.; Lynn Newman, Ph.D.

Adjunct Faculty: Betty L. Bitner, Ed.D.; Carol Corwell-Martin, M.Ed.; Elizabeth R. Donohoe,
Ph.D.; Rebecca E. Erb, Ed.D.; Janilyn Elias, M.S.; Jane C. Johnston, Ed.D.; Eric C. Michael Ed.
D.; Alan Moyer, Ph.D.; Jacqueline Elder Murren, Ph.D.; Timothy D. Thornburg, M.A.; Todd A.
Tritle, M.Ed.; Kimberly Weeks, Ed.S.; Gloria A. Walker, Ph.D.

The Master of Education degree has been creatively designed to actively engage certified female
and male elementary teachers in the critical analysis of “Best Practices.” The program is based
on the premise that successful teachers will need a strong liberal arts education, an in-depth
knowledge of pedagogy, and mastery of current theory, practice, and technology to become
teacher-leaders. A significant goal of the program is to prepare candidates to genuinely
understand the key issues and theories in the courses, so these teachers can immediately integrate
and apply the theories in their classrooms. These elementary teachers, with a commitment to
improving their craft, will hone their teaching skills through research and classroom practices,
thereby fostering teaching excellence. Pennsylvania Instructional I certified candidates, upon
successful completion of the M.Ed., will be eligible for a Pennsylvania Instructional II

At its session on April 19, 2006, the Committee on Substantive Change, in behalf of the Middle
States Commission on Higher Education acted: To acknowledge the receipt of the substantive
change request submitted by the institution and to include the Master of Arts in Teaching,
renamed Master of Education February 22, 2008, within the scope of the institution’s

Academic Load
The typical full-time load is three classes per session or semester.
It is recommended, however, that candidates employed full-time take no more than two classes
per semester. A maximum of three classes may be taken during any fall or spring semesters, and
either of the two summer sessions. Candidates wishing to attempt more than the maximum load
should seek permission from the Director of the M.Ed. Program.

Admission to the M.Ed.
Admission is competitive, and space is limited. Thus, interested students should apply early.
Degree program admission is based on the following criteria:
1. Completion of the baccalaureate degree from a regionally accredited institution of higher
2. Requires a 3.0 or higher GPA and passing test scores on all five Praxis tests. If, however, a
candidate completed her/his bachelor degree prior to 2003 when PDE began requiring a 3.0 GPA
for teacher certification, a candidate with a GPA below 3.0 could seek provisional admission into
the M.Ed.
3. Completion of an application for admission to the M.Ed.;
4. Two letters of recommendation from educators or employers; (Please note one letter should be
from your current principal or supervisor. Letters should be mailed directly to the Director of the
M.Ed. Program.)
5. A current certification for eligibility to teach in grades K-6;
6. Foundations in statistics and technology, as approved by the Director of the Program;
7. Official transcripts from all undergraduate and graduate colleges and universities attended
must be sent directly to the Director of the M.Ed. Program;
8. Resume; and
9. Personal interview with Director of the M.Ed. Program.

Transfer Credits
At the discretion of the Director of the Master of Education, no more than two courses may be
transferred into the M.Ed. Degree Program. For a course to transfer into the M.Ed. Degree
Program, the grade in the course must 3.0 or higher on a 4.0 scale and the goals, outcomes, and
assessment results must be similar to that of the M.Ed. course being fulfilled through transfer

Provisional Status
Provisional status allows a student to enroll in graduate classes in order to qualify for admission
to the degree program. A student may be granted provisional status by the program director after
a plan of action is written which will assist the student to meet the entrance requirements of the

If a student is granted provisional status, the student must first satisfactorily complete the
educational plan approved by the program director with a GPA of 3.0 or higher in three courses
prior to be formally admitted into the M.Ed. Program.

Time Limit to Complete Degree
All course work and degree requirements must be completed within six years of taking the first
class in the M.Ed. Program at Wilson College. Appeals for extension of the six year limit must
be submitted in writing to the Director of the M.Ed.
 t e r of n t
Graduation Requirements
The successful M.Ed. candidate will complete 10 course credits, including a Master’s Project,
while maintaining a cumulative grade point average of 3.0 or higher. Graduate course credit will
be awarded only for earned grades of C or better. As the M.Ed. Program progresses, additional
courses may be added to accommodate individual needs and interests.

Academic Probation and Dismissal from the M.Ed.
M.Ed. candidate will be placed on academic probation if her/his cumulative GPA falls below a
3.0 or s/he earns a grade of ‘C’.

M.Ed. candidate will be dismissed from the M.Ed. if an academic probation extends beyond the
completion of three additional course credits, the candidate earns two course grades of ‘C’ or
lower, or the candidate earns one course grade of ’F’ at any time during her/his M.Ed. at Wilson.

Leave of Absence
A Leave of Absence for a graduate student may not exceed one year. See complete description
regarding applying for a Leave of Absence and termination of a Leave of Absence in the current
College Catalog.

Summer Graduates
A graduate student who has completed all requirements except one Entry or Middle Level
course for Spring graduation must petition the Committee on Academic Procedures by the last
day to withdraw from classes to participate in Spring Commencement. For complete description
of this procedure, refer to the current College Catalog.

M.Ed.: Required Courses
Pennsylvania Instructional II Certificate.
Suggested Course Sequence
M.Ed. candidates will plan their course of studies with their
academic advisor choosing from evening fall and spring
semesters, and day/evening summer terms. The following
sequence is recommended:
Entry Level Courses
EDU 530 Educational Tests and Measurements
(prerequisite Foundation in Statistics, MAT 115,
PSY 115, or permission from Director of M.A.T.)
EDU 531 Contemporary Issues in Education
EDU 532 Education Perspectives in a Diverse Society
EDU 533 Differentiated Instruction
EDU 550 Ethical and Legal Issues in Education
EDU 552 Best Practices in Elementary Education
EDU 553 Technology Integration for the Classroom
EDU 554 Formal and Informal Classroom Assessment
(prerequisite EDU 530)
EDU 555 M.Ed. Internship
(Upon recommendation of and approval by Director may substitute for an Entry or Middle Level Course)
Completion Level Course and Project
EDU 598 Educational Research and Design
EDU 599 Master’s Project
Exit Assessment
• Comprehensive Examination
• Defense of Master’s Project
• Electronic Portfolio
Course Descriptions:
Master of Education Program
Suggested Course Sequence: Candidates in the M.Ed. Program will plan their course of studies
with their advisor. In general, the following sequence will be recommended:

Entry Level courses (not necessarily in this order)

1. EDU 530: Educational Tests and Measurements
This course will provide a foundation in Classical Test Theory. Generalizability Theory and Item Response Theory
will be briefly introduced to students. Students will have a foundation in the design of and use of classroom testing.
The course will review tests that professional educators use: Achievement Tests, Aptitude Tests, Intelligence Tests
and Interest Inventories. Students will also learn about diagnostic tests that are appropriate in an educational setting.
1 course credit. Prerequisite: Foundation in Statistics, MAT 115, PSY 115 or permission from Director of M.Ed.

2. EDU 531: Contemporary Issues in Education
This course will explore current and relevant educational issues that possess interconnections with politics, history,
ideology, curriculum, and social practice. The primary focus of the course will be on examining the major opposing
viewpoints on the issues in American schools of today. Through the integration of knowledge, the course prepares
educators to critically examine various schools of philosophical thought and political issues related to education,
analyze existing programs to improve school effectiveness, and review research-based best practices for effective
educational outcomes.

3. EDU 532: Education Perspectives in a Diverse Society
This course prepares students to deal with the conceptual, theoretical, political, and philosophical issues in
multicultural education. It has been designed to clarify issues related to pluralistic education, adopt a philosophical
position, design and implement effective teaching strategies that reflect ethnic and cultural diversity, and prepare
sound guidelines for multicultural programs and practices. In this course, diversity refers to all ways in which
people differ, including that of socio-economic status, ethnicity, sexual orientation, religious practices, and other

4. EDU 533: Differentiated Instruction
This course will explore the principles and elements of differentiated instruction through the study of current and
promising practices, as well as relevant research. Graduate students will study instructional and management
strategies that address individual learning needs, strengths, styles, and preferences of students within the classroom.

Middle Level Courses (not necessarily in this order but taken before the research component – or completion

1. EDU 550: Ethical and Legal Issues in Education
Provides the classroom teacher information regarding ethical and legal structure of education. The course is
organized to clarify the variety of legal issues educators face in the school setting. Students will be enabled to
understand regulation and law as highly relevant to their practice in the profession. A variety of topics will be
examined, such as The Pennsylvania School Code, Employee and Student Rights and Responsibilities, liability
issues, civil rights, special education and other issues.

2. EDU 552: Best Practices in Elementary Education
Students will examine the most up to date pedagogy in elementary education in the fields of Language Arts,
Mathematics, Science, and Social Studies. Each student will select one or more practices which she/he will
incorporate into her/his classroom instruction. As part of the course, the instructor and students will examine the
positive/negative effects these practices have on classroom instruction.

3. EDU 553: Technology Integration for the Classroom
In this course, M.Ed. Program candidates will explore ways to integrate educational technologies that complement
solid instructional design in order to enhance student learning. This course will include an overview of technological
resources used today in educational contexts. Program candidates will complete an inventory of their own
classrooms and schools that emphasize technological resources such as hardware, software and internet use.
International, National and State teacher and student standards, categories and profiles will be emphasized.
Curriculum components such as individual lesson plans and unit plans currently taught will be examined for ways to
include various educational technologies. Data driven teacher decision-making and accountability will also be
addressed. Candidates will develop written and verbal rationales for the use of technologically rich instruction to
better become advocates of educational technology use

4. EDU 554: Formal and Informal Classroom Assessment
This course examines philosophical conceptions of curriculum, educational assessment, and principles of planning
instruction. Students will construct assessment tools for the evaluation of student progress, teaching effectiveness,
and curriculum alignment. Additionally, students will investigate state testing, their interpretation, and the
meaningful reporting of those results. Prerequisite: EDU 530

5. EDU 555: M.Ed. Internship
The candidate must have successfully completed three M. Ed. courses with a grade of B or better and must be
formally admitted to the M. Ed. Program. The internship must facilitate the candidate’s teacher leadership, the focus
of the M. Ed. Program. Since each internship will be designed to meet the needs of the individual candidate, the
course description intentionally lacks specificity. Refer to the M. Ed. Internship Application. Candidate will earn
one course credit upon successful completion of EDU 555.
Upon recommendation and approval of Director may substitute for an Entry or Middle Level course.

Completion Level (typically taken in the following order)

1. EDU 598: Educational Research and Design
This course will examine exemplary literature and research projects that represent examples of the systematic
collection, evaluation, presentation and interpretation of research data in education. Various research designs and
methodologies will be explored, emphasizing action research done in educational contexts. Student research projects
will reflect a specific educational research style, such as experimental, correlational, survey, grounded theory,
ethnography, narrative or mixed methods. Students will be guided in the selection of an appropriate Master's project
topic, review and critique of relevant literature, and develop a comprehensive design proposal for a major research

2. EDU 599: Master’s Project
This course represents the final stage in the completion of a Master’s Project. Students will work closely with a
research advisor to implement a major educational research project.

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