Master of Arts in Education
Purpose
The Master of Arts in Education (MAEd) program is designed to provide candidates an alternative pathway to obtain an MAEd degree.
MAEd without Licensure is for candidates who desire to understand content and methods pertaining to teaching and learning, but are not pursuing a teaching license. This program is an alternative to the Master of Arts in Teaching (MAT) program. The MAEd Track One is a Master's level program that does not meet the requirements for state licensure and does not require candidates to complete the full clinical practice practicum or pass required content knowledge tests. It is recommended for candidates who have completed an undergraduate BA or BS degree in a field other than education, desire a Master's degree in education, but do not plan to teach in the United States. At a reasonable time after making the decision to enter Track One and completing the requirements for the degree, a student can re-enroll in the graduate program to complete any remaining components, to be considered for recommendation by a program director in the College of Education.
Degree Outcomes
Educational Objectives
To enable students to:
- Gain knowledge about the psychological, sociological, historical, and philosophical foundations of education
- Build on their knowledge of subject matter to develop pedagogical skills and research methodologies
- Apply these understandings to education in various settings
Professional Objectives
To enable candidates to:
- Use their knowledge and skills to work in educational settings
- Seek employment as a teacher, paraprofessional, in non-profit agencies or other education related organizations
Admission Requirements
Applicants seeking admission to the MAEd program must hold a four-year baccalaureate degree program from an accredited college or university, with a minimum GPA of 3.0 in the last two years of coursework. In addition, applicants must complete the following to be considered for admission to the program:
- Master of arts in teaching application and application fee
- Submit one official transcript from each college/university attended
- Completion of the character reference statement required by Oregon TSPC
- Three letters of recommendation
- An interview with the Admission Committee
If accepted into the program, a $200 tuition deposit is required. Deadline for application is Feb. 1 for summer start, June 1 for fall start, and Oct. 1 for a spring start. Applications may be reviewed after those dates on a space-available basis.
Transfer Credit
No transfer credit is allowed toward the MAEd program. Transferability of credits earned at this institution and transferred to another is at the discretion of the receiving institution.
Residence Requirements
All 36 semester credits must be taken in resident study at 性视界传媒. Reinstatement to the program after withdrawal requires Admissions Committee action and may subject the student to additional requirements for the degree.
Course Requirements
The Master of Arts in Education program is generally 1-2 years in length with a minimum of 36 semester credits of coursework required as a minimum for graduation. Of those semester credits, 14 are in prescribed MAT core education courses, 10 semester credits in MEd core courses, 9 semester credits in an area of specialization, and 3 electives.
Other Degree Requirements
The program structure will be characterized by:
Cohort Model
Students will work in cohorts that average between 10 to 18 students. Cohorts will include multiple and single subject levels.
Theory-Into-Practice
Candidates will have numerous opportunities to practice what they learn in order for content to be more than theoretical understanding. Students may have volunteer opportunities in addition to a Clinical Practice Practicum, where they will be able to collaborate with university faculty, cooperating teachers, and administrators from local school districts to apply learning from coursework to the P-12 classroom.
Research
Candidates in the MAEd program will learn how to access and apply current research in their practice. Education is an ever-changing field and practitioners should understand how to stay current in their approaches.
Thematic Strands
The Master of Arts in Education has integrated curriculum that infuses critical thinking skills, pedagogy, classroom management, cultural proficiency, and technology. These elements are interwoven throughout the program and include a purposeful use of current research on education and methodologies.
Reflection
The ability to be a reflective practitioner will be developed in group discussions, journal entries, papers, and conferences with supervisors and cooperating teachers.
Graduation Requirements
In order to graduate with the Master of Arts in Education (MAEd) degree students must:
- Satisfactorily complete a minimum of 36 credits with a cumulative GPA of 3.0 or above
- Achieve no grade lower than a B in all core courses. If a grade of a B- or lower is received in a designated course, that course must be retaken (for more specific information, please refer to the student handbook).
Students in the MAEd program will not complete a full-time student teaching requirement, therefore, the director will not sign any official documents recommending the student as a candidate for teaching licensure in Oregon or any other state.
Curriculum Plan
Complete the following:
This course focuses on professionalism, purpose of education, educational law, policy, ethics and the place of technology in the field. The course includes instruction on mandatory reporting. Reflection upon professional identity and dispositional development will be facilitated.
This course provides a framework grounded in cultural humility for approaching diverse students and communities. Issues surrounding race, ethnicity, culture, and the qualities needed for cultural competency, and inclusion are explored. IEP鈥檚 and 504 information as well as EL foundations and supports are addressed (introduced) in this course. Specific skills for facilitating learning for all students from an asset based perspective are explored.
This course prepares candidates to meet the curricular and instructional needs of all students including exceptional learners. Candidates learn lesson design and instructional planning. Differentiated curriculum and instructional strategies are explored. Accommodations and modifications are made operational in unit and lesson design. This course also incorporates and reinforces best practices in assessment design and implementation. Candidates focus on creating and using assessments that measure growth toward standard-based outcomes. Using student data as appropriate, candidates develop plans for differentiation and intervention.
This course continues to prepare candidates to meet the curricular and instructional needs of all students including exceptional learners. Candidates learn lesson design and instructional planning. Differentiated curriculum and instructional strategies are explored. Accommodations and modifications are made operational in unit and lesson design. This course also incorporates and reinforces best practices in assessment design and implementation. Candidates focus on creating and using assessments that measure growth toward standard-based outcomes. Using student data as appropriate, candidates develop plans for differentiation and intervention.
This course examines human development from an intellectual, social, emotional and physical perspective. Foundations in developmental and learning theory and their connections to development are explored. Foundational knowledge of exceptionalities is reinforced. Foundational knowledge necessary to understanding exceptionalities of all kinds is built.
This course studies positive learning environment strategies including procedures, routines, and clear expectations that allow educators to shape context with students in the clinical practice. Problem solving simulations are grounded in both observations and educational theory.
Note: Students will register for MATRG 560 according to the license they plan to pursue: Single Subject or Multiple Subjects.
Choose one of the following Specializations:
Single Subjects Specialization
A study of instructional strategies and the design, implementation, and evaluation of curriculum for content-specific secondary classrooms. The pattern of course topics presented includes the nature of content knowledge, general pedagogical methods, subject-specific pedagogical methods, and integrated pedagogical methods. Inclusion emphasis. For single subject endorsement candidates, this course offers an intensive exploration of pedagogical practices within the content area.
A study of instructional strategies and the design, implementation, and evaluation of curriculum for content-specific secondary classrooms. The pattern of course topics presented includes the nature of content knowledge, general pedagogical methods, subject-specific pedagogical methods, and integrated pedagogical methods. Inclusion emphasis. For single subject endorsement candidates, this course offers an intensive exploration of pedagogical practices within the content area.
This course is designed to introduce the concepts of literacy as defined by the integrated processes of reading, writing, speaking, listening, and interacting with oneself and others within the content area. An emphasis on ELL, language acquisition, assessment, RTI, and Sped with emphasis on high incidence disabilities in language development are reinforced as integral to the content.
Note: (Single Subjects Specialization students will enroll in MATG 555 Secondary Content Pedagogy according to their specific content area: advanced math, art, biology, chemistry, drama, ELA [English Language Arts], health, integrated science, mathematics, music, PE, physics, social studies, or Spanish.
Multiple Subjects Specialization
This course focuses on research-based, best practices of science and STEAM (science, technology, engineering, arts, and mathematics) education at the early childhood/elementary and middle school (EC/EL/MS) levels. In this course, teacher candidates develop pedagogical knowledge and skills around the three-dimensional, inquiry-based learning aspect of the Next Generation Science Standards and integrative STEAM curriculum and assessments that foster student centered and inclusive STEAM learning experiences and honors the diversity of all learners.
This course seeks to integrate effective mathematics teaching and learning pedagogies within the framework of the common core state standards. The development of personal understanding of mathematical concepts and processes is emphasized; this process requires the student to expand his/her own learning beyond the course assignments to examine the relationships between mathematical concepts and the real world. Teaching mathematics effectively to diverse learners is emphasized. The course is interactive and dependent upon student participation.
This course is designed to focus on the foundations and pedagogical methods of literacy including reading, writing, speaking and listening. In the context of teaching diverse populations, course topics encompass instructional strategies, pedagogical methods, research, engagement, literacy curriculum, implementation, and assessment. An emphasis is placed on inclusion, Dyslexia, ELL, language acquisition, and RTI.
Complete the following:
This 3 semester-hour course will focus on analysis and investigation of current research in effective teaching methods as related to specific subject and focus areas in k-12 education. Specific methods relating to subject matter, learning styles and effective teaching practices and strategies will be studied and applied. Students will have an opportunity to thoroughly investigate best practice philosophies and methodologies in k- 12 education. Participants will benefit from interacting with each other concerning issues of best practices in teaching, implementation of best practices, and examining solutions to educational issues in k-12 education.
This course will focus on designing curriculum units and instructional plans for a standards-based curriculum while utilizing research-based best practices for teaching, learning and assessment. There will be an emphasis on the development and implementation of an integrated interdisciplinary unti for the candidate's specific teaching or educational assignment that utilizes concept-based curriculum strategies and instructional techniques to "teach beyond the facts for the thinking classroom." In addition, students will be participating in a Professional Learning Community that will focus in on a data collection cycle to inform and evaluate practice. Students will develop assessment instruments and procedures that relate to their own disciplines. Current methods of formative assessment - including portfolios, rubrics, and other forms of authentic assessment - will guide and inform discussions.
This course is designed to develop conceptual and technical skills needed for designing and implementing action research studies in classrooms, schools, and other educational settings. The focus is on the following: observing and recording behavior in school settings; problem definition and focus; sampling; data storage and retrieval systems; and trustworthiness of action research. Emphasis is placed on defining and investigating problems which require the educator to investigate strategies for improving their practice and student learning. Prerequisite: MEDU 530, Overview of Qualitative and Quantitative Research Methodology.
This course is part two of the master's research project in which the student continues to work under the direction of the advising professor. In this final stage the student completes a written paper, publishes the work on an open-source site, and publicly presents results of the research project.
Students will complete 3 hours of elective coursework.
Master of Education Courses
This 3 semester-hour course will focus on analysis and investigation of current research in effective teaching methods as related to specific subject and focus areas in k-12 education. Specific methods relating to subject matter, learning styles and effective teaching practices and strategies will be studied and applied. Students will have an opportunity to thoroughly investigate best practice philosophies and methodologies in k- 12 education. Participants will benefit from interacting with each other concerning issues of best practices in teaching, implementation of best practices, and examining solutions to educational issues in k-12 education.
This course will focus on designing curriculum units and instructional plans for a standards-based curriculum while utilizing research-based best practices for teaching, learning and assessment. There will be an emphasis on the development and implementation of an integrated interdisciplinary unti for the candidate's specific teaching or educational assignment that utilizes concept-based curriculum strategies and instructional techniques to "teach beyond the facts for the thinking classroom." In addition, students will be participating in a Professional Learning Community that will focus in on a data collection cycle to inform and evaluate practice. Students will develop assessment instruments and procedures that relate to their own disciplines. Current methods of formative assessment - including portfolios, rubrics, and other forms of authentic assessment - will guide and inform discussions.
This course will introduce students conceptually to research as a way of thinking for classroom or school improvement. As consumers of research, students will learn to search databases, analyze data, identify and summarize results to inform educational decisions. Students will be exposed to both qualitative and quantitative research paradigms, and begin to develop a literature review for their research project.
This course examines how belief structures undergird the methods educators use to motivate people to learn. Through the light of ethical theory, students examine how organizational leaders respond to the situations they face. Students also reflect on and apply their own values and ethical understanding to shed light on case studies that represent situations they often face as educational leaders. Meets EDDL 700.
ESOL Endorsement Electives
Examines the fundamental elements, processes, and patterns of oral and written language for the teacher of English to speakers of other languages. Topics include phonetics, phonology, sociolinguistics, pragmatics, morphology, orthography and writing conventions, syntax, semantics, and discourse analysis. English is the primary focus of the course, with reference to other languages commonly spoken by students in Oregon classrooms.
Examines various factors, concepts, and theories about first and second language acquisition processes and their interrelationships. The course also focuses on the application of this knowledge in ESOL classes for maximizing ESOL students' language development and academic achievement. Prerequisite or concurrent enrollment in EDFL 570.
Examines the diverse and dynamic role of culture in the ESOL students' language development and academic achievement. The course also emphasizes the application of this knowledge for instruction and the involvement of community and its resources for maximizing ESOL students' academic achievement.
Examines strategies for planning, managing, and teaching English as a second language and discipline-focused content to ESOL students. Emphasis is placed on curriculum, teaching, and learning approaches that accommodate a diverse population within the classroom. This course also focuses on strategies for collaborating with educators and community members in order to provide comprehensive, challenging educational opportunities for ESOL students.
Examines principles, issues, and approaches useful for assessing the English competencies of ESOL students. Emphases are placed on developing appropriate assessment tools for the ESOL classroom and on properly interpreting tests that are used for program placement.
A supervised practicum in an approved school demonstrating knowledge and strategies developed in the ESOL courses. Candidates set goals for professional growth in the English-language teaching field. Prerequisites: successful completion of all required ESOL courses (or their equivalent).
Reading Endorsement Electives
Thoughtful classroom practice depends on sound theory. This course examines some current competing theories, looks at the implications of various literacy theories as they impact classroom decision making, and, through reading and discussion, develop a personal understanding of literacy processes. The linguistic framework of reading and its place in the language arts will also be explored.
Classroom teachers become acquainted with a wide variety of methods for assessing student progress in reading and writing. Administration and scoring of these tests will be explored. Information about how testing results can facilitate teaching and learning is the goal.
This course focuses on current methods and materials for reading/literacy instruction. The strategies used by proficient readers will be explored and teaching methods will be modeled and implemented. Methods of assessment and strategies for remediation will also be explored.
This course focuses on the issues related to public and school-based concerns about literacy learning. The discussion of issues will lead to research-based applications that can be translated into the classroom practice at the elementary, middle, or high school level.
This course explores theoretical principles and practices based on current research. Emphasis is on strategies for coming to print, print conventions, and reading aloud. Shared, guided, and independent reading and writing is also explored. These strategies are based on theoretical assumptions from the psychology of language and cognition development and linguistics.
The content of this course includes: the organization of reading programs within the context of state and federal regulation and within the structure of the school-wide program; the types of testing used to diagnose and monitor student progress; the methods that can be used to involve parents, paraprofessionals, and volunteers; and the methods available to assess program effectiveness. Observations in a variety of school settings will be organized.
The reading practicum will provide a context in which to apply methods, assessment techniques, and teaching strategies in a school setting. It will also provide opportunity for an observation of a reading program in application. The practicum setting must include assessment, teaching, and evaluation of students at both authorization levels. Prerequisites: READ 530 History and Foundations of Literacy Learning; READ 531 Analysis of Reading and Writing Assessments; READ 532 Advanced Strategies in Literacy Instruction; READ 538 Organization of Reading Programs; or by permission.
SPED Endorsement Electives
This course will focus on the historical foundations and purpose of special education, theory, special education law and policy, including legislation and litigation, and ethics. The course provides the foundational knowledge needed to understand exceptionalities of all kinds.
The theoretical and practical aspects of human development with emphasis on - birth through young adult 鈥� and the connection to developmental psychology and learning theory. Functional knowledge of exceptionalities: autism, dyslexia, executive functioning are developed as it relates to learning.
This course prepares candidates to meet the needs of school students with high incidence learning disabilities in general education classrooms. An emphasis on developing curricular modifications and adaptations to evaluate content curriculum, providing assistance to general education teachers, developing knowledge and skills to adjust curriculum content using Oregon State Standards, and utilizing informal assessments to provide information on student progress in the general education curriculum. This course will also prepare candidates to evaluate technological and assistive supports and determine appropriateness for exceptional learners. Candidates will design and develop assistive technology tools for use in academic settings.
This course prepares candidates to meet the needs of school students with low incidence disabilities including intellectual disability, hearing impairment, visual impairment, deaf/blindness, communication disorder, emotional disturbance, orthopedic impairment, traumatic brain injury, autism spectrum disorder, and other health impairments. An emphasis on utilizing the Oregon State Standards to plan and implement curriculum, understand how to make eligibility decisions, and knowledge of academic and functional instruction to support students with low incidence disabilities. Functional living skills are incorporated into content planning. This course will also prepare candidates to evaluate technological and assistive supports and determine appropriateness for exceptional learners. Candidates will design and develop assistive technology tools for use in academic and functional settings.
This course addresses assessment and evaluation as the means for informing special education disability decisions as well as instructional decisions. The candidate will learn and practice multiple ways of assessing students. These include informal assessment, progress monitoring, formal evaluations, and standardized achievement tests. The candidate will learn to write formal reports that emphasize proper administration of assessments and ethical complications of the evaluation process to synthesize all that data to create a cohesive picture of the student鈥檚 standing and continue to use the appropriate assessment tools to generate the information needed to make curricular and program decisions.
This course will focus on developing candidates鈥� ability to evaluate technological and assistive supports and determine appropriateness for exceptional learners. Candidates will design and develop assistive technology tools for use in academic and functional settings.
Candidates will gain knowledge and skills in writing effective, compliant Individualized Education Programs (IEPs) and acquire communication and collaboration strategies to facilitate IEP meetings and interactions with families. Candidates will identify key issues that could lead to litigation. Course content includes communication, organization, compliance and administrative management.
This course will focus on the preparation of candidates to work with students who demonstrate significant emotional/behavioral, trauma, and fetal alcohol/drug issues and use interventions that are research-based. Candidates are instructed on the methods of behavior analysis and accommodation strategies including the development of behavior support plans.
This course will focus on the families, individuals, and community supports for individuals with disabilities ages birth - 21. Candidates will identify age-appropriate services such as Head Start, early intervention, vocational educational programs, community experiences, employment and other post-school adult living objectives, acquisition of daily living skills, if appropriate, and access to state and federal services. Candidate will also learn all required federal/state requirements for secondary transition plans. They will learn how to apply and develop an individual Education Plan for students of transition age.
Other Program Electives
This practicum may be completed at either multiple subject or single subjects endorsement area. Candidate demonstrates success in multiple performance and dispositional assessments.
The seminar focuses on issues related to current trends and questions in education and the ethics/values in teaching. Professional induction topics will include resume writing, job-search strategies interviewing skills, and PLC鈥檚.