Master of Arts Degree in Education
Concentration in Teaching
Purpose
This program is a pedagogical degree leading to initial certification in a content area. Applicants to this program must have an earned bachelor’s degree with a minimum GPA of 2.5, in one of the following non-teaching fields: Biology, Chemistry, Physics, Science, Math, English, French, Spanish, Physical Education, Business or History. Students must pass PRAXIS I to be admitted.
Goals and Objectives
To provide students with the pedagogical skills and experiences to obtain initial teacher certification in their content area.
Requirements
This program of study requires the completion of 33 graduate credit hours over a two year (24 month) period. Included as an integral component of the program is a six (6) credit hour Applied Educational Internship.
Capstone Options
Student teaching and presentation of professional portfolio.
Required Courses in Program of Study
12-522. TEACHING READING IN THE SECONDARY SCHOOL.
This course is designed to develop the basic principles, concepts, and skills which will enable the classroom teacher in grades 9 - 12 to integrate the teaching of reading into the content areas. The goal of instructional strategies that incorporate listening, speaking, reading, writing, and viewing processes is to support both the literacy progress of students as well as their content knowledge acquisition. Current research on the development of comprehension, vocabulary, fluency and metacognition will be covered in addition to the application of technology within the curriculum. Ten hours of field experience is required. Prerequisite: Students must have passed PRAXIS I and be admitted to the Master of Arts in Teaching program to enroll in this graduate course. 3 credits.
12-557. EFFECTIVE TEACHING SKILLS AND CLASSROOM MANAGEMENT.
This course combines effective teaching skills and classroom management into one comprehensive course. It is designed to provide basic pedagogical tools and conceptual frames necessary for creating effective teaching and learning environments. Students will be introduced to the current research on best practices that inform teachers/practitioners. Students will be required to demonstrate through individual and small group experiential activities, the critical teaching skills that are embodied in the Delaware Teaching Standards, multiple assessment strategies, micro-teaching, mastery teaching, cooperative le4arning strategies and other instructional models. Additionally the student will have the opportunity to develop reflective teaching skills in the planning, delivery and evaluation of their cohort’s teaching performances. In a convivial atmosphere, the instructor and peers will provide feedback on an individual’s teaching related to performance-based objectives and learner outcomes.
This course incorporates current research on the most effective strategies for improving classroom discipline, motivation, interpersonal relationships and academic performance on all grade levels. Attention is given to aspects of diversity and/or cultural factors that influence perceptions about classroom management and also factor which may assist in facilitating mainstreaming efforts. 4 credits.
12-611. THEORIES AND PRACTICIES IN EXCEPTIONALITIES.
This course is designed to identify exceptional learners and provide an understanding of their educational needs. Specific teaching techniques will be explored, as well as principles and practices of program development. 3 credits.
12-614. HUMAN GROWTH AND DEVELOPMENT.
Educational implications of human development over the life-span are examined. Students will survey research with special attention to the applications to teaching and developmentally appropriate school programs. 3 credits.
12-625/688. INTRODUCTION TO STATISTICS AND RESEARCH/ACTION RESEARCH.
This course covers application of basic statistical techniques and research methodologies employed in qualitative and quantitative research in education. The focus of the course is primarily on action research and students will develop an action research plan as a course requirement. 3 credits.
12-640. DIVERSITY IN EDUCATION.
This course explores the use of knowledge about culture in the schooling process. It presents specific teaching strategies, classroom management techniques and communication strategies that have proven effective with culturally diverse student populations. Students explore ways to identify and alleviate negative bias and prejudice in teaching materials, assessment instruments, school practices and school organization. 3 credits.
12-644 TECHNOLOGY IN TEACHING
This course presents current technological trends that will assist teachers in classroom instruction. Special emphasis is placed on the integration of multi-media software web-based materials. Students will plan and produce multi-media/Internet project in their content area using a systems approach. 3 credits.
xx-5xx. METHODS AND MATERIALS IN CONTENT AREA. 3 credits.
12-516. ANALYSIS OF STUDENT TEACHING.
Students are required to take this course prior to Student Teaching. Passage of Praxis I is required. 0 credits.
12-500. PRE-SERVICE/STUDENT TEACHING.
Pre-service/Student teaching is a 12 week capstone experience that provides opportunities for students to integrate content, strategies, and theories into practice. The student teacher is expected to assimilate the culture of teaching, practice reflective teaching, function effectively in diverse class situation, manage a class of the 21St century, demonstrate content knowledge and work effectively with students, cooperating teacher and University supervisor. Students are placed in one or two student teaching settings according to the requirements of certification. Teaching responsibility is gradually increased from one or two lessons daily up to a full day of lessons and then decreases gradually to one or two lessons daily. 5 credits.
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