STUDENT GUIDELINES FOR THE MASTER OF EDUCATION (M.ED.) MASTER OF ARTS (M.A.) TEACHING, LEARNING, AND CURRICULUM

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1 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)

2 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 indepth 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. ( 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. 2

3 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. 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 6 th edition format and RefWorks 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 Write Site Scholarly Journal/Peer-Reviewed Source Definition and Examples 3

4 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 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 Points Review of Literature 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. Points 4

5 Methods 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. Points Instrumentation/Behavioral Objectives 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. Points 5

6 Research Design 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. Points Format 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. Points Total Points = Guidelines for Using Point System for Submitting Paper Elements to Research Committee: Exemplary: points (approximate rating of 4-5 on each element) Proficient: points (approximate rating of 3-4 on each element) Partially proficient or unsatisfactory: less than 18 points; needs to be reworked and resubmitted 6

7 Master s Degree in Teaching, Learning, and Curriculum Department of Teacher Education Texas Woman s University (940) 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 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 Denton, TX

8 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 Research in Education or other research methods course with advisor approval. EDUC Professional Paper. (Prerequisite: ELDR 5203 or approved substitute) M.A. (12 semester hours) ELDR Research in Education or other research methods course with advisor approval. CSCI Statistical Computer Packages or other research course with advisor approval. EDUC Thesis. EDUC Thesis. Required Core: (12 semester hours) EDUC Diversity in the Classroom. (Fall/Spring/Summer) EDUC Assessment in the Classroom Setting. (Summer) EDUC Models and Theories of Learning and Teaching. (Fall) EDUC 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

9 Reading/Language Arts for Grades Early Childhood through Grade 6 FS Language and Literacy in Early Childhood. * READ Literacy Practice to Theory. READ Literacy Assessment and Instruction. READ Phonological & Orthographic Language Systems. READ Literacy and the Diverse Learner. LS Literature for Children and Young Adults. LS Advanced Literature for Children. (Prerequisite: LS 5603) * Prerequisite for all courses with READ prefix Reading/Language Arts for Grades 4 through 8 * READ Literacy Practice to Theory. READ Literacy Assessment and Instruction. READ Process and Strategies for Comprehending Texts. READ Literacy and the Diverse Learner. LS Literature for Children and Young Adults. LS 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 Problem Solving in the Elementary Grades. (EC-4) MATH Mathematical Concepts in the Elementary Setting. (Grades 4-8) MATH Problem Solving in the Secondary Grades. (Grades 4-8) MATH Algebra in the Mathematics Classroom. (Grades 4-8) MATH 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 Technology and the Young Learner. CSCI Computers in Education. CSCI Microcomputer Application. (Prerequisite: Permission of Instructor) CSCI Technology Issues, Achievements and Challenges in Education. (Prerequisites: CSCI 5613, CSCI 5843) 9

10 Bilingual Education and English as a Second Language EDBE Curriculum for Bilingual Education: Methods and Materials. EDBE Teaching Reading and Other Language Arts to Linguistically Different Learners. EDBE English as a Second Language: Methods. EDBE Education in Culturally Diverse Environments. EDBE Second Language Acquisition. EDBE Special Topics: Assessment Procedures for ESL Education. EDBE Special Topics: Linguistics for Bilingual/ESL Educators. EDBE Special Topics: Literacy Development for English Language Learners. Special Education EDSP Psychology of Exceptional Children. (Online, Fall) EDSP Collaboration in the Schools. (Online, Spring) EDSP Tests and Measurements for Exceptional Children. EDSP Developmental Disabilities. EDSP Inclusive Educational Program. EDSP Students with Emotional/Behavioral Disorders. EDSP School-based Interventions for Students with Emotional/Behavioral Disorders. EDSP Models and Theories for the Education of Students with Emotional/Behavioral Disorders. (Online, Summer) EDSP Language Problems of Students with Disabilities. EDSP Individuals with Learning Disabilities. EDSP Methods of Teaching Special Education. *Educational Leadership ELDR Leadership in Educational Settings. ELDR Professional Development and Instructional Improvement. ELDR Administrative Processes in Schools. ELDR Curriculum Development, Assessment, and Evaluation. *Prerequisite: two years of teaching experience Mathematics MATH History of Mathematics. MATH Theory of Probability and Statistics I. MATH Theory of Probability and Statistics II. MATH Matrix Algebra. MATH Number Theory. MATH Symbolic Logic. MATH Statistical Methods. MATH Statistical Methods II. 10

11 Government GOV Studies in Comparative Politics. GOV American National Defense Policy. GOV The Presidency and Public Policy. GOV Political Women. GOV Issues in Constitutional Law. GOV Leadership and Women. GOV Problems in the Legislative Process. GOV Seminar in Japanese Politics. GOV American International Relations. GOV Seminar in Political Theory. GOV Seminar in Government. GOV Special Topics. History Courses may be repeated with variations in the following topics: HIST Studies in 19th Century US. HIST Studies in 20th Century America. HIST Studies in English History. HIST Studies in Texas History. HIST Studies in Latin America History. HIST Special Topics. Science BIOL Biostatistics BIOL Advanced Scientific Communication BIOL Readings in Biology BIOL Seminar BIOL Advanced Science in the Secondary Classroom CHEM Biochemistry I CHEM Biochemistry II ZOOL Endocrinology ZOOL Animal Behavior BIOL Scanning Electron Microscopy or Individual Study Art Education ART Foundations of Art Learning and Practice ART Contemporary Issues in Art Learning and Practice ART Individual Differences in Art Learning and Practice ART Cognition, Art Learning and Advocacy ART Curriculum in Art Learning and Practice ART 5903: Art Learning Technology 7/24/12 11