EDUC - Education
2014-2015 GRADUATE STUDIES CATALOG
Effective 1 June 2014?31 May 2015
Please see the Graduate Catalog Archives for PDF versions of past catalogs.
This course provides an overview of social, historical, and philosophical bases of current school practice and organization. Analysis of issues and problems in schools is a focus of this course. This course is recommended for individuals with limited classroom experience and will include an embedded practicum.
This course introduces the key factors underlying successful planning for the inclusive classroom. Following an examination of the philosophical and legal bases underlying inclusion, students explore issues related to change and educational reform, increasing disability awareness, team building, action planning, using natural supports, and problem-solving strategies.
This course offers a framework for adapting the regular classroom environment to meet the diverse needs of students, including those with disabilities. Curriculum adaptations, instructional modifications, and environmental accommodations are explored as strategies to support students with special needs in the regular classroom.
Students select a curriculum area in which they wish to improve their skills; they proceed to examine ways in which the subject could be taught using ideas from mathematics, science, social studies, and language arts. This is followed with explanations and demonstrations that indicate the student is capable of teaching his or her selected curriculum using a multidisciplinary approach.
This course enables teachers to build curriculum and instructional materials on the history, culture, language, literature, arts, religion, science, or politics of an international culture or country. Traditional sources (including books, journal articles and library resources), multimedia resources (web resources, photos, videos) as well as first hand immersion experiences (observations, interviews, travel journal experiences) at an international destination are integrated into curriculum units, multimedia presentations and other instructional materials. The course may be repeated for credit if the topic or international destination differs.
MAT students with special interests or needs that are not met by existing curricula may request that a member of the faculty supervise an independent study. Together the student and faculty member decide the content of the independent study and the criteria for evaluation. In no case can an independent study be set up when an existing course already covers the subject.
In this course, candidates reflect on completed program experiences that demonstrate their attainment of professional and key program goals. Candidates complete a reflective essay about their professional growth experience in the program and impact on student learning. These documents are electronically submitted via the assessment system. Depending on major, candidates may be asked to select the thesis vs non-thesis option. Prerequisites: minimum of 9 graduate credit hours in program; at least one required course.
Webster offers various graduate in-service courses that are not part of the existing curricula but provide experiences important to the academic and professional development of educators. Consult the semester course listings for specific topics. Prerequisite: prior approval of the advisor.
This foundation course is an overview of important educational topics. It is designed to identify and analyze current educational issues through reading, writing, discussing, and presenting ideas. Individuals explore historical perspectives, philosophical theories, and sociologic influences that are related to contemporary educational concerns.
This course focuses on the foundation of humane education including the definition, history, psychology, and development of the movement. The scope of humane education will be broadened by the study and appreciation of all animals (both human and non-human) and the environment. Students also integrate principles of humane education into classroom instruction.
This course focuses on multiple factors affecting the elementary curriculum, including lesson planning, organizational strategies, instructional techniques, and student assessment. Competencies in the content areas of physical education, health, art, and music are addressed as well. Prerequisites: EDUC 5220 or COMM 5670 or EDUC 5020 (recommended for those individuals who have limited classroom experience)
In-service courses are designed to provide degree-seeking students with practical applications of contemporary research and methodology to improve classroom effectiveness. These courses may be approved for the graduate program with prior written approval of the student's advisor. May be repeated for credit if content differs.
This course is designed to help individuals plan learning experiences. Topics included are technology in the classroom, research regarding learning, models of curriculum design, and methods of evaluation. Each student develops a curriculum package that has direct application to his or her particular teaching situation.
Seminars are designed to focus on contemporary research and classroom application of these data. Different topic designations may be repeated for credit.
Webster offers various institutes to provide a wide range of workshop experiences and contemporary topics within the multidisciplinary program. For more specific and current information, contact the School of Education. May be repeated for credit if content differs.
This course enables students, through action research projects, to develop strategies for problem solving within their classrooms and procedures for conducting self-study as it relates to, but is not limited to, teacher behaviors, learning outcomes, curriculum, policy development, and behavior management. Prerequisites: advancement to candidacy and permission of the instructor. This course may be substituted for EDUC 5460 Curriculum Design.
The advanced graduate certificate (AGC) project is the culminating experience in the AGC program. The student chooses a faculty member to supervise this final project. Examples include a presentation or demonstration for a class, a school district, a local board of education, or a community group; a paper or research project which might be published or distributed within an appropriate school, community group, or for a large audience; or an action project designed and implemented within the student's place of employment.
In this course students develop and implement a comprehensive project in their specialization area in education. The project may be a field-based design, implementation and evaluation of a course, program or curriculum or a professional development plan for other educators; or it may be a research project. The project should document the impact on PK-12 learners. Prerequisite: completion of 27 hours of coursework in the MA program.
The student completes a thesis project under the supervision of two faculty members. The thesis option is recommended for those considering graduate study at the doctoral level. All theses must follow university guidelines and be deposited in the Webster University library.