Graduate Course Descriptions

The course is required for students who have completed EDL 798, 799, and 800, but need additional time to complete the dissertation process. Please see Page 15 of Graduate Catalog – Continuous Registration.

By arrangement with the Director of Student Teaching (two semesters prior to the intended student teaching semester), students spend full-time in the schools during the six weeks of student teaching. This experience is guided and directed by university staff in cooperation with school personnel. During this time, student teachers participate in seminars conducted by university staff. Students are required to complete pre-student teaching observations in school settings prior to student teaching. Certification also requires satisfactory completion of the state-mandated tests. Note: Methods and Strategies courses must be completed before student teaching. This course is repeatable if needed.

By arrangement with the Director of Student Teaching (one year in advance), students spend full-time in the schools during the twelve weeks of student teaching. This experience is guided and directed by university staff in cooperation with school personnel. During this time student teachers participate in seminars conducted by university staff. Students are required to complete pre-student teaching observations in school settings prior to student teaching. Certification also requires satisfactory completion of the state-mandated tests. Note: Methods and Strategies courses must be completed before student teaching.

The comprehensive examination is a culminating experience for the MA degree which reflects the student’s synthesis and integration of knowledge in both Core and Education domains. It requires primary research investigations, using APA documentation within clear, cogent and logical responses. In order to be eligible for the comprehensive examination, the studentmust have completed the following requirements: • all those required for admission to the program • Common Core courses • required concentration • all courses with at least a “B” average

Candidates will learn how to develop and use a variety of evaluation methods to monitor student academic achievement and teaching effectiveness. Special emphasis will be placed on relating evaluations to curriculum and instruction. The course covers standardized tests and other diagnostic tools, including intelligence, achievement, aptitude and personality tests, frequently encountered and/or used by classroom teachers. Particular attention will be given to adapting assessments to meet the needs of all students. Candidates will plan, construct, administer and analyze data for a diagnostic evaluation of achievement for a content unit. Contemporary issues related to testing, grading, evaluation, and accountability will also be addressed.

Course participants are introduced to the cultural and English learning needs of ELLs (both academic and communicative). Course emphases include knowledge and strategies for making academic content accessible to ELLs; recognizing linguistic and cultural bias in instruction; using assessment data for modifying instruction; knowing legal responsibilities to ELLs; and communicating with their families. (PA Code, 49.13)

An analysis of the function of ethics in professional life and a study of the influence that ethical concerns and judgments exert on the educational leader and the implications of the interdisciplinary nature of ethics.

This course provides coverage of the teaching profession and the issues/controversies confronting American Education. It includes how schools are organized, administered, regulated and financed, along with various philosophies of education, currculum design, and instructional practices. In addition, it introduces critical analysis of major theories of human learning, cognition, and motivation while describing theories of behaviorism, cognitivism, and social learning.

This course focuses on curriculum, assessment, and methods in mathematics, social studies, science, and technology for early childhood education students. Content follows the Pennsylvania Department of Education Standards Aligned System with emphasis on twenty-first century learning skills including critical problem solving, inquiry-based learning, and accommodations for children with different learning styles.

This course, aligned with the PA Leadership Core Standards and Corollary Standards, is a survey of the field of administration designed to provide aspiring administrators with a framework for understanding change as a process, educators as people, and leadership as a skill. Through research, problem-based learning, in-class scenarios, case studies and discussion, the course will focus on the skills needed for effective leadership, decision making and increased student achievement.