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2012-2013 Graduate Catalog [ARCHIVED CATALOG]
Elementary and Early Childhood Education, M.Ed.
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Program of Study
The M.Ed. in Early Childhood Education is designed specifically for Accomplished Classroom Instructional Leaders. The program allows students who are fully certified (P-5) to earn a M.Ed. in four semesters. The program is delivered in an entirely online or mostly face-to-face delivery method; students choose which format they prefer. The program is aligned with principles from the National Board for Professional Teaching Standards and school improvement plans. The final phase of the program involves the candidates in a culminating, enriching, and rewarding capstone experience. For the culmination of the program, candidates complete their development of a professional portfolio that includes evidence relevant to many of the National Board Certification requirements.
Candidates are strongly urged to contact the program coordinator or cohort coordinator prior to the first semester of study to plan their programs, especially any endorsement courses that they may wish to take.
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First Phase: Integrated Instructional Inquiry (9 Credit Hours)
The first semester is designed as a time of instructional inquiry. As candidates develop new insights, they explore the knowledge and skills of education, research, and multiple assessment strategies, curriculum programs, and technology implementation for student achievement. The purpose of the instructional inquiry phase is to prepare candidates for successful classroom instructional leadership at the advanced level. These candidates gain an in-depth understanding of pedagogy that represents best practices; content knowledge based on local, state, and national standards; instructional technology; globalization; and applied educational research methodology. The acquired advanced understanding will allow candidates to use inquiry, investigation, exploration, and reflection to prepare educational environments that support all children’s learning as they implement multiple methods and strategies to meet the needs of an increasingly diverse student population.
Second Phase: Teaching Excellence (18 Credit Hours)
During this phase of the M.Ed. in Early Childhood Education, candidates explore models of teaching excellence based on curriculum content integration (including mathematics, social studies, language arts, and science) and local, state, and national standards, as well as assessment modifications, and environmental modifications that enhance student achievement. The purpose of the second phase is to prepare candidates for successful instructional leadership at the advanced level as well as the facilitation of student learning through integration of the curriculum, and the practice of action research to validate instructional decisions for all students. The candidates reflect on their teaching and practice to make informed adjustments that enhance and extend student achievement. Focusing on the implementation of their prospectus, the candidates work as teacher researchers in the design, assessment, and efficacy of curriculum on the achievement of students. The foci of candidate interactions include the integration of subject matter and the exploration, assessment, and redesign of models of instruction.
2nd Semester - ECE 7525 - Teaching Number, Operations, and Algebraic Thinking (P-5)
- ECE 7531 - Research and Implementation in Classroom (Research II)
- Elective chosen from one of the endorsement/certificate programs (i.e., reading, ESOL, coaching, etc.)
3rd Semester - ECE 7530 - Integrated Models of Instruction
- ECE 7543 - Research III
- Elective chosen from one of the endorsement/certificate programs (i.e., reading, ESOL, coaching, etc.)
Third Phase: Accomplished Classroom Instructional Leader (9 Credit Hours)
During the third and final phase of this Master of Education in Early Childhood Education program, candidates demonstrate their instructional leadership skills through the completion of their personal portfolio. The National Board Professional Teaching Standards is addressed in the portfolio where appropriate through the inclusion of empirical evidence. The candidates collectively mentor the newest entering cohort members and collaborate with colleagues in the dissemination of knowledge, skills, and dispositions acquired and enhanced through action research and teacher as researcher activities. Phase three reflects the newly acquired professional facilitator skills of the accomplished classroom instructional leader.
Program Total (36 Credit Hours)
First Phase: Integrated Instructional Inquiry (9 Credit Hours)
Second Phase: Teaching Excellence (18 Credit Hours)
Third Phase: Accomplished Classroom Instructional Leader (9 Credit Hours)
Program Total (36 Credit Hours)
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