Master of Science Program Components
The Master of Science in Education program is based on the extended study and development of teacher scholars. Best practices in pedagogy and assessmentguide a program built on the core propositions of the National Board of Professional Teaching Standards (NBPTS). We work to ensure that teachers are presented with the opportunties to collaboarate and grow as scholars and professionals.
Phase 1-Foundations of Effective Practices
The first component of the program is an intensive 2 1/2-week summer program followed by an online class and a research course in the fall. Through these summer and fall courses you earn a total of 15 credit hours. You will examine and analyze current prevailing practice regarding what is most effective and efficient in the way of programs, curriculum, strategies and practice.
Summer Coursework- Summer I Session (12 hours)
- EDUC-L501/545, Reading Across the Content Areas/Advanced Study of Reading Methods
- EDUC-J 655, Multicultural and Global Education (Online Course)
- EDUC-A 510, School Community Relations (Online Course)
- EDUC-J 511, Differentiated Instruction (Online Course)
Fall Coursework (3 hours)
- EDUC-Y 510, Action Research for Teachers
Phase 2-Area of Focus/Specialization
The second component, through which you earn up to 18 credits, combines your analysis of professional practice in your classroom and school with courses you select based on your professional development objectives. You will have the opportunity to research and share the practices you find most effective in your classroom. Students have the option of choosing from a variety of courses that will meet their professional/classroom needs. Additionally, we also offer the following optional specialization areas:
- EDUC-R 505, Instructional Media Applications
- EDUC-P 507, Planning and Assessment
- EDUC-W 520, Instructional Technology
- EDUC-R 503, Application of Instructional Media and Technology
Reading (12 hours required)
- EDUC-L 559, Tradebooks in the Classroom
- EDUC-L 504, Diagnosing Reading Difficulties
- EDUC-L 501, Reading in the Content Area
- Special Topics
- Approved ENG courses
- Reading Practicum
- EDUC-K 500 or 505, Intro to SPED (not required if equivalent coursework has been taken)
- EDUC-K 520, Classroom Behavior and Management
- EDUC-K 525, Teaching Methods
- EDUC-K 535, Intellectual Disabilities (mild and moderate)
- EDUC-K 563, Diag. & Remediation of Learning Disabilities
- EDUC-K 595, Field Experience
Early Childhood Education (15 hours)
- EDUC-E501 Emergent Literacy
- EDUC-E506 Curriculum in Early Childhood Education
- EDUC-E507 Evaluation of Classroom Behavior
- EDUC-E508 Seminar in Early Childhood Education
- EDUC-E525 Advanced Curriculum Study in ECE
Behavior (12 hours required)
Phase 3-Culminating Research Project Options
The final component of the program, through which you earn 3-6 credits, enables you to investigate an area of education or instructional professional practice in depth that you consider to be significant, and in which you desire to develop expertise. Faculty mentor students through the final area of their degree in order to provide for focused and productive research results. Students have the following options for their culminating research project.
- Postulate Investigation Project
Within this option, students will pose a hypothesis that will be the focus of a scientific investigation. They will work with their research chair to determine the appropriate methodology and these findings will be presented in a final research paper to their research chair and committee.
- Comprehensive Review of Educational Research
Students identify a research question and conduct an extensive review of the educational literature to investigate what is currently known on their topic. They will then present these findings in a research paper to their research chair and/or committee.
- Advanced Pedagogy Video Project
For this option, students will identify an area of their own teaching pedagogy they wish to investigate further. Working with their chair and/or committee, they will film themselves teaching. Taking this film footage, they will complete a paper that addresses the reflective process by gathering feedback from their peers, relevant demographic data from their school, and investigating educational research as it relates to their area. This information will be assembled into an electronic portfolio and presented to their research chair and/or committee.
Interested in Teaching Mathematics?
If you are interested in the Master of Arts in Teaching (MAT) in secondary Mathematics, visit the website for the MAT at IU East!