Master of Education Master of Education General Information MASTER OF EDUCATION PROGRAM Director: A. Cordell Perkes Location: Education Building, Room 234 Telephone Contact: Cathie Soutas 626-6278 Weber State offers to educators a graduate program leading to the Master of Education degree (M.Ed.). Although primarily for teachers in the public schools, non-traditional educators will benefit from the program. Students may choose breadth in the program or specific areas of subject specialization. The program has a practical orientation and is specifically designed to improve the professional and instructional skills of teachers. The goals of the program are accomplished through courses, seminars, independent study, student cohort groups, and individual and group assignments and projects emphasizing a practical implementation of theory to the student's teaching environment. Courses are generally scheduled weekly at 4:00 p.m. and 7:00 p.m. during the academic year and in three-week blocks during the summer. At least one year prior to completion of the 54 credit- hour program, the student submits a Master's project proposal to the supervisory committee for approval. The proposal evolves into the completed Master's project and written report which are presented near the end of the 54 credit-hour program. This is not the traditional research thesis, but an opportunity for the student to make a practical application of newly acquired knowledge and skills to improve his/her curriculum, instruction, management, etc. A graduate seminar, also taken near the completion of the program, helps students synthesize, apply, and evaluate their graduate program. Courses, workshops, and conferences are open to educators who are not seeking an M.Ed, degree, but wish to improve their professional knowledge and teaching skills. To be considered for admission to graduate study in Education, applicants must fulfill the following: • Submit applications for Weber State and M.Ed, program admission and pay the Weber State application fee. • Have earned a bachelor's degree from an accredited institution and submitted transcripts to the M.Ed, office from all previous colleges attended. • Have a GPA of 3.25 or above on last 90 quarter hours of approved undergraduate/graduate coursework. OR Have a GPA of 3.00 or above on last 90 quarter hours of approved undergraduate/graduate coursework and a score of 40 or above on the Miller's Analogies Test or 1275 on the Graduate Record Examination. (Either examination need be taken only if GPA is below 3.25.) • Receive a positive recommendation based on a formal interview with a representative of the Program Committee • Pass a writing proficiency assessment. • Have received a teaching certification and/or presently in a teaching situation. • Have the equivalent of one year's teaching experience. • Have submitted three M.Ed, program recommendation forms indicating potential success in the program. Candidates for the Master of Education degree must satisfy the following requirements: • Professional education core requirements (24 credit hours): Educ 601 (1), 604 (3), 615 (3), 641 (3), 664 (3), 666 (3), 675 (3), 696 (3), 698 (2). • 30 additional credit hours of graduate professional education electives, supporting content courses, or specialized courses leading to a Special Education or Gifted and Talented endorsement. At the present time, Weber State offers graduate level elementary and secondary content courses in the departments of English, HPERD, and the College of Natural Sciences. Other departments offer certain undergraduate and 500 level postbaccalaureate courses that may count in the M.Ed, with prior approval. MASTER OF EDUCATION COURSES-EDUC U 600. Classroom Management (3) Eclectic review of the popular teacher-pupil interaction models as they are classified into ideological camps and effect. Management and strategies for classroom discipline. 601. Introduction to Graduate Studies (1) Introduction to program goals, policies, and procedures in the M. Ed. Student Handbook, the library, writing style and format, and word processing facilities. Development of cohort groups, including a student mentor from Educ 698. Assessment of student needs related to the program. 602. Current Topics in Education (1-6) 604. Educational Measurement and Evaluation (3) Evaluation of educational procedures, including principles of measurement, objectives of tests, and experience in test construction. 608. Teaching Interpersonal Skills (3) Study and application of interpersonal skills leading to the application and teaching of selected techniques and systems in the classroom. 609. Reading in the Content Areas (3) Use of reading as an effective means to help students comprehend their course material. Explores how to incorporate these skills into the curriculum of the content areas. 614. Human Development: Adolescence (3) Study of physical, mental, social, and psychological characteristics of adolescents, their needs and problems, and methods of working with adolescents who have behavior problems. 615. Curriculum Design and Instruction (3) An overview of the theories of curriculum development as well as a practical appraisal of curriculum design and implementation. 619. Theories of Instruction (3) Review of the various models of teaching as defined by Bruce Joyce and Marsha Weil. Exploration of theoretical and practical issues related to the classroom application of the various models. 620. Improvement in Early Childhood Education (3) An advanced course in Kindergarten program based upon the latest research in the areas of psychology, child development, education and sociology. 623. Computer Applications for Teachers (3) Designed for students that have had a prior introduction to the computer. Development of classroom applications, software evaluations, curriculum development and specific topics as deemed pertinent by the instructor and class. 624. Current Problems in Education (3) Study of selected issues in American education today, with special emphasis on practices in Utah. Students are expected to analyze the process of problem identification as well as the educational problems identified during the course. 635. Diagnosis and Remediation of Reading Ability (3) For teachers, supervisors and other interested school personnel in remedial reading instruction. Concerned with causes of reading deficiencies, diagnostic tests and procedures used in remedial reading programs. 638. Values Education (3) Designed for teachers, administrators, parents and community leaders. Examines the developmental processes of socialization and moral development. Four separate approaches of values education are evaluated. 640. Secondary Science Curriculum and Instruction (3) An examination of professional practices and methods of instruction related to recent research and theory; emphasis upon science program improvement. 641. Historical, Social, and Philosophical Perspectives to Educational Issues (3) Relationship of the modem school issues to society with special emphasis upon historical and philosophical literature having influenced the direction of American education. 642. Nature and Needs of the Gifted and Talented (3) An overview of education for the gifted and talented: historical and philosophical background; characteristics, needs, and developmental patterns of the gifted; issues in identification, differentiating curriculum, and educational program options; special populations of gifted students. Student Services Interdisc. Programs Applied Science & Technology Arts& Humanities 645. Creativity and Applied Imagination in the K-12 Classroom (3) Exploration and development of readily available personal and community resources to encourage creative thinking/reasoning, classroom involvement, and transfer of learning. 646. Gifted and Talented (3) Examination of the historical and philosophical background of gifted education; characteristics, needs, and developmental patterns of the gifted; issues in identification, differentiating curriculum, and education programming; and a look at special populations of gifted students. 648. Differentiated Curriculum for the Gifted (3) Curriculum theories and educational strategies for educating gifted and talented students. A practical course, with special attention to the development of instructional materials appropriate for use by gifted students in special programs as well as in the regular classroom. 649. Assessment and Evaluation in Education of the Gifted (3) Principles of measurement and assessment applied to: identification of gifted and talented students including identification of gifted in minority populations, diagnosis of student learning needs, learning styles, evaluation of student progress, and evaluation of program effectiveness. 650. School Law (3) Considers the rights and responsibilities of students, teachers, and other educational practitioners. Relates these to school programs and operations as determined by state and federal constitutions, laws, and court decisions. 656. Practicum for Improvement of Instruction (1-6) A field-based program focusing upon characteristics of effective teaching methodologies, teaching performance, curriculum decision making, value guidelines, and the characteristics of the learner. * 664. Learning and Developmental Theories (3) Principles and techniques in psychology and education for the purpose of creating conditions for effective learning, with selective in-depth study. 665. Reading Instruction in the Elementary School (3) Emphasizes components of an adequate developmental reading program with emphasis upon procedures for helping the child who is having general reading difficulties. 666. Interpreting and Conducting Educational Research (3) Science Assists teachers in locating, interpreting and applying research methods to classroom problems. Development of Master's Project proposal is discussed. 670. Science Instruction in the Elementary School (3) Explores new concepts in curriculum and methods of instruction in Social & science in the elementary schools. Behavioral Sciences Business & Economics Education Health Professions 152 153 Continuing Education