The Master of Education program at Carthage fosters intellectual and professional learning opportunities within the context of a liberal arts education. Classes enable teachers to keep abreast of current issues relating to education, such as curricula, counseling, guidance, and administration. Scroll down to read descriptions of the Master of Education courses offered at Carthage.
A review of laws that directly impact students, teachers, and the educational enterprise. These would include special education laws, landmark cases in education, hiring and termination issues, and other topical issues related to the law and schools.
Organizational Management in Educational Settings
The analysis of human behavior in organizations in terms of the individual, small group, intergroup relationships, and the total organization. Includes change management process and interventions.
Financing and reporting from a budgeting and managerial decision-making perspective.
Evidence-Based Decision Making
Data analysis, statistical models, estimation, tests or hypotheses, review of qualitative and quantitative data, and score comparisons and analyses, including item analyses, processes of building achievable goals related to data, and process of aligning staff professional development to curricular goals. In this course, the emphasis will be on the use of data to make effective educational decisions.
A practicum or field experience with seminars in the principalship included in this course may be the foundation for the master’s thesis. A practicum will be arranged by the master’s candidate, his or her employer, and his or her advisor. This will be a part-time assignment that may be following a principal, substituting for a principal, acting as an assistant principal, or some other mutually agreed-upon and mutually beneficial arrangement. Seminar discussions will revolve around topical issues such as scheduling, community relationships, suspension, bullying and harassment, and conflict resolution.
Leadership in Sport
This course is an advanced seminar course in the area of sport leadership. The focus of the course will be on both the theoretical and practical applications of leadership concepts and theories and assist the student in examining and creating an authentic personal theory of leadership in sport settings.
Foundations of Education
As a comprehensive overview of the foundations of education in the United States, this course provides a historical perspective of the philosophical and psychological underpinnings of the field of education. The purpose of this course is twofold. First, it provides teachers with the background needed to understand issues confronting the U.S. educational system. Second, it provides students the opportunity to begin examining current, scholarly research pertaining to this course and to practice conducting and writing annotated bibliographies and research papers with proper American Psychological Association or (APA) formatting.
History and Governance of Higher Education
This course is an advanced seminar on the topic of higher education history, organization, and leadership. The focus of the course will be on the historical development of, and current organizational models of, American higher education institutions.
Student Development Theory
This course is an advanced seminar on the topic of student development of college students. This course will deal with the background, motivations, and characteristics of the American college student overall. Specific theories of development and their applications will be explored.
Advanced Techniques in Coaching Psychology
This is an advanced seminar course in the area of coaching and sport psychology. The focus of the course will be on both the theoretical and practical applications of sport and exercise psychological process and approaches to increase sport and exercise teaching effectiveness.
This course is designed as a comprehensive study to understanding the role and function of the professional educator working with students, parents, and colleagues on how to resolve conflicts in an appropriate manner. Conflict is a normal part of organizational life that with improved insight and understanding can provide numerous opportunities for growth. Students will practice skills for dealing with conflict and rehearse possible strategies and techniques for future use.
This course is required for the teacher leadership program. Historical and current trends in curriculum development are studied. The relationship among curriculum, instructional methodology, and assessment is addressed, as well as the role of national, state, and local standards in classroom curriculum.
Urban Issues in Education
The focus is on defining issues and problems related to education in urban settings and on discovering solutions to existing problems. Some of the issues that will be explored include the education of diverse populations, living conditions in urban settings and how it might impact education, parental and community support, and empowering students from urban settings.
Methods and Materials in Urban Education
This practical approach to education in urban settings will include the use of methods and materials and pedagogical strategies designed for instructing a culturally diverse group of students. Emphasis will be given to examining and closing the achievement gap between suburban and urban students through academic expectations for success. Urban education models also will be reviewed.
Development of Curricula
This practical approach to writing curriculum includes the development of standards-based goals, objectives, outcomes, benchmarks, rubrics, and assessment. Special emphasis is placed on student-developed curricula.
Student Achievement and Learning
This graduate course of study explores and examines the meaning of student achievement and learning within the contextual framework of effective student engagement and motivation through research-based theories of practice as it relates to district/school leadership, school culture and climate, teacher behaviors and instruction, and standards, curriculum, and assessment. All aspects of these components are interwoven to develop a deeper understanding of what and how successful student achievement and learning can occur regardless of student demographics and institutional labels. The goal is construction of a professional framework of action to promote and influence student achievement and learning for authentic, real-world application.
Professionalism and Leadership in Today’s Schools
The role of the professional educator as leader and change agent is studied. Emphasis is placed on data-based decision making, teambuilding, facilitation, and shared decision making. The intent of this course is the rejuvenation of professionalism.
Teaching in a Multicultural Classroom
This course addresses the increasing racial, ethnic, cultural, and social diversity concerns in the nation’s schools and classrooms. This critical overview of the major issues and concepts in multicultural education clarifies racial and ethnic attitudes and develops the pedagogical knowledge and skills needed to work effectively with students from diverse cultures.
Reading and Research in Multicultural Children’s and Young Adult Literature
An opportunity for graduate students to investigate the nature of children’s and young adult literature; the uses of children’s and young adult literature in school, public, and special library settings; and the trends in children’s and young adult literature as a part of the total body of literature and as an educational force; and current research in the field.
Qualitative Methods in Educational Research
The course prepares educators to interpret and critique educational research employing qualitative methods and to demonstrate understanding of qualitative methods of inquiry through design of research proposals. Emphasis will be placed on traditional methods, such as case study analysis, interviews, and focus groups, and on mixed model (blend of qualitative and quantitative) approaches that involve questionnaires and surveys.
Prerequisite: EDU 5060
Quantitative Methods in Educational Research
The course addresses quantitative research and complements a second, qualitative course. Together they will form the foundation for analysis and evaluation of educational literature in subsequent classes.
Prerequisite: EDU 5060
This course emphasizes learning strategies suited to gifted, talented, and creative students. These strategies highlight each student’s unique combination of skills, multiple intelligences, and capacities for self-expression, using individual activities, cooperative groups, and multicultural perspectives.
This course will draw upon theory, methodology, and research-based best practices for instructing and assessing bilingual students. It will include a focus on contemporary social problems (for the bilingual-bicultural student), culture of the target group, and competency foundations including rationale, historical, and legal requirements, and a survey of existing bilingual models including clinical experiences in bilingual classrooms. The course will also include an analysis of current, authentic Spanish language development assessments. Educator cultural competency and the unique learning needs of ELLs from diverse backgrounds, including those with disabilities, will be meaningfully incorporated into course study and application. This course includes 10 hours of clinical experience in a dual-language or bilingual classroom.
ELL Literacy and Accommodations
This course introduces the student to the methods, curriculum, and current practices in the teaching of foreign language and/or English as a second language. This class includes 10 hours of clinical work in an ESL classroom in addition to the course work.
English Language Learner: Methods and Study in Education
This course will provide foundational knowledge and experiences in the effective instruction of students whose native language is not English. Students will become familiar with major theories, educational issues, and instructional methods that are related to working with this specific population of students across all grade levels, K-12. Observational field experiences will be required.
Culturally Responsive Instruction
Students will examine the cultural diversity that exists locally, nationally, and globally in order to develop a positive appreciation for the contributions of other cultures. Students will gain personal contact with members of other cultures and learn effective intercultural communication skills for our diverse world.
Reading and Language Arts II: Methods and Linguistics
This course covers the development and mastery of information that involves the integrated process of reading and thinking. Emphasis will be placed on the reader, especially the bilingual reader. The elements of linguistics, including a study of the phonetic alphabet and morphology, are a part of this course. This class includes 10 hours of clinical work in an ESL classroom in addition to the course work.
Practicum in ESL Classrooms
This capstone course provides students with observation and analysis skills to apply to their own ESL teaching for this practicum experience, as well as with techniques for working with paraprofessionals in ESL/ bilingual classrooms in schools. ESL components/artifacts will be added to the existing portfolio for teaching licensure.
Fundamentals of Linguistics for Teachers of Diverse Learners
This course will provide students with a framework to better understand the parameters of linguistics including the nature of communication; phonological components such as phonetics, phonology, morphology and syntax; sociolinguistics; and linguistic anthropology. Students will also examine the language acquisition process with regard to its application to student literacy learning outcomes with an emphasis on the unique language acquisition needs of English Language Learners. This course includes 10 hours of clinical work in an ESL or bilingual classroom in addition to the course work.
Practicum in Bilingual Classrooms
Students seeking licensure in Bilingual Education will apply what they have learned about the unique needs of additional language learners in a practicum experience. A strong bilingual and ELL learning foundation (based on in-class study, scholarly research, and clinical experiences) will be applied to additional language learning classroom settings. Students will attend an independent seminar with their professor and will journal, share experiences, and create lesson plans to be critiqued by peers and the course instructor based on a rubric devised specifically with English Language Learning needs in mind. Student portfolios will be completed and reviewed by the course instructor.
Prerequisite: Instructor permission
Psycholinguistics and Developing Effective Readers in Content Area (K-12)
This course focuses on research in psycholinguistics, metacognition, interactive model theories, and language learning, and their application to the reading curricula in elementary and junior/middle/high schools. An investigation of social-cultural factors that affect the acquisition of reading skills. Special attention is placed on the relationship between learning styles and reading comprehension and the development of methods and materials to enhance comprehension in the content areas.
Seminar in Reading Research
A critical analysis of recent research and professional literature relevant to the field of reading in K-12 is examined. Emphasis is on the tools of educational research related to the theories of reading, including metacognition and models of comprehension, schema theory, psycholinguistics, and the interactive model.
Supervision, Administration, Guiding, and Directing Reading Programs (K-12)
This course studies the roles of reading specialists and their relationships to the guiding and directing of reading programs ranging from kindergarten to high school level. Special emphasis is placed on the role the specialist plays in the coordination and facilitation of the total reading program. Students will examine the responsibilities of staff development leader, researcher, diagnostician, and facilitator of individual needs programs.
Field Experience in Supervision, Administration, Guiding, and Directing Reading Programs (K-12)
Students will discover skills to guide, administer, and direct effective reading programs in cooperation with a qualified reading specialist. They will study the interactive model of comprehension, metacognition, and scope, and of sequence of reading skills in EDU 5360.
Curriculum and Instruction in Reading (K-12)
This course explores the psychology and pedagogy of reading instruction and evaluation of reading curricula and programs on the elementary, junior, and senior high school levels. Analysis of recent trends and theories in reading instruction are included, such as interactive models, cognitive processes, development of word recognition competence, and improvement in reading instruction.
Diagnostic and Remediation Techniques for Reading Disabilities (K-12)
Students will study the types of reading abilities and disabilities; the processes related to the cognitive function; the interaction among the reader, writer, and text; the schema theory; and other related theories to enable assessment and instruction in reading in K-12. Emphasis is on interview procedures, informal diagnostic testing, case study writing; and methods and materials of instruction. Special emphasis is placed on the individualization of reading instruction
Practicum A and B in Reading Disabilities (K-12)
This course provides college-supervised clinical or laboratory practicum, including experience at the elementary level and the middle/secondary level. Students develop programs for use with individual cases in the assessment and teaching of needed reading skills. Attention is given to the child’s reading needs and to classification of these problems through affective and cognitive correlates. Emphasis is on metacognition, models of comprehension, schema theory, psycholinguistics, and the interactive process.
Characteristics and Assessment of Learners with Exceptionalities
Participants will gain foundational knowledge for working with middle/secondary students with disabilities in the inclusive educational environment. Participants will learn the role that assessment plays in formulating teaching practices. Contributions of educational psychology and assessment in the areas of classroom management, research foundations, reading and interpreting data, and current instructional methodologies will be addressed.
Academic and Behavioral Interventions for Learners with Exceptionalities (Elementary)
Participants will learn the role that academic and behavioral interventions play in the successful managing of the middle/secondary classroom. Participants will learn academic strategies that produce effective classroom learning with elementary exceptional students.
Academic and Behavioral Interventions for Learners with Exceptionalities (Secondary)
Participants will learn the role that academic and behavioral interventions play in the successful managing of secondary education students. Participants will learn academic strategies that produce effective classroom learning with secondary exceptional students.
Instructional and Assistive Technology for Learners with Exceptionalities
Participants will demonstrate fluency in describing pedagogical approaches to incorporate technology into the instruction of exceptional learners.
Collaboration with Parents and Professionals
Readings and assignments in this course will develop participants’ abilities to successfully interact with colleagues and parents to support student learning and well-being as well as successful implementation of the students’ I.E.P.
Development and Content Area Reading in Secondary Schools
This course will explore reading instruction theory and application. Students will understand the developmental stages of reading and identify the most effective practices for teaching students in each phase. Special emphasis will be given to analyzing effective instructional techniques for each stage. Additionally, structures for differentiation — guided reading, strategy reading groups, book clubs, and reading conferences — will be explored.
Sports Leadership in Education Internship
In this course, students will be involved in a cooperative field experience, on or off the Carthage campus. The field supervisor/course instructor and student will design a field of study best suited to the student’s career aspirations. The student will be placed with a mentor who volunteers relevant expertise and time. The student is required to keep a log of work hours and a bi-weekly journal log and final research paper linking theory to practice is required. This Internship will require a minimum of 35 hours for 4 credits of study and may not be repeated.
Prerequisites: EDU 5050 Leadership in Sports, EDU 5070 Advance Techniques in Coaching Psychology, EDU 5250 Quantitative Research
Developmental Reading Instruction
A study of the content, organization, and methods of integrating reading and language arts across the content areas of elementary through high school. Emphasis will also be placed on written communication. Fieldwork required.
Master’s Degree Capstone Experience
This course is taken by thesis and integrative project writers to aid in the development and execution of this major research paper. Graduate candidates arrange this course with their advisor.
Prerequisites: EDU 5240 and EDU 5250
Classroom Management and Conflict Resolution in Secondary Schools
This course will prepare Accelerated Certification for Teachers (ACT) teacher candidates to implement effective policies and strategies for creating a productive and safe classroom environment. Materials will cover basic teaching strategies for a wide discipline of programs. Students will review and evaluate effective education management strategies. Conflict resolution will be addressed.
Introduction to Child and Adolescent Psychology
Introduction to the science of child psychology emphasizing physical, psychological, cognitive, and social development from conception through adolescence. The concern is with those aspects of human behavior that change from childhood to adulthood with an emphasis on the middle and adolescent years of development and with the factors that account for those changes as specifically related to an educational setting.
Student Teaching (Add-on License)
The teacher candidates observe and teach in the new subject area on the job in a classroom for nine weeks under supervision of a qualified professionally licensed teacher in the subject field and by a qualified supervisor from the Education Department. This course addresses issues specific to the new license subject area and reinforces application of current educational expectations in the new teaching content area.
Prerequisites: Students must complete all course work needed for the add-on license, pass the appropriate Praxis II content test, and pass the FORT (Cross-Categorical Special Education and ELL only).
Masters Comprehensive Exam
As a comprehensive study of significant courses taken throughout the M.Ed. experience, students will be evaluated on their ability to analyze, critique, and apply core content knowledge in their graduate concentration area of study. At the beginning of the semester, students collaborate with three assigned instructors with whom they have completed course work. Students will collaborate with each instructor and be assigned curriculum with a theme focus to prepare for their comprehensive exam. After completing the written exam, students will meet with their instructors for an oral exam discussion. This is a capstone course experience and will be taken during the last semester of M.Ed. study. Students will be permitted to take one course concurrently with the Comprehensive Exam. Students will also be enrolled in EDU 5990 (0 cr) signifying that they will have met M.Ed. requirements after completing these course requirements.
Master’s Degree Capstone Completion
Students should register for EDU 5990 during the semester that they intend to complete their capstone requirement.