Graduate School
M.A. in Education K-12 Courses
Student Perspective
"The program weaves leadership philosophy and skills throughout.
It's just what I was looking for. I'm a music teacher, but I'm
benefiting from a cohort of teachers from many specialties. We wrestle
with issues together, gain new perspectives, and all come out stronger."
—Eileen Clift, Elementary and Middle School Band Director
The M.A. in Education K-12 is a 32 semester credit degree program that requires completion of all core courses (23 semester credits) and one concentration (9 semester credits). For course sequence, request a program calendar. Credits are listed in parentheses.
Core Courses
EDUC606 •
Teacher as Leader (3)
Focus is
on the centrality of the teacher in the educational process. Examination of a
variety of informal and formal ways in which teachers are leaders. Provision of
a framework for thoughtful interaction with the changing image of teachers and
the challenges of teacher leadership. The format for examining teaching in this
light incorporates encounters with autobiography, critical reflection, and
large and small group conversation.
EDUC614 •
Educational Research (1)
Focus is
on understanding and reporting educational and psychological research. Learners
will conduct online computer searches, appraise the quality of professional
literature, cite research using APA style, and understand the options of
writing a master’s thesis or conducting an action research project. Graded on
an S/U basis.
EDUC616 •
Improving Instruction (4)
Emphasis
is on teaching strategies that will build on the experience of practicing
teachers. Examination of a rich variety of approaches to instruction, along
with supporting research. Provision of tools to analyze and incorporate the
best of the newly emerging teaching methodologies. Particular attention is paid
to the characteristics of an effective learning environment, as well as the
understanding that how teaching is conducted has an enormous impact on
students’ ability to educate themselves. Models of teaching are really models
of learning. The intent is to impart a renewed sense of the intellectual zest
inherent in the craft of teaching and to make each model a potential part of a
teacher’s repertoire.
EDUC623 •
Managing the Classroom (3)
Survey of
a variety of approaches to classroom management, with in-depth examination of
ways teachers can foster pupil self-discipline. Participants will answer the
following questions with respect to their personal philosophies and particular
educational settings. What expectations do I have for pupil conduct? How will I
communicate expectations? What will I do when expectations are not met? How can
students share responsibility for determining and monitoring the classroom
learning environment in ways appropriate for their developmental levels?
EDUC633 •
Designing the Curriculum (3)
Examination
of the history of the field of curriculum, fundamentals of curriculum design,
effective curriculum development and implementation, and forces currently
affecting curriculum. Focus is on synthesizing knowledge learned about
curriculum with knowledge gained from professional experience.
EDUC645 •
Portfolio Development (2)
Professional
portfolios are collections of authentic, learner-specific documents that
provide evidence of growth and professional development. Provision of ongoing assistance in the portfolio
development process. Each learner will craft a portfolio that addresses the
National Board for Professional Teaching Standards and selected Bethel Graduate
Program Goals and Outcomes. Some artifacts will be created specifically for the
portfolio, and others will have been created in earlier courses. Opportunity will be provided for peer and instructor
feedback on each portfolio.
EDUC755 • Preparing the Thesis/Action Writing Project (1)
Assists learners in preparing their master’s thesis or conducting an action research project. Focus is on the design process and includes the following topics: information on the nature and scope of the master’s thesis/action research project; selection and refinement of topic; APA style; and the oral examination process. Graded on an S/U basis. Prerequisite: EDUC614.
EDUC790 • Writing the Thesis/Action Research Project (3)
Exploration of a significant educational issue relevant to the learner’s professional involvement through an independent, individually supervised thesis or project. Graded on an S/U basis. Prerequisites: EDUC614, EDUC755.
PSYC635
• Measurement and Assessment in Education (3)
Opportunity for students to develop
their knowledge and understanding of the uses, misuses, and limitations of
educational assessment techniques and tools. Focus is on the practices and
principles involved in the assessment process for teacher-made tests,
including: 1) psychometric theory, 2) test construction, and 3) standards for
teacher-made tests. Emphasis on alternatives to traditional forms of
assessment, particularly authentic assessment. Emphasis also on ethical issues
in assessment and factors that influence test performance. Learners will be
required to investigate and discuss current scholarly research on a specific
issue in the field of educational measurement and assessment.
Concentrations (Select one concentration)
1. Reading Concentration
Select 9 credits from:
EDUC600 •
Explorations in K-12 Literature (3)
Overview
of the fields of children’s and adolescent literature with an emphasis on the
use of tradebooks in the classroom. Learners will read and critically review a
wide variety of genres across a span of age groups as well as develop a
bibliography for future curriculum development in EDUC602, EDUC607, and
EDUC612.
EDUC601 •
Foundations of Reading (2)
Introduction
to the historical and pedagogical issues related to the field of reading
instruction. Examination of the reading process from both a psychological and
socio-cultural perspective. Emphasis on current educational principles as they
relate to the cognitive, linguistic development of children, preadolescents,
and adolescents. Review of current research as well as national initiatives in
reading instruction.
EDUC602 •
Reading Instruction in Primary Grades (2)
Focus on
the development of reading proficiency in young children, grades K-2. Best
practices in literacy that foster phonemic awareness, alphabet recognition,
phonology, and word study. Design and implementation of a developmentally
appropriate curriculum and instructional strategies for a wide range of
abilities in literacy for young learners. Prerequisites: EDUC600, EDUC601.
EDUC607 •
Reading Instruction in Intermediate Grades (2)
Development
of skills and understandings to teach reading in the intermediate grades (3-6).
Emphasis on the development of comprehension in a wide range of reading
contexts, including fiction and expository text in a context that develops
engagement in reading for pleasure and learning. Examination of methods to
strengthen decoding, reading fluency, vocabulary, and concept development.
Application of research and theory to evaluate and design curriculum.
Prerequisites: EDUC600, EDUC601, EDUC602.
EDUC612 •
Strategy Instruction in Content Areas (1)
Exploration
of comprehension strategies that assist textbook understanding. A variety of
expository texts found across content areas will be examined. Examination of
behaviors of adolescent readers and instructional strategies to increase comprehension
and understanding of texts. Prerequisites: EDUC600, EDUC601, EDUC602, EDUC607.
EDUC622 •
Assessment and Evaluation in Reading (3)
Focus on
best practices in formal and informal assessments. Engagement in assessing,
measuring, evaluating, and reporting individual and group performance in
reading. Evaluation of data to make informed decisions for instructional and
curricular purposes. Participation in data analysis teams and development of
expertise in reporting assessment results to a wide variety of audiences.
Prerequisites: EDUC600, EDUC601, EDUC602, EDUC607, EDUC612.
EDUC626 •
Leadership and Supervision in Reading (2)
Examination
of the role of a reading specialist in assisting and directing district and
school-wide programs in reading. Examination of ways to align district and
school goals as they relate to state and federal initiatives. Exploration of
fiscal, budgetary, and purchasing practices for operating a comprehensive
reading program. Learners will develop expertise in planning and providing
effective professional development programs. Prerequisites: EDUC600, EDUC601,
EDUC602, EDUC607, EDUC612, EDUC622.
EDUC642 •
Advanced Diagnosis and Remediation (2)
Designed
for practitioners who have the responsibility for assessing, developing, and
administrating compensatory programs for students experiencing difficulties in
reading. Focus is on the nature and causes of reading difficulties.
Considerations in addressing the instructional needs of students experiencing
reading difficulties. Exploration of assessment instruments; and focus on
effective remediation practices.
EDUC652 •
Writing Instruction and Literacy Practices (3)
Review of
current and historical research and theory on K-12 writing instruction
practices, as well as methods, strategies, assessments, and materials for
implementing research-based writing instruction practices. In addition, weaving
writing instruction into the languages arts curriculum (and other content
areas) will be covered.
EDUC657 •
Language, Literacy, and Cultural Diversity (3)
Examination
of issues related to literacy acquisition in English Language Learners (ELLs)
and their instructional implications. Topics include first and second language
acquisition (SLA), bilingualism, language and identity, social and cultural
factors in SLA, reading and writing in a second language, and content reading.
2. Special Education Concentration
Select 9 credits from:
EDUC605 •
Special Education: Historical and Legal Issues (2)
Examination
of historical and legal issues of special education. State and federal laws,
due process, data privacy requirements, and exclusionary rules will be
discussed. Historical and philosophical background of special education and
attitudes toward the exceptional child will also be discussed. A thorough
examination of the Individuals with Disabilities Education Act, and a review of
significant litigation related to the education of special education students.
EDUC613 •
Social Issues and Alternative Methods in Special Education (2)
Focus is
on current social issues affecting student academic and social progress, and
alternative methods and strategies to address students’ complex needs. Issues
such as child abuse, domestic violence, poverty, addictions, and multicultural
considerations are researched and discussed. Alternative methods are explored
and practiced, such as cognitive behavior therapy, prayer, art and play
techniques, biofeedback, nutrition, stress management, therapeutic holding, and
others.
EDUC615 •
Teaching Exceptional Students (3)
Provision
for teacher-learners of a framework for designing, implementing, and evaluating
instructional methods to teach exceptional students. Learners will examine and
apply effective teaching principles and theories while making instructional
modifications. Designed to prepare teachers to meet the academic needs of
students with learning and behavior problems.
EDUC620 •
Intervention Techniques (3)
Introduction
to the role of the special education teacher as an implementer of the
social/emotional and behavioral interventions designed to meet individual
student needs. Special attention will be paid to developing the skills
necessary to help design and implement with other multidisciplinary team members, a student behavior management program. Both individual and group intervention
techniques, incorporating an emphasis on social skills training. Discussion of
the importance of the observation, assessment, and intervention sequence.
EDUC631 •
Basic Concepts of Learning Disabilities (3)
Intensive
study of the field of learning disabilities to provide basic information and
foundation skills for understanding and working with students having learning
disabilities. Emphasis is on definition, etiology, characteristics, and impact
on an individual’s cognitive, academic, social, and behavioral development and
achievement. Consideration of the multidisciplinary nature of services for
students with learning disabilities, including identification, service delivery,
and transitional needs. Exploration of various theoretical approaches related
to cognition, instruction, and behavior.
EDUC632 •
Strategies for Teaching Students with Learning Disabilities (3)
Development
and evaluation of remedial strategies for students with learning disabilities.
Examination of specific techniques to address deficits in conceptual and
organizational skills, problem solving, study skills, and learning strategies,
along with curricular approaches to address the social/affective needs of
students with learning disabilities. Strategies will be considered within a
clinical teaching model. Prerequisite: EDUC631.
PSYC600 •
Child and Adolescent Psychopathology (3)
Survey of
major clinical perspectives, psychological disorders, terminology, and issues
important to the field of child and adolescent psychopathology with emphasis
given to areas of special relevance to the educational setting. Provides
learners with the background to be informed communicators with mental health
professionals with whom they will collaborate in serving students having
emotional/behavioral disorders. Improves learner’s proficiency at
distinguishing between problems falling in the normal and clinical ranges.
3. Teacher Coordinator of Work-Based Learning Concentration
Select 9 credits from:
EDUC705 •
History and Advancement of Work-Based Learning (2)
Study of the history and progress of work-based learning. Examination of the federal and state legislation that applies to the field. Knowledge and tools that teacher coordinators use to turn students’ work experiences into meaningful learning experiences. One of three courses needed for the Teacher Coordinator of Work-Based Learning Licensure. Learners must successfully complete this course before taking EDUC709.
EDUC707 •
Designing School-Based Instruction for Work-Based Learning Programs (3)
Learners design instruction for work-based programs that connect students’ school experiences to the world of work. Current employment trends. The role of human resources in an organization. Career and Technical student Organizations. One of three courses needed for the Teacher Coordinator of Work-Based Learning Licensure. Learners must successfully complete this course before taking EDUC709.
EDUC709 •
Implementing and Monitoring Work-Based Learning Programs (4)
Tools teacher coordinators will use to implement work-based learning. Monitoring programs. Collaborating with the community, employers, school officials, and parents. Reporting to state and other agencies. Employment laws. One of three courses needed for the Teacher Coordinator of Work-Based Learning Licensure. Prerequisites: EDUC705, EDUC707.
4. Customized Concentration
Select 9 credits from:
Course work can be selected from the reading, special education, and/or teacher coordinator of work-based learning concentrations. The following courses are also available for selection:
COMM600 •
Introduction to Communication Studies (3)
Overview
of the field of communication and the historical changes in the discipline.
Theoretical frameworks will be studied as related to interpersonal
communication, family interaction, group process, public communication, and
media/technological changes. Theology and ethics of communication will be
developed in light of a Christian worldview.
COMM605 •
Advanced Interpersonal Communication (3)
Examination
of the beginnings of interpersonal study, including Buber, Mead, Jourard, and
Watzlawick. Analysis of the relationships between interpersonal communication
and related areas: group, family, gender, and intrapersonal processes.
COMM610 •
Advanced Media Communication (3)
Exploration
of the interplay between the mass media and various facets of modern society,
including political, economic, and cultural issues. Examination of media on a
global scale will facilitate contrasts and comparisons of media systems,
highlighting how media communication influences the quality of human life.
COMM620 •
Cross-Cultural Communication (3)
Analysis
of intercultural communication competence, examining international, ethnic, and
racial differences. Exploration of paralinguistic and nonverbal influences in
cross-cultural contexts. Theological impacts will be considered.
COMM645 •
Public Presentations (3)
Concentration
on the preparation, delivery, and evaluation of public presentations. Learners
will develop research skills, analyze presentations, and increase proficiency
in organizing public speeches, increasing focus for impact. Class includes
videotaping and analysis. Peer and professor evaluations are focal. Observation
and critiques of speeches outside of class are required.
COMM670 •
Group Communication and Conflict (3)
Examination
of group dynamics, theory, and research on a practical level. Exploration of
personal and professional communication styles and how such styles impact group
dynamics, conflict communication, team building, and leadership. Perspectives
used to examine areas are corporate, academic, and biblical settings. Includes
history, theory, ethics, and case studies. Prerequisite: COMM676.
COMM673 •
International Gender Communication (3)
Analysis
of the power of gender as applied in global settings, examining the cultural
roles governing men’s and women’s roles in diverse settings from a
cross-cultural perspective. Investigation of the challenges of dealing with
gender transactions in international business, political, religious, and social
contexts. Prerequisite: COMM620.
COMM722 •
Effective Teaching Online (3)
Introduction
to the theory and tools of teaching online courses. Use of principles of good
practice as a structural core to develop knowledge and skills necessary to
effectively develop and teach an online course. Goal is to foster
communication, collaboration, active learning, and prompt feedback. Emphasis is
on personal connections, time on task, high expectations, and respect for
diverse talents and ways of learning. Prerequisites: COMM605, COMM721.
HEPE601 •
Health Educators Academy I (6)
Demonstration of competence in the development, delivery, and evaluation of an
efficient and effective school health education instructional program that
enhances health knowledge, attitudes, behavior, and decision-making and problem-solving
skills. Focus is on curriculum development and evaluation. Graded on an S/U
basis.
HEPE602 •
Health Educators Academy II (3)
Demonstration of competence in the development, delivery, and evaluation of an
efficient and effective school health education instructional program that
enhances health knowledge, attitudes, behavior, and decision-making and
problem-solving skills. Focus is on health content (unintentional/intentional
injuries; alcohol, tobacco, and other drugs). Graded on an S/U basis.
Prerequisite: HEPE601.
HEPE603 • Health Educators Academy III (3)
Demonstration of competence in the development, delivery, and evaluation of an
efficient and effective school health education instructional program that
enhances health knowledge, attitudes, behavior, and decision-making and
problem-solving skills. Focus is on health content (nutrition, STI/AIDS,
sexuality). Graded on an S/U basis. Prerequisite: HEPE601.
ORGL600 •
The Leadership Enterprise (4)
Examination
of the overall design and objectives of the [M.A. in Organizational Leadership] program; organization and
leadership theory; the universe of leadership opportunities and anticipated
challenges to leaders over the next 40 years; and diverse leadership styles in
history and contemporary society.
ORGL605 •
Topics in Leadership Studies (2)
Course may
be offered occasionally on various leadership topics.
ORGL655 •
Managing Conflict Through Dialogue (3)
Leadership
includes diversity and teamwork. On a practical level, conflict can block the
efforts of people to fulfill the vision of both leaders and followers.
Synthesis of previous studies in diversity to provide a basis for developing
dialogue in multiple settings and contexts.
ORL660 •
Public and Collaborative Leadership (2)
Focus is
on leadership that occurs between and within teams and organizations.
Exploration of questions, issues, and elements necessary for effective
collaboration. Identification of individual and organizational strengths and
values.
ORGL670 •
Leading in the Knowledge Economy (2)
Survey of
the global information economy with its current and emerging technological
capabilities; impacts on organizations’ internal operations and external
relations; and knowledge and skills required of leaders in planning and
managing information systems and enabling their organizations to benefit from
global information flow.
PHIL615 •
Ethics (3)
Introduction
to the basic concepts of ethics and examination of practical applications in
the fields of gerontology and gerontological practice in a wide range of
settings.
PHIL620 •
Theology and Ethics of Leadership (3)
Biblical,
historical, and contemporary models of leadership that explore how one’s
personal spirituality and vision of the world affect one’s leadership; the
biblical and theological foundations of leadership; and the nature of the
ethical issues relating to personal integrity and leadership.
PHIL660 •
Applied Ethics (3)
Synthesizing
discussion of ethics from the entire MBA program. Learners will explore their
own journey from the introduction of ethics, values-based leadership, and
faith/work integration in the first course through each course in the program.
Learners will again assess their own moral reasoning and develop a plan for
integrating these concepts into their future leadership positions.
Prerequisite: BUSN600.
PSYC601 •
Child and Adolescent Assessment (2)
Introduction
to the theory, psychometric properties, and application of psychological
assessment focusing on personality and psychopathology of children and
adolescents. Emphasis is on exposure to and beginning experience in
administration, scoring, and interpretation of intelligence testing and
objective and projective personality assessment instruments. Elements
distinguishing screening from assessment, the multidisciplinary assessment, and
the key warning signs of early onset of mental illness in youth are also
covered.
PSYC603 •
Individual and Group Skills (2)
Introduction to the theory, psychometric properties, and application of psychological assessment focusing on personality and psychopathology of children and adolescents. Emphasis is on exposure to and beginning experience in administration, scoring, and interpretation of intelligence testing and objective and projective personality assessment instruments. Elements distinguishing screening from assessment, the multidisciplinary assessment, and the key warning signs of early onset of mental illness in youth are also covered.
PSYC609 •
Therapeutic Play (3)
Focus is
on techniques in expressive therapies, with an emphasis on play therapy.
Examination of the continuum from client-centered to directive therapy and the
exploration of application possibilities based on client needs and the setting.
Common themes in children’s play are identified, and the dynamics of
interpretation are considered and applied. Learners will apply skills and
techniques in working with children and acquire artifacts for the program portfolio.
PSYC610 •
Applying a Developmental Perspective to Teaching (3)
Focus is on child and adolescent growth and how it relates to learning. Examination of historical and current learning theory. Topics include the significance of early experience, cognitive and personal growth, character development, information processing, and issues related to mainstreaming of special-needs students.
PSYC611 •
Art Techniques in Play Therapy (2)
Overview of art therapy theory, research, and practice. Primary focus will be an exploration of the benefits of using drawing and other forms of artwork with children and adolescents. Includes demonstration and practice of various art therapy techniques and discussion of possible applications in professional and nonprofessional settings.