Graduate School
The M.A. in Education K-12 is a 32 or 33 semester credit degree program that can be completed online. It requires completion of all core courses (23 semester credits) and one concentration (9 or 10 semester credits). For course sequence, request a program calendar. Credits are listed in parentheses.
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. Course is required of all master's degree-seeking learners and is strongly recommended for learners seeking only a license. 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.
EDUC730
• Principles of Differentiation and Responsive Teaching (3)
Overview
of the theory and research of differentiated instruction as a model for
acquiring content, processing ideas, and developing products to
effectively address varying student needs in the K-12 classroom. Focus
is on instructional strategies and the practical application of
differentiation in the teacher-learner's classroom. Meeting the needs
of students with disabilities will be emphasized.
EDUC731
• Principles of Differentiation for English Language Learners (3)
Overview
of second language acquisition theories as the foundation for
understanding learning processes of a second language learner. Focus is
on differentiation for language proficiency levels and levels of former
schooling while keeping the rigor of grade-level content. Crucial
factors that influence the acquisition of the second language, such as
linguistic and cultural identity negotiation, will also be addressed.
EDUC732
• Culturally Responsive Instruction (3)
Through
stories, learners will examine multicultural research, theory, and
practice. Learners will explore their role as teacher in a culturally
changing learning environment as they develop instructional strategies
based on research-based best practice to become culturally responsive
practitioners.
EDUC720 • Autism Spectrum Disorders: Introduction and Overview (3)
Examination of autism and Asperger’s syndrome. Information will be accessed regarding theories, research, medical and legal requirements of autism. Personal viewpoints and ethics from a biblical perspective will be examined regarding educational approaches to autism. Introduction to educational criteria, identification and assessment, teaching strategies, and family issues. Introduction to behavior management: behavior management philosophy, practical strategies, and skills related to children identified with autism spectrum disorders (ASD).
EDUC721 • Autism Spectrum Disorders: Communication, Assessment, and Intervention Strategies (3)
Examination and communication characteristics and challenges often associated with autism spectrum disorders. Current tools and strategies used to assess speech, language, and interaction skills. Ethical and moral issues from a biblical perspective will be discussed. Use of assessment results to identify needs and develop intervention plans. Creation of an Autism Tool Kit (defined in the assessment section), including techniques and interventions for building receptive and expressive language, as well as social communication skills of children with ASD.
EDUC723 • Autism Spectrum Disorders: Identification, Evaluation, Planning, and Consulting (3)
Focus is on the process of identification, assessment, and educational planning for students with autism and Asperger’s syndrome. Using appropriate tools for evaluation of autism spectrum disorders, effective utilization, and reporting results. Examine and/or design critical elements of consulting in an educational and family environment specifically for students identified with autism spectrum disorders.
EDUC725 • Autism Spectrum Disorders: Field Experience (1)
Complete
required competencies within an educational setting for learners with ASD. IEP goals and objectives, assessments,
behavior plans, communication strategies, and classroom strategies will be
completed and included in a portfolio.
EDUC800 • Historical, Cultural, and Philosophical Issues Impacting School Administration (3)
Today’s educational and intellectual leaders must understand the historical, cultural, and philosophical roots and trends that have contributed to educational practices today. Current and emerging roles of the administrator are examined in light of these roots and trends in the establishment of policy and practice, both in the school and the community at large. In addition, learners develop an understanding of the currently prevailing cultural and philosophical “drivers” in learners’ home districts.
EDUC805 • Principles of Organizational Leadership (3)
Examination of the theory and practice of leadership applied to K-12 school district operations. Leading organizational leadership theories, both educational and managerial, as well as change theory are analyzed and critiqued, with emphasis on their implementation in practical school district settings. Content emphasis is on the implications of a Christian worldview when incorporated with these theories and practices. Specific foci of content include philosophical and values anchors, vision casting, developing shared priorities and commitments, and implementing vision through policy and programs.
EDUC810 • Curriculum and Instructional Management and Student Development (3)
Examination of the fundamentals of curriculum design, effective curriculum planning and implementation, as well as trends, issues, forces, and ideas affecting today’s curriculum. Focus is on synthesizing knowledge gained from the curriculum with knowledge gained from professional experience. Overview of cognitive and behavioral issues and theories of learning as they affect student performance. Examination and practice of effective techniques for working with culturally and academically diverse student populations as well as techniques for managing varied types of student behavior. Implications for staff development are surveyed.
EDUC771 • Curriculum Processes (3)
First in a series of four integrated courses that, when completed successfully, participants will be eligible to register for an IB Teacher Award. The focus of IB Curriculum Processes will be on these four essential questions. 1) What is international mindedness and how does the International Baccalaureate’s mission and philosophy promote it? 2) What are the principles of learning that underpin International Baccalaureate curriculum? 3) What are the curriculum and instructional designs that make the Primary Years Program, Middle Years Program, and the Diploma Program unique? 4) What implications does the International Baccalaureate mission and philosophy have for matters of worldview?
EDUC772 • Assessment and Learning (3)
Second in a series of four integrated courses that, when completed successfully, participants will be eligible to register for an IB Teacher Award. The focus of IB Assessment and Learning will be on these four essential questions. 1) What is the role of assessment in International Baccalaureate? 2) What assessment strategies and assessment tools are emphasized in all three programs? 3) What assessment strategies and assessment tools make the three programs unique? 4) How is assessment connected to faith and international mindedness? Prerequisite: EDUC771
EDUC773 • Teaching and Learning (3)
Third in a series of four integrated courses that, when completed successfully, participants will be eligible to register for an IB Teacher Award. The focus of IB Teaching and Learning will be on these five essential questions. 1) What are the learning strategies that are appropriate to effectively implement the IB programs? 2) What teaching strategies, learning activities, and learning resources support the learner outcomes of the three IB programs? 3) How do the three IB programs support the learning needs of all students? 4) What resources support the learner outcomes of the three IB programs? 5) How can worldview and international-mindedness be integrated into teaching and learning? Prerequisites: EDUC771, EDUC772
EDUC774 • Capstone (1)
Fourth
in a series of four integrated courses that, when completed successfully,
participants will be eligible to register for an IB Teacher Award. The focus of the Capstone will be on two
essential questions: 1) How does reflective
practice and collaborative work support International Baccalaureate standards
and practice? 2) What experiences can contribute to the
learning of others for the purpose of becoming better members of the global
community? Prerequisites: EDUC771, EDUC772, EDUC773.
*International Baccalaureate is a registered trademark of the International Baccalaureate Organization
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 students. 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.
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.
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 License. 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 License. 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 License. Prerequisites: EDUC705, EDUC707.