Graduate School
M.A. in Teaching (M.A.T.) Courses
The M.A. in Teaching required completion of 36-27 semester credits. Students seeking only K-12 or secondary licensure (29-30 semester credits) are required to complete all courses listed, except EDUC614, EDUC752, EDUC754, EDUC791, EDUC792.
For course sequence, request a program calendar. Credits are listed in parentheses.
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.
EDUC621 •
Introduction to 5-12 Schools, Students, and Teachers (3)
Introductory
examination of the profession of teaching. To adequately evaluate the current
calls for reform and to provide needed leadership in shaping educational
opportunities, learners need to understand the foundations of education. Areas
of study are history, philosophy, psychology, sociology, legal matters, and
current issues related to education. A focus is on the forces and ideas that
have influenced and now shape education in America.
EDUC624 •
Introduction to Theories and Practices of Teaching and Learning (3)
Focus is
on theories and current research on how people learn and how to design
instruction. Emphasis is on what we know about how the brain works and what we
know about effective teaching and learning strategies. Theories of human
development; theories of learning; overview of effective teaching strategies.
Prerequisite: EDUC621.
EDUC630 •
General Teaching Methods for 5-12 Classrooms (3)
An ‘active
learning’ and ‘activity-centered’ course. Application of various pedagogical
theories and methods in teaching middle and high school students through the
practice of planning, implementation, and assessment procedures. Focus is on
meeting the application/performance part of the licensure standards as set by
the Minnesota Standards for Effective Practice for Teachers. Prerequisites:
EDUC621 and EDUC624.
EDUC639 •
Assessment and Technology (2)
Introduction
to the integration of assessment and technology in K-12 settings with emphasis
on current understanding regarding the purposes for and the role of assessments
in classroom instruction. Introduction
to various methods of assessing, interpreting assessment results, and designing
valid and reliable assessments. Practical applications of technology based on
current use in Minnesota
schools are included. Designed to help learners improve their use of strategies
with instructional resources for students and increase their effective use of
technology tools for teacher productivity.
EDUC661 •
Field Experience (1)
Immersion
in the secondary classroom and school environment. This in-school experience
will provide the opportunity to teach from a learner’s own lesson plans or to
slightly modify and teach from the cooperating teacher’s existing curriculum.
Learners may complete this field experience through one of four options:
paraprofessional, short-term substitute teacher, 30-hour in-school experience,
or internship. Taken concurrently with EDUC663 and either EDUC680, EDUC681,
EDUC682, EDUC683, EDUC684, EDUC685, EDUC686, EDUC687, or EDUC688.
EDUC663 •
Understanding Diversity and Student Needs (2)
Systematic
discovery of the school and teaching environments in the following areas: different home cultures; diversity; student
health; adolescents and substance abuse; effective teaching strategies;
observation of the learning environment; refinement of personal philosophy of
education; and development of effective tools of teaching. Taken concurrently with EDUC661.
EDUC665 •
Teaching Content Area Literacy (2)
Emphasis
is on the synthesis of multiple forms of literacy within the content area:
reading, writing, media, and critical literacy. Learners will weave multiple
facets of literacy into their content area, with the greatest emphasis on
content area reading. Prerequisites for Education K-12 only: EDUC628, EDUC629.
Choose one from:
EDUC680 • Methods of
Teaching 5-12 Mathematics (3)
Final preparations for
entering the teaching profession. Learners are equipped with some of the tools necessary for becoming
lifelong students of teaching. Key topics include a variety of instructional
methods, class management, and assessment strategies; math content in the 5-12
curriculum, including special emphasis on the NCTM Principles and Standards,
Minnesota K-12 Mathematics Framework, and Minnesota Academic Standards; learning
theory appropriate to mathematics teaching strategies; and exploration of tools
and technologies for the support and enhancement of classroom instruction.
EDUC681 • Methods of
Teaching 5-12 Science (3)
Current methods and
approaches used in the teaching of science in grades 5-12. Examination of ways
to develop and present curriculum with emphasis on content, scientific
investigation, inquiry, assessment, and safe laboratory practices.
EDUC682 • Methods of
Teaching Visual Arts, K-12 (3)
Materials, methods, and
curriculum employed in teaching art at both the elementary and secondary
levels. Historical survey of philosophy of art education and present trends.
Studio time for exploration and application of media suitable for both elementary
and secondary levels.
EDUC683 • Methods of
Teaching World Languages and Cultures, K-12 (3)
Theories of language
acquisition, language learning, and classroom methodologies at the elementary
and secondary levels. Exploration of instructional resources, uses of
technology, evaluative procedures, and classroom management. Development of a
philosophy of communicative language teaching and practice in unit planning and
teaching. Completion of oral proficiency assessment is required.
EDUC684 • Methods of
Teaching TESOL (3)
Theories of language
learning, language acquisition, and classroom methodologies at the elementary
and secondary levels. Exploration of instructional resources, uses of
technology, evaluative procedures, and classroom management. Development of a
philosophy of English as a second language, education, and practice in unit
planning and teaching.
EDUC685 • Methods of
Teaching 5-12 Communication Arts and Literature (3)
Concepts, strategies,
and skills necessary for the successful instruction and assessment of students
in grades 5-12 in reading, writing, speaking, media, listening, and literature.
EDUC686 • Methods of
Teaching Business Education, Grades 5-12 (4)
Learn practical methods
for teaching business education to middle and high school students. Learners
will connect their knowledge of business, both real world and coursework, with
an understanding of how students learn and how to best ensure student success
in the classroom.
EDUC687 • Methods of
Teaching 5-12 Social Studies (3)
Development of ability
to take concepts from several component disciplines of social studies and
communicate them effectively to, or direct their acquisition by, secondary
school students. Includes curriculum trends, materials, classroom
methodologies, and teacher competencies.
EDUC688 • Methods of
Teaching Health Across the 5-12 Curriculum (3)
Examination of the role
of teachers within a comprehensive school health program. Overview of content
and strategies for health instruction regarding the concepts of health and
wellness, measures of health status, comprehensive school health education,
positive lifestyle decision making, protective and risk factors for major
health problems, injury and violence prevention, nutrition, physical fitness,
drug abuse treatment and prevention, HIV/AIDS, and other special health
concerns. Satisfies the health education requirement for Minnesota teaching credential.
EDUC750 •
Student Teaching Seminar (4)
Many of
the skills and much of the knowledge introduced in prior courses will be
practiced concurrently in student teaching and this course. Focus is on the
development of reflective professional qualities and instructional and
evaluative skills. Clarifying personal beliefs, enhancing communication skills,
adjusting to diverse student needs, and development of effective learning
environments are significant elements of the course. Taken concurrently with
EDUC770.
EDU770 •
Student Teaching (8)
Prior
course knowledge and skills will be practiced under the supervision of a
cooperating teacher and a college supervising teacher while learners teach. In
the field experience and two student teaching placements, learners will have
teaching experience at the elementary, middle, and high school levels. Graded
on an S/U basis. Taken concurrently with EDUC750. Prerequisites:
EDUC630, EDUC661, EDUC663, and either EDUC680, EDUC681, EDUC682, EDUC683,
EDUC684, EDUC685, EDUC686, EDUC687, or EDUC688.
Choose one option:
Option One: Thesis
EDUC752 • Writing the
Thesis (1)
Preparation for writing
the master’s thesis. Focus is on the writing process and will include the
following topics: information on the nature and scope of the master’s thesis,
selection and delimitation of thesis topic, APA style, and the oral examination
process. Graded on an S/U basis. Prerequisite: EDUC614.
EDUC791 • Master’s
Thesis (3)
Exploration of a
significant educational issue relevant to the student’s professional
involvement through an independent, individually supervised thesis. Graded on
an S/U basis. Prerequisites: EDUC614, EDUC752.
Option Two: Project
EDUC754 • Conducting
Action Research for the Master’s Project (1)
Action research is a
systematic inquiry conducted by educators involved in the teaching/learning
process. Information is gathered to help understand and solve a problem within
the researcher’s scope of influence. Preparation for conducting and reporting
on the action research project. Focus is on seven phases of action research:
selecting an area or focus, studying the professional literature, collecting
data, organizing data, analyzing and interpreting data, taking action, and
assessing action. Graded on an S/U basis. Prerequisite: EDUC614.
EDUC792 • Master’s
Project (3)
Systematic inquiry into
a real life school-based problem or situation. This independent, individually
supervised project includes a review of professional literature, data handling
(collection, organization, analysis, and interpretation), taking action,
assessing action, and reporting on action. Graded on an S/U basis.
Prerequisites: EDUC614, EDUC754.
Bethel University reserves the right to withdraw, modify, or add to the list of courses or the course descriptions.