School of Education
Master of Arts: Curriculum and Instruction
Foundations in Education
The program is comprised of a minimum of 32 semester credits distributed among the following categories: 12 semester credits in core research based curriculum development and assessment; 8 semester credits selected from topics in educational foundations, and 12 elective credits.
LSSU has changed all course prefixes to 4-letter codes. Courses formerly known as TE now have the prefix of EDUC (i.e. TE150 is now EDUC150).
The required core courses in the MA:C&I graduate program include the following:
EDUC 602 Action Research I (3, 0) 3
Qualitative and quantitative research methods on teaching and learning. Criteria for judging validity and applicability of research-based knowledge. Framing educational problems worthy of inquiry. Designing and assessing studies of teaching practice
EDUC 604 Action Research II (3, 0) 3
Collecting, analyzing and interpreting data on teaching learning, and educational policy—largely through action-based research in the classroom. Dilemmas surrounding research on practice. Appraising and reporting results of inquiry.
EDUC 605 Integrated Approaches in Curricular Design and Implementation (3, 0) 3
Theoretical and practical examination of the principles of integrated curriculum, acquisition of skills and knowledge bases to facilitate the development of curriculum that is integrative, responsive to student needs, and meets recommended curricular frameworks and benchmarks
EDUC 695 Capstone Research Project (2, 0) 2
Development of a research based curricular project that is integrated, responsive to student needs, and aligned with recommended curriculum and assessment frameworks. Candidates work independently with the guidance of their committee chair.
EDUC 696 Capstone Research Project Presentation (1,0) 1
Formal presentation of the capstone research project in the Master of Arts and Curriculum and Instruction; completion and presentation of the candidate’s Professional Teaching and Learning E-Portfolio aligned to the National Board of Professional Teaching Standards (NBPTS). Documentation of learning outcomes of K-16 and adult learners required
Candidates in the MA-C & I degree program will select two the following courses in the foundations of education (the remaining course may be an elective if so desired):
EDUC 611 Psychological Foundations of Education (4, 0) 4
Advanced research and study on educational psychology and learning theory, including constructivist theory, brain based research, cognition, and their application to instructional strategies.
EDUC 612 Philosophical Foundations of Education (4, 0) 4
Examines the philosophical underpinnings of education through study of individuals such as John Dewey, Paulo Friere, and Maxine Greene. Research on the philosophical perspectives of education, the role of teachers and learners in education, and on applying a philosophical framework to contemporary educational issues.
EDUC 613 Sociological Foundations of Education (4, 0) 4
Advanced research and study on the sociological foundations of education. Course examines the relationship of social factors to educational practices, race/gender/disabilities in the classroom, diversity in language cultures, school reform and multicultural perspectives. Focus on applications in instructional practice.
Complete sufficient electives from areas indicated below to reach a minimum of 32 semester credits total. Electives may include courses accepted in transfer, graduate courses in disciplines outside of education, or graduate level courses in teacher education. Examples include:
EDUC 621 Educational Leadership (4, 0) 4
A course to assist the classroom teacher address improving classroom and school effectiveness. An examination of effective supervisory principles and practices which can be used to strengthen instructional effectiveness and facilitate school improvement.
EDUC 622 Integrating Technology into Curriculum and Instruction (4, 0) 4
Understanding of the uses of technology in the presentation and construction of knowledge and the management of knowledge in educational settings. Emphasis on the use of technology as a tool in facilitating teaching effectiveness and student learning.
EDUC623 Foundations of Special Education (4,0) 4
This course will provide an overview of the history, philosophy and social context of Special Education. It will also address instruction of students with special needs. This course is intended to provide the underpinning for and concepts to be explored in advanced study in Special Education. Course reflects on teaching as enabling diverse learners to inquire into and construct subject-specific meanings, on adapting subject matter to learner diversity, and on constructing curriculum to serve the needs of diverse learners.
Prerequisite: admission to program or permission of instructor
EDUC 624 Reading: Research and Methodologies (4,0) 4
Theories, research, and methods focused on enabling students to become self-regulated readers who effectively use multiple strategies in their reading. Strategic processes in comprehension, word identification, critical thinking, and analysis will be examined as will the role of the teacher as a model and mediator of such processes in a variety of reading contexts. Prerequisite: admission to program or permission of instructor
EDUC 625 Multimedia Production in Instruction and Assessment (3,0) 3
The use of multimedia to enhance instructional and assessment strategies in education. Developing production skills in the construction of professional multimedia projects through the editing of digital images, video, and audio files. Focus on the use of multimedia as authentic assessment in an educational setting. Digital narrative as an instructional and assessment tool. Prerequisite: admission to program or permission of instructor
Educational Assessment and Measurement (3,0) 3
Principles and practices of evaluation and measurement, reliability, validity; informal and formal strategies; performance assessment. Innovations in educational assessment and accountability as well as teacher-made tests will be examined. Prerequisites: Graduate Student Standing Prerequisite: admission to program or permission of instructor
EDUC 627 – Models of Teaching (3,0) 3
Models of teaching are designs for instruction developed to support particular types of learning. In this course, students will examine the theoretical and research bases of various models of teaching in terms of the instructional issues in their roles and educational setting.Prerequisite: admission to program or permission of instructor
EDUC 628 – Supervision of Instruction (2,0) 2
This course is designed to develop an understanding of the principles and processes of supervising instruction within the framework of teacher growth. Students will explore the rationales, assumptions, processes, and implications related to a variety of instructional supervision practices, contexts, and role as well as discuss issues associated with the supervision of instruction and teacher growth. Prerequisite: Admission to program or permission of instructor.
EDUC 629 – Issues in Special Education (3,0) 3
Contemporary issues in the education of students with special needs; assessment and identification; service delivery models; instructional and social/emotional considerations; parent/professional relationships; research priorities; and transition to employment. Prerequisite: admission to program or permission of instructor
EDUC 631 Teaching Language Arts: (topic) (2)
EDUC 632 Teaching Mathematics: (topic) (2)
EDUC 633 Teaching Science: (topic) (2)
EDUC 634 Teaching Social Studies: (topic) (2)
Directed study courses in English, Speech, and Language-Mathematics-Science-Social Studies to meet the individual’s professional development goals through study to increase content knowledge and skills. The student will develop three research based teaching units based on Language Arts content appropriate to the grade level of their teaching certificate/endorsements (K-12), and/or a research project or paper as determined by the instructor and approved by the School of Education. Prerequisite: admission to the MA-C&I program or approved plan of study, permission of instructor. Corequisite: concurrent enrollment in approved 300/400 level course as part of an approved graduate plan of study. May be repeated when course content varies up to limit established in graduate plan of study.
EDUC 635 Applying: Graduate Seminar (1)
EDUC 690 Special Topics (1-4)
Course and workshop designed to meet the special needs of K-12 teachers, e.g., workshops approved by the SOE for graduate credit. The transcript would specify the specific content, e.g., Special Topics (K-4 Mathematics), etc.
EDUC 920 Special Topics (2)
Additional courses may be developed as need and interest arise.