Master of Education: Secondary Education
Master of Education: Secondary Education
Master of Education: Secondary Education
OBJECTIVES
This specialization is designed to rejuvenate and refine veteran teachers’ professional craft by meeting the following objectives:
- Candidates will refine professional teaching and learning philosophy to foster success among his or her student population.
- Candidates will enhance ability to execute best practices to foster success among his or her student population.
- Candidates will refine ability to blend teaching approaches with district educational initiatives.
- Candidates will refine understanding of familial, community, and systemic situations to best contribute in leadership opportunities.
After the completion of this program, graduates continue gainful employment as rejuvenated educators with an increased sense of leadership.
PROGRAM LEARNING OUTCOMES
Five Core Propositions underscored the accomplished teacher’s commitment to advancing student achievement. Together, the propositions form the basis of all National Board Standards and the Learning Outcomes for this program.
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Teachers are committed to students and their learning.
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Teachers know the subjects they teach and how to teach those subjects to students.
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Teachers are responsible for managing and monitoring student learning.
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Teachers think systematically about their practice and learn from experience.
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Teachers are members of learning communities.
COURSE REQUIREMENTS (33 credit hours)
Core Courses (6 credit hours)
Choose one course from each set
SET 1
Choose one of the following:
|
Course |
Course Title |
Credits |
Term Offered |
| ED601 | INTRODUCTION TO RESEARCH METHODS + This course introduces students to quantitative and qualitative methods common in
educational research. Students examine and evaluate research methods and design research
programs.
|
3 credit hours | FALL/SPRING/ALL YEARS |
| ED617 | ACTION RESEARCH IN SECONDARY SETTINGS + Action research is a collaborative methodology which can be effective in creating
school and community partnerships aimed at collecting and analyzing valid and reliable
information for data-driven decision making. This course defines action research and
reviews the historical and theoretical background of this research method. The student
as teacher-researcher engaging in action research is a main focus. Skill in conducting
the action-research process from planning to write up will be a major goal of the
course. Students will design an action research plan in partnership with a GPSS high
school or other school context and write up the study for possible publication. Students
will be trained in the appropriate use of human subjects research and request IRB
approval or exemption as determined by our Human Subjects Research Board. This is
the capstone artifact for the Professional Certification Master's Degree Program.
Must be enrolled in the MAT Program, or consent of advisor.
|
3 credit hours | FALL ONLY/ALL YEARS |
SET 2
Choose one of the following:
|
Course |
Course Title |
Credits |
Term Offered |
| ED602 | QUALITATIVE INQUIRY IN EDUCATION + A survey of qualitative research methods common in educational research. This course
discusses the theoretical and methodological tenets underlying qualitative research
and focuses on five specific qualitative methods: history, ethnography, case study,
critical theory, and field study. Prerequisites: ED601, Graduate status and strong
writing skills.
|
3 credit hours | SPRING ONLY/ALL YEARS |
| ED603 | QUANTITATIVE ANALYSIS + This is a foundation course in conducting research that involves the collection, analysis
and presentation of quantitative data. Classification of data, descriptive statistics,
measurement of association, regression analysis and several parametric and nonparametric
inferential statistics are included. Computer software will be relied upon to analyze
and display data. Interpretation and critique of quantitative research is included.
Prerequisites: ED601, Graduate standing; computer experience.
|
3 credit hours | FALL ONLY/ALL YEARS |
Electives (6 credit hours)
Choose two courses below, or graduate-level course from any college with the approval of program faculty.
|
Course |
Course Title |
Credits |
Term Offered |
| ED612 | SCHOOL LAW + This course is an overview of school law at the territorial (state) and national levels
as it affects the organization, general policies and practices of public education.
Emphasis is placed on constitutional rights and the related ramifications these pose
for administrators. The context of the Guam scene is emphasized. Prerequisite: Consent
of advisor.
|
3 credit hours | SPRING ONLY/ALL YEARS |
| ED641 | MIDDLE/SECONDARY READING AND WRITING IN CONTENT AREAS + Educators will learn how to support the needs of adolescent and young adults, helping
them develop into confident and independent readers and writers. Focus will be on
the improvement of literacy skills through meaningful, constructive engagements in
reading and writing.
|
3 credit hours | SUMMER/ALL YEARS |
| ED670 | EFFECTIVE MIDDLE SCHOOLS + Examination of the middle school concept and the rationale for designing educational
programs for effective teaching of students at grades 6--8. The course will focus
on the needs of middle school student, the effective application of the middle school
concept and how teachers could effectively deal with issues related to the middle
school.
|
3 credit hours | FALL ONLY/ALL YEARS |
| ED671 | CRITICAL ISSUES IN SECONDARY SCHOOL + This course examines contemporary issues of the American secondary school: school
reform and effectiveness, desegregation, cultural pluralism, curriculum innovation,
and social change. Prerequisite: Graduate student and successful completion of at
least two graduate level courses, and consent of advisor.
|
3 credit hours | SPRING ONLY/ALL YEARS |
| ED672 | PHILOSOPHY OF EDUCATION + This course will include examination of three basic areas of philosophy: (a) metaphysics
or what is real; (b) epistemology, or what is true; and (c) axiology or what is good,
and the relationship of these issues to educational theory and practice. This material
will provide a framework for exploration of questions, issues and models of education.
Prerequisite: Graduate student standing and consent of advisor.
|
3 credit hours | FALL ONLY/ALL YEARS |
Specialization Courses (15 credit hours)
Courses in this area would be those in a student’s teaching content area and would be approved and selected in conjunction with the academic advisors in the appropriate content areas (SOE and CLASS or CNAS or SBPA). For example, in the content area of social studies, the student should select courses in the M.A. program in Micronesian Studies or graduate level courses in history, political science, anthropology, etc.
PRAXIS II with a passing score approved for licensure on Guam. Current requirements (May 11, 2010) may be found at the Guam Commission for Educator Certification website: www.gcec.guam.gov (required for all students) and Oral Examination.
Thesis or Graduate Special Project (6 credit hours)
Choose one course from each set
SET 1:
|
Course |
Course Title |
Credits |
Term Offered |
| ED691 | OVERVIEW SEMINAR: + This seminar is designed as a final, integrative experience for students at the thesis
stage of the program. Students review major issues in the field from different theoretical
and methodological perspectives and develop their own research, community service
and/or professional exploration projects. In addition to presenting work-in-progress
reports, providing feedback, and submitting a thesis/final project proposal, students
reflect on their experiences in the program, reassess personal views and beliefs and
set goals for further development.
|
3 credit hours | FALL/SPRING/ALL YEARS |
SET 2:
|
Course |
Course Title |
Credits |
Term Offered |
| ED690 | SPECIAL PROJECT | 3 - 6 credit hours | FALL/SPRING/ALL YEARS |
| ED695 | THESIS: | 1 - 6 credit hours | FALL/SPRING/ALL YEARS |
| ED697 | COMPREHENSIVE EXAM + This course provides an opportunity to document the successful completion of the PRAXIS
II or comprehensive exam. It is a way to ensure that a student?s academic evaluation
accurately reflects the additional requirement for PRAXIS II or comprehensive exam
and does not provide a false indication that the student is ready to graduate.
|
0 credit hours | FALL/SPRING/ALL YEARS |
PROGRAM CHAIR
MEMBERS
Stoicovy E. Catherine
Office Location: Expertise
