Master of Education: Innovations in Teaching & Learning
Master of Education: Innovations in Teaching & Learning
Master of Education: Innovations in Teaching & Learning
OBJECTIVES
This specialization is designed to inspire and guide veteran certified teachers to refine their teaching approaches to align with best practices and district and national objectives. This specialization also highlights practice and value of teachers as reflectors and researchers.
Goals of the program includes:
- 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
The Master of Education Innovation in Teaching and Learning follows the National Board for Professional Teaching Standards 5 Core Propositions (NBPTS updated 2016). The NBPTS 5 Core Propositions set forth the profession’s vision for accomplished teaching. These 5 Core Proposition standards serve as the Program Learning Outcomes (PLO) for the Master of Education Innovations in Teaching and Learning. The NBPTS standards which serve as the program's PLO's are listed below:
-
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 |
| ED671 | ISSUES AND TRENDS IN EDUCATION + This course examines contemporary issues and trends in education such as school reform
and effectiveness, desegregation, cultural relevancy, curriculum innovation, and social
change. Prerequisite: Graduate student and consent of advisor.
|
3 credit hours | FALL ONLY/ALL YEARS |
| ED699 | SPECIAL TOPICS + May be repeated in a different topic area. Prerequisite: Graduate Status and instructor's
approval.
|
1 - 3 credit hours | FALL/SPRING/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.
|
Course |
Course Title |
Credits |
Term Offered |
| ED689 | ENRICHING THE LEARNING EXPERIENCE + This course addresses research based best practices for enriching the learning experience.
The course guides students in refining their use of a variety of current best teaching
practices and facilitates skill building techniques in how to effectively bring about
the teaching-learning process in any classroom setting. Each student has the opportunity
to apply the knowledge gained in the content to a variety of teaching and curriculum
planning experiences.
|
3 credit hours | SPRING ONLY/ALL YEARS |
| ED632 | COMPUTER APPLICATIONS, GRAPHICS AND DESKTOP PUBLICATION + Application of communication theory and learning principles to design of graphic instructional
materials to improve individual and group learning. Includes design, production, evaluation,
and preparation of necessary utilization and study materials and guides.
|
3 credit hours | AS REQUIRED |
| ED604 | RESOURCES FOR TEACHING AND LEARNING THROUGH GRANT WRITING + This course focuses on grant proposal writing covering the research and prospect identification
process of foundation grants and government grants to include the relational process
of grant approvals.
|
3 credit hours | SUMMER/ALL YEARS |
| ED616J | SECONDARY TEACHING METHODS - INSTRUCTIONAL TECHNOLOGY + Students registering for this class will register for the specific content area they
seek certification in. Students seeking certification in another content area can
take the class again to be certified in that area of specialty. This course covers
a study of the secondary teaching methods which is field-based in the secondary classroom.
The course is designed to provide the students with a variety of teaching strategies
and skill building techniques in how to effectively bring about the teaching-learning
process in a secondary classroom setting. Each student has the opportunity to apply
their knowledge gained in the content to a variety of micro-teaching and curriculum
planning experiences. Prerequisite: Admission into the Certification or MAT Secondary
Education Teaching Program, or Consent of Advisor.
|
3 credit hours | SPRING/SUMMER/ALL YEARS |
| ED669 | CULTURE AND ITS INFLUENCE ON EDUCATION + This course looks at culture and cultural values and explores their influence on the
educational system - organization, curriculum, and implementation. The course is comparative
in nature, examining the U.S. system and comparing it to others. Prerequisite: Graduate
Status.
|
3 credit hours | AS REQUIRED |
Or graduate-level course with approval from program chair.
Thesis or Graduate Special Project (6 credit hours)
|
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 |
| 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 |
Choose one of the following:
|
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 |
PROGRAM CHAIR
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