The Master of Education (MED) program extends knowledge of teaching and learning for classroom teachers allowing them to become master teachers and curriculum leaders. Teacher scholars will be able to evaluate their classroom practices, evaluate and assess curriculum outcomes, and apply knowledge to improve instruction in schools. In addition, students will develop materials and knowledge that can lead to national teacher certification.
- Submit three letters of recommendation from professional colleagues.
- Possess a B.S. or B.A. degree from an accredited college.
- Possess current teacher certification.
- Complete UGF graduate application materials.
- Complete an interview with the School of Education faculty.
- Be emotionally ready to teach.
- Know everything you can know.
- Be an exceptional example of excellent teaching.
- Respond to students with enthusiasm for their success.
- Be on the leading edge of education practice.
Analyze classroom and curriculum components for effective learning related to regional and national standards (psychological analysis, multicultural components, philosophical analysis, local, regional, and national issues, and curriculum elements.)
Apply ethical principles, knowledge, skills, and dispositions to solve curriculum problems (problem identification, data collection, action plan and presentation).
Demonstrate ethical leadership in curriculum development and teaching processes (presentations; professional societies, school systems, etc., school system curriculum committees, classroom innovations: original development, leading edge curriculum: analysis and/or implementation).
Demonstrate data driven analysis and decision making involving curricular and instructional situations (problem identification based on data, design of data collection, analysis of data, action plan and presentation).
Incorporate curriculum and instructional issues through historical, philosophical, and pedagogical analysis which demonstrates responsiveness to individual and community needs (identification of issue, relationship to philosophy and research evidence, analysis of elements, presentation of analysis).
Each student will complete a Master’s Project exemplifying what has been gained from the program, and how the program knowledge could be implemented in a classroom and/or school. Each student will present their project to the faculty in the College of Education. It is expected that you will perform up to the level of either professional or exceptional to pass your portfolio presentation.
|
MASTER OF EDUCATION
|
Required Credits
|
|
Core Curriculum
|
|
MED
|
600
|
Educators as Researchers
|
3
|
|
MED
|
601
|
Advances in Learning Psychology
|
3
|
|
MED
|
602
|
Philosophy and History of Education
|
3
|
|
MED
|
603
|
The Social Curriculum in the Caring Education of Children
|
3
|
|
MED
|
630
|
Tests and Measures in Student Assessment
|
3
|
|
MED
|
639
|
Technology for Learning
|
3
|
|
MED
|
643
|
Diversity in the School and Classroom
|
3
|
|
MED
|
645
|
The K-12 Curriculum
|
3
|
|
MED
|
649
|
Current Issues in Education
|
3
|
|
MED
|
650
|
Master’s Project and Presentation
|
3
|
|
MSC
|
529
|
Developmental Psychology
|
3
|
|
|
|
TOTAL Credit Hours Earned
|
33
|
|
Master’s Project – Option I
In this option the student demonstrates knowledge and dispositions through a multimedia presentation based on the program rubric. The presentation will also be based on the National Board Certification Standards.
|
|
Master’s Project – Option II
Student will design and complete a research study approved by a full time faculty advisor. The University must approve the study and the study procedures if the study involves human subjects. If the subjects are in a school system, written permission from an appropriate school official, and must be obtained before the study takes place. The project must be completed within one year from the registration date for MED 650.
|
|
|
|
|
Course Rotation Guide - FY 2007 through 2010
Master of Education
|
|
Disclaimer: This guide provides a guideline for planning the term course schedule, but is not a guarantee that each listed course will be presented. Intervening factors may require changes in the actual term offering. Such factors may include, but are not limited to, employment of qualified instructors, enrollment, etc...
|
|
|
|
Fa 07
|
Sp 08
|
Su 08
|
F 08
|
Sp 09
|
Su 09
|
F 09
|
Sp 10
|
Su 10
|
|
|
MED 600
|
|
|
|
|
|
T
|
|
|
|
|
|
MED 601
|
|
|
C
|
|
|
|
|
|
C
|
|
|
MED 602
|
|
C
|
|
|
C
|
|
|
C
|
|
|
|
MED 603
|
|
|
C
|
|
|
|
|
|
C
|
|
|
MED 630
|
|
|
C
|
|
|
|
|
|
C
|
|
|
MED 639
|
|
|
|
|
|
C
|
|
|
|
|
|
MED 643
|
|
|
|
|
|
C
|
|
|
|
|
|
MED 645
|
|
O
|
|
|
O
|
|
|
O
|
|
|
|
MED 649
|
O
|
|
|
O
|
|
|
O
|
|
|
|
|
MED 650
|
|
|
|
|
|
|
|
|
|
|
|
MSC 529
|
C
|
|
|
C
|
|
|
C
|
|
|
| |
|
|
|
|
|
|
|
|
|
|
|
C= Campus O= Online T= Telecom
MED Curriculum Planner