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THE ONLINE MASTER OF ARTS IN EDUCATION

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FIELD BASED Core Course Descriptions

EDCI 516
Foundations of American Education (3 units) An intensive study and analysis of the interrelated cultural, philosophical, historical and social factors which bare upon the continuing and contemporary issues in American education. The course focuses on an integration of foundational themes and concerns that relate directly to contemporary educational problems.
Prerequisite: teaching credential or permission of the instructor.

EDCI 520
Modern Instructional Strategies (3 units) An examination of various instructional models, including information processing, social interaction, personal development and operant conditioning. Theory and research in the development, selection, implementation and evaluation of instructional models is provided.
Prerequisite: teaching credential or permission of the instructor.

EDCI 530
Curriculum Theory & Development in Education (3 units) The focus is on current and traditional theories of curriculum, including general organizational patterns, course patterns and methods of effective curriculum change as well as historical models.
Prerequisite: teaching credential or permission of the instructor.

EDRS 680
Educational Statistics (4 units) The application of statistics including computerized statistical packages in educational research; descriptive and inferential statistics, parametric and nonparametric statistics, types of data; uses and misuses of statistics.
Prerequisites: the equivalent of at least one-year of algebra is recommended.

EDRS 681
Research Design & Analysis in Education (3 units) An analysis of different types of research designs employed in research in education. Students will design projects that are based on an extensive review of the literature, hypotheses proposal and testing, proper sampling techniques, selection of appropriate statistical methods for data analysis and interpretation of research results.
Prerequisites: EDRS 680.

Course Descriptions: FIELD BASED Specialty

EDCI 531
Curriculum Evaluation & Performance Based Assessement (3 units) This course focuses on alternative assessment strategies that have systematic curricular and instructional implications for teachers and students within the context of prescribed standards and guidelines. It also focuses on performance assessment and curriculum implementation in terms of structuring, planning, applying, constructing,and explaining the process and product of measuring and evaluating learning/teaching outcomes in both traditional and field-based settings.
Prerequisites: teaching credential

EDCI 548
Instructional Leadership in Education (3 units) This course focuses on the educational leadership paradigms to define teacher roles as professionals and leaders in schools. It also helps participants develop knowledge and skill in education leadership as they supervise, coach, mentor, network and collaborate with other participants in the school community. Prerequisite: teaching credential.

EDCI 588
Teaching Diverse Students (3 units) This course is intended to give students an opportunity to examine a variety of issues confronting many American ethnic/racial minority groups in the school setting. It is also intended to give students an opportunity to examine a variety of theoretical and practical models and approaches relevant to the needs of culturally diverse students and special education populations. Emphasis will be given to the social, psychological and educational needs of culturally and linguistically different children including low SES, ELD, bilingual/ESL and multicultural exceptional learners.
Prerequisites: teaching credential

EDCI 599
Standard-based Learning and Teaching (3 units) This course offers participants the opportunity to examine and review the national and state standards and their implications to learning, teaching and assessment. The course focuses on implementing standard-driven pedagogical practices in schools. In particular, INTASC, NCATE along with CSTP, will be overarching frameworks for curriculum planning and delivery. This course focuses on the standard-driven pedagogical practices in both traditional and field-based teacher education programs and how to meet relevant standards in various settings. It also includes the construction and use of rubrics in teaching and assessment.
Prerequisites: teaching credential

EDCI 604
Special Topics: Teachers as Reflective Practitioners I (4 units) Course participants have the opportunity to reflect on and examine their roles in schools as they observe, experience, evaluate and integrate instructional skills across the curriculum. The course also provides students and cohort groups the opportunity to gain insight into the dynamics of learning and teaching in classroom settings. Through their insinuation in the classroom culture and the "clinical ghetto," students are challenged to think reflect and take action as they substantiate meanings relevant to their academic and professional development as empowered educators. This course will provide participants an opportunity to use their fieldwork to examine and explore their experiences with cohorts and others in a professional forum.
Prerequisites: teaching credential AND CFAAST Program 1 - 6
This course is taken during the first year

EDCI 604
Special Topics: Teachers as Reflective Practitioners I I (4 units) Course participants have the opportunity to reflect on and examine their roles in schools as they observe, experience, evaluate and integrate instructional skills across the curriculum. The course also provides students and cohort groups the opportunity to gain insight into the dynamics of learning and teaching in classroom settings.
Through their insinuation in the classroom culture and the "clinical ghetto," students are challenged to think reflect and take action as they substantiate meanings relevant to their academic and professional development as empowered educators. This course will provide participants an opportunity to use their fieldwork to examine and explore their experiences with cohorts and others in a professional forum.
Prerequisites: teaching credential, CFAAST Program 7-12 AND EDCI 604 I

EDCI 683
Field-based Research in Education (3 units) This course offers participants the opportunity to present their field-research project in an academic forum. It also teaches participants how to collect, analyze, interpret and apply field-based research data and findings to improve learning and teaching. Such alternative field-based research tools (saturated field notes, analytical observations,
reflective conversation, ethnographic interviews, professional microteaching, etc.) are addressed in terms of learning/teaching outcomes and professional growth of teachers. Participants must compile an INTASC-driven professional portfolio to meet this requirement.
Prerequisites: teaching credential

EDCI 695
Action Research for Teachers (3 units) This course is intended to give educators and teachers (pre-service, in-service, beginning teachers, mentoring teachers, etc.) an opportunity to explore their role as action researchers in various school settings. It also provides them with a base for decision-making processes regarding effective instructional strategies and treatments. The course offers participants an opportunity to identify research problems, investigate workable solutions and implement an action plan for change as they reflect on current practices. This course will help participants to play their optimal roles as researchers in the classroom environment. Finally, this course focuses on the role of inquiry, reflection and action research as a major phase of induction field-based programs (BTSA/CFASST) to improve teaching and learning.
Prerequisites: teaching credential
 

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