The Art of Teaching MED
The Master of Education in the Art of Teaching is designed for graduate students who would like to obtain teacher certification and a master’s degree in education. The degree is designed to assist professionals wishing to enter the field of secondary education to obtain the necessary knowledge and skills to promote effective teaching in their respective field. The program will focus on evidenced-based learning, curricular and instructional design, and pedagogy for teaching in K-12 schools. This 30 hour graduate program targets primarily individuals with bachelor’s degrees in content areas taught in K-12 schools such as math, sciences, English, history, etc., and who wish to become prepared for careers in teaching. It is limited to students who are completing a year-long residency with intensive mentoring from the public school mentors and university liaison. The Master of Education in the Art of Teaching program objective includes providing a rigorous and relative curriculum allowing the student to complete certification requirements and earn a Master’s degree.
The Master of Education in the Art of Teaching candidate must hold a Bachelor of Science or Bachelor of Arts degree in a STEM area and meet all Post-Baccalaureate teacher certification program admission requirements including Basic Skills and 30 hours of classroom observation.
Admission to a graduate program is granted by the Dean of Graduate Studies upon the recommendation of the department. The candidate must be admitted into the A&M-Commerce graduate program and Post-Baccalaureate Teacher Certification program.
- A minimum of 30 SCH are required for the Master of Education in the Art of Teaching
- Student must complete his or her Master of Education in the Art of Teaching degree and certification within six (6) years of beginning the program.
Note: The Department reserves the right to suspend from the program any student who in the judgment of the departmental graduate committee, does not meet the professional expectations of the field.
Master of Education in The Art of Teaching - Option II Non-Thesis
A minimum of 30 semester credit hours (SCH) in professional development courses and a one-year paid internship in a Texas Education Agency approved school is required.
30 SCH Minimum
|EDCI 595||Research Lit Tech (3 semester hours required)||3|
Developmental Courses (21 semester hours)
|SED 521||Models of Tchng Sec Schl||3|
|EDCI 514||Mgmt & Curr Dev for Div Lrnrs||3|
|EDCI 559||Diversity & Equity in Edu||3|
|SED 513||Secondary Schl Curriculum||3|
|EDCI 517||Rdg & Lrng in K-12 Cont Area||3|
|EDCI 515||Evidence-Based Teaching for Diverse Populations||3|
|SED 510||Assessment in Teaching and Learning||3|
Six Semester Hours from the following
|ELED 523||Internship in Elementary/Middle School||3|
|EDCI 523||Internship in Schools||3|
Note: A one-year paid internship in the applicant’s teaching field as approved by the graduate adviser in the Department of Curriculum and Instruction.
EDCI 500 - Issues in Education
Issues in Education. Three semester hours This course focuses on major philosophical and ideological beliefs and their impact on the organization and structure of American education. Specific issues may include the nature of learning, human development, current brain research, multiple intelligences, learning styles, curriculum design and evaluation, teaching strategies, alternative assessment, legal issues, educational technology, and conflict management. May be repeated when topics vary.
EDCI 502 - Strat Tchng at Risk Stud
Strategies For Teaching the At-Risk Student. Three semester hours Designed to provied specific strategies for enhancing learning for the at-risk student, to develop an increased awareness of students who may be potentially at risk, and to enable teachers to design workable plans for addressing the needs of this student.
EDCI 506 - Nature & Needs Gifted St
The Nature and Needs of Gifted Students. Three semester hours A survey of the major facets of gifted education with particular emphasis placed on the nature and needs of gifted students. The historical development of gifted education, characteristics fo the gifted students identification of gifted students, the socio-emotional needs of gifted students and curricular and instructional strategies appropriate for the gifted are examined.
EDCI 507 - Tchng Strat Gifted/TAL
Teaching Strategies and the Gifted/Talented. Three semester hours. Strategies, methods, and techniques of teaching the gifted student are explored. Opportunities are provided for development of strategies based on principles of gifted education. Special emphasis will be devoted to selection of strategies for the development of creativity.
EDCI 508 - Curric Dev for the Gifted
Curriculum Development for the Gifted Student. Three semester hours. An exploration of theory, research, and practices related to the selection and organization of curriculum for the gifted student. Emphasis will be placed on curricular models and selecting materials used in gifted education. Opportunities will be provided for the development of curriculum for the gifted student.
EDCI 509 - Trends Gifted Educ
Trends and Issues in Gifted Education. Three semester hours Current problems, trends, and issues in gifted education are researched Emphasis is placed on current research and literature relating to definition of giftedness, identification, programming, and counseling and guidance for the gifted student.
EDCI 510 - Nature and Needs of the Gifted Learner in STEM
This course will explore the nature of the gifted and talented student the needs of this student and how defined needs must be addressed in science, technology, engineering, art, and mathematics. Particular emphasis will be placed on the instructional, curricular, social and emotional needs of the gifted learner. Prerequisites: No prerequisites are required for this course.
EDCI 514 - Mgmt & Curr Dev for Div Lrnrs
Management and Curriculum Development for Diverse Learners This course contains introductory content for the professional body of knowledge necessary for effective teaching in a K-12 classroom. Competency in instructional design as well as organizing and managing a classroom in diverse environments will be developed. The content of this course will include classroom procedures and management, knowledge of research-based teaching strategies, curriculum analysis/development and lesson design, teaching models, formative and summative assessment, and certification issues. Students will exhibit an understanding of the domains and competences Texas teachers are expected to demonstrate on the Pedagogy and Professional Development TExES certification examination.
EDCI 515 - Evidence-Based Teaching for Diverse Populations
This capstone course requires students to apply and expand their knowledge through a number of project-based and research initiatives. Students will synthesize or integrate the knowledge they have developed throughout the prerequisite courses in a clinical/internship experience. The course focuses on understanding diagnostic teaching practices and aligning the needs of a diverse population of students. Course requirements will include designing and implementing responsive instruction and assessment, creating a community of learners, and exhibiting an understanding of the legal and professional responsibilities outlined on the Pedagogy and Professional Responsibility TExES test. Prerequisites: EDCI 514 & ETEC 524 or ECE 566. Enrollment is limited to teacher candidates fully admitted into the Alternative Certification Program & completing an internship or student teaching with Advisor approval.
EDCI 516 - Literacy for Special Populations
An introduction of effective teaching practices to develop literacy (reading, writing, speaking, listening, media viewing). Topics include the developmental process of literacy, assessment, writing, and technological applications that can contribute to proficiency in literacy. An emphasis will be placed on assisting English Language Learners and students with disabilities to become competent readers and writers.
EDCI 517 - Rdg & Lrng in K-12 Cont Area
READING & LEARNING IN K-12 CONTENT AREAS This course is designed for graduate students in the alternative certification program seeking initial teacher certification. The focus is on reading comprehension, conceptual development, and strategies for interacting with expository text and medias . The role of the teacher, the structure of text , text analysis methods, and content area reading strategies are examined in relation to the student and the learning process. Research-based reading strategies are discussed as appropriate for all elementary and secondary grade levels
EDCI 518 - Thesis
Thesis. Six hours This conference course introduces the candidate for the Master of Arts degree to the theories and techniques of educational research and leads to the completion and acceptance of the thesis.
EDCI 519 - Response to Intervention Applied to Exceptional Learners
This course will build capacity among preservice and inservice teachers to implement the Response to Intervention (RTI) framework with k-12 students who represent high incidence special education populations. Participants will describe ways to identify k-12 students with exceptional learning needs. In addition, preservice and inservice teachers will examine the RTI components of screening of students, monitoring student progress, providing evidence-based interventions.
EDCI 523 - Internship in Schools
This course will provide experiences in various environments that will be supervised by mentors and university liaisons. Regular seminars may be held which will focus on concerns related to education and/or the workplace.
EDCI 529 - Workshop
EDCI 535 - Ldrshp & Supv in Sch
Leadership and Supervision in Schools. Three semester hours A study of the meaning and fundamental principles of leadership and supervision. Consideration is given to the development of teacher leaders and to the solution of administrative and pedagogical problems that supervisors and teachers leaders encounter in schools.
EDCI 538 - Classroom Mgmt for Tchrs
Classroom Management for Teachers. Three semester hours (Same as ECE 538) A study of current theories and practices of classroom management and discipline in schools.
EDCI 559 - Diversity & Equity in Edu
Multicultural Ed in School. Three semester hours. This course focuses on factors of diversity that impact decisions educator must make regarding design and implementation of curriculum, teaching strategies, and materials in order to provide equity and excellence for all learners.
EDCI 560 - Designing Curriculum and Instruction for the Culturally Diverse Learner
This course will explore the characteristics of diversity in today’s global environment and provide concrete examples of how curriculum and instruction can be differentiated to address the cognitive, socio emotional and socio-cultural needs of the culturally diverse learner. The course will emphasized the relationship between culture and learning and how modifications in curriculum, instruction, and assessment impact the learning environment.
EDCI 566 - Practicum
Practicum. Six semester hours. Students develop conceptual and professional skills related to their practice in the field. For each semester hour of credit, five hours are spent in lecture/staff development and 1`0 hours are spent applying what was learned in a field-based setting. May be repeated. Graded on a satisfactory (S) or unsatisfactory (U) basis. Prerequisite: Consent of instructor.
EDCI 575 - Differentiated Instruction
An exploration of the literature and current practices in differentiating instruction in elementary classrooms (K-8). The primary objective of this class is for students to advance their professional knowledge, skills and practice for more effective teaching through differentiated instruction.
EDCI 589 - Independent Study
Independent Study. variable credit Individualized instruction/research at an advanced level in a specialized content area under the direction of a faculty member. May be repeated when the topic varies. Prerequisite: Consent of department head.
EDCI 595 - Research Lit Tech
Research Literature and Techniques. Three semester credits. This course provides a review of significant research studies produced by investigators in the student's major field with emphasis on the investigative and verification techniques employed. The student is required to demonstrate competence in using systematic research techniques through the investigation and formal reporting of a research problem.
EDCI 597 - Special Topics
Special Topic. variable credit Organized class. May be graded on a satisfactory (S) or unsatisfactory (U) basis. May be repeated when topics
EDCI 651 - Curr & Instr Desgn
Curricula and Instructional Design. Three semester hours. This course provides an examination of research literature relative to the process of designing, implementing, and evaluating curricula and instructional strategies. Prerequisite: Doctoral level standing or consent of instructor.
EDCI 652 - Research on Learner
Research on the Learner. Three semester hours. A study of significant research in the cognitive and metacognitive learning process of young children and implications for instructional strategies. Prerequisite: Doctoral level standing or consent of instructor.
EDCI 655 - Assessment Lrng & Lrnr
Assessment of Learning and the Learner. Three semester hours. A study in evaluating the total elementary school program. Attention is given to available evaluation tools, including measurement devices of all types. Particular attention is given to construction of appropriate classroom tests to insure accountability according to Texas' Essential Knowledge and Skills, and to the development of plans for school improvement.
EDCI 657 - Content Area Literacy
Content Area Literacy. Three semester hours. Examination of research on learning in the content curriculum areas of science, math, social studies and music; emphasis on strategies content area teachers may use to foster content area learning. Prerequisite: Doctoral level standing or consent of the instructor.
EDCI 658 - Process Writing in the Elementary School
An examination of process writing research, with an emphasis on implementation in public school programs. Prerequisites: Doctoral level standing or consent of the instructor.
EDCI 659 - Professional Writing
Professional Writing - This course focuses on issues related to research, publication, and grant writing, especially at a level of higher education. Prerequisites: EDCI 658 and Doctoral level standing or consent of instructor.
EDCI 687 - Sociocult Inquiry in C&I
Sociocultural Inquiry in Curriculum and Instruction - Three semester hours The course content centers on qualitative research in the sociocultural environments of public schools. The methodology (research design, data collection, data analysis) associated with this form of inquiry shall be delineated, and students shall experience inquiry from participation in the process. Accordingly, the course focuses on the philosophical and methodological differences between varying approaches (narrative, phenomenology, case studies, grounded theory, and ethnography) to research including mixed methods. Academic writing and critical reading of qualitative research shall also be addressed. This course will qualify as a Level 3 Doctoral Research Tool. Pre-requisites : EDCI 695
EDCI 689 - Independent Study
Independent Study. One to four semester hours. Individualized instruction/research at an advanced level in a specialized content area under the direction of a faculty member. May be repeated when the topic varies. Prerequisite: Consent of department head.
EDCI 690 - Seminar in Education
Three 690 courses are required. Each course provides an in-depth analysis of major topics and is designed for the advanced student in education. Topics vary. Prerequisites Doctoral level standing or consent of the instructor.
EDCI 695 - Research Methodology
Research Methods. Three semester hours. (Same as Coun/EdAd/Psy/695) An overview of research methodology including basic concepts employed in quantitative and qualitative research methods. Includes computer applications for research. Meets requirements for a Level I research tool course. Prerequisite: Doctoral level standing or consent of the instructor.
EDCI 696 - App of Rsch Methods
Application of Research Methods A Level 3 Research Tool that provides application of research methodology in curriculum and instruction including basic concepts employed in quantitative and qualitative research methods. Students will carry out the research study designed in EDCI 695, data collection, data analysis, and use of computer applications for research. Prerequisites: EDCI 695, a Level 2 Doctoral Research Tool (EDCI 699 or HIED 617 or PSY 612), and Doctoral level standing. Note: Meets requirements for a Level 3 research tool course
EDCI 697 - Special Topics
Special Topics. One to four semester hours. (Same as RDG 697) Organized class. May be repeated when topics vary. Prerequisite: Doctoral level standing or consent of the instructor.
EDCI 698 - Research: Design and Replication
Examination of research designs related to curriculum and instruction including: survey research, quantitative content analysis, correlational research, true experimental research, quasi-experimental research, pre-experimental research, single-subject research/behavior analysis, causal-comparative research, program evaluation, qualitative research, combined qualitative/quantitative research, and meta-analysis. Includes creation of a sophisticated research design appropriate for a doctoral dissertation. In order to enroll in this course, tools courses 1-4 must have been successfully completed. Prerequisites: Doctoral level standing, and all Tools 1-4 classes must be completed.
EDCI 699 - Statistics: Cont Proc App
Statistics: Content, Process, Application Description : This course focuses on the content, process, application, and reporting of statistical analyses in research. Computer applications will be integrated with the following content: populations, samples, frequency distributions, scaling and coding data, the structure of a data file, measures of central tendency, variance, standard deviations, z scores, normal curves, hypothesis testing, t tests for dependent and independent means, effect size and power, correlation, regression, ANOVA, Chi-square, post hoc tests, and probability. Students will also investigate the uses and limitation of statistical software while exploring the reasoning and assumptions underlying the inferential statistical process. Student will learn and apply these statistical concepts with data and write reports describing methodology and results. Prerequisite: Doctoral Standing and EDCI 695.
EDCI 718 - Doct Dissertation
Doctoral Dissertation Hours: Three to Six A candidate must present a dissertation acceptable to the student’s advisory committee and the Dean of Graduate Studies and Research on a problem in the area of his/ her specialization. To be acceptable the dissertation must give evidence that the candidate has pursued a program of research, the result of which reveals superior academic competence and a significant contribution to knowledge. Note Graded on a (S) satisfactory or (U) unsatisfactory basis
SED 500 - Issues in Education
Issues in Education. Three semester hours. Focuses on major philosophical and ideological beliefs and their impact on the organization and structure of American education. Specific issues may involve classroom management and discipline, parent involvement, the nature of learning, human development, current brain research, multiple intelligences, learning styles, curriculum design and evaluation, teaching strategies, alternative assessment, legal issues, educational technology, crisis management and conflict management.
SED 501 - Induc Yr Sem for Sec Schl Teac
Induction Year Seminar for Secondary School Teachers. Three to six semester hours. This course is designed to support the transition of new teachers during their induction year. Students actively work with the instructor to develop the content of the course through analysis of needs assessment conducted during first class meeting. Support group discussions enable students to become reflective practitioners while exploration, modeling, and implementation of effective teaching strategies encourage professional growth. Co-requisite: SED 523
SED 505 - Teacher Leader
This course provides a study of leadership skills and trends in collaborating to improve teaching and learning in the secondary school setting. The course is designed for teacher leaders serving as the Department Head, Team Leader, Literacy Coach, dean of instruction, content facilitators, and other specialists.
SED 510 - Assessment in Teaching and Learning
Focuses on formal and informal assessment strategies to be used by teachers of secondary students. Topics will include reliability, validity, bias, performance assessment, portfolios, affective assessment, standardized test score interpretation, and formative assessment. Particular attention will be given to practical applications of the assessment of learners within a particular classroom setting and curricular context.
SED 511 - Adolescent Growth and Development
This course will focus on the physical, cognitive, socio-emotional, and moral stages of human development of adolescents between the ages of 11 and 19. Emphasis will be placed on individual differences and how educators can employ principles of curriculum and instruction to address the needs of adolescents. The impact of social and environmental factos on adolescents will be a key component of this course.
SED 512 - The Secondary School: Teaching and Learning in the 21st Century
This course explores contemporary trends and issues influencing the secondary school (middle, jr. high, and high school) and the impact of those trends on the adolescent learner. The course shall address teaching and learning in the twenty-first century such as how to design instruction to support critical thinking, problem solving, creative thinking, best uses of technology and the student's awareness of the impact of globalization in an interconnected world.
SED 513 - Secondary Schl Curriculum
The Secondary School Curriculum. Three semester hours. Focuses on descriptions and analyses of models of curriculum theory and curriculum development. Specific emphasis will be placed on philosophical and social forces which affect the design, implementation, and assessment of the curriculum. Particular attention will be given to practical applications of curriculum design and evaluation and leadership efforts necessary for overcoming individual and organizational resistance to change.
SED 516 - Educ Rsch for Eff Tchng
Educational Research for Effective Teaching. Three semester hours. Contains the professional body of knowledge necessary for effective teaching. This course emphasizes theories and issues of education that are directly related to teacher professional growth. The content of the course will include site based management, professional ethics, school environment issues. Communication issues, educational research, and political influences. Students will exhibit an understanding of the Texas teacher competencies as outlined on the Professional Development portion of the TExES test. Enrollment is limited to students accepted into the Alternative Certification Program (ACP). Prerequisites: SED 514, 515.
SED 521 - Models of Tchng Sec Schl
Models of Teaching in the Secondary School. Three semester hours. Includes a study of the research, philosophy, and learning theory underlying current models of instruction. Practical alternative teaching strategies effective in accommodating students with diverse learning styles will be discussed as well as classroom management and the implications of whole-brain research and multiple intelligences for secondary/middle school teaching. Particular attention will be given to the teacher as an agent and manager of change.
SED 523 - Internship
Internship. Three semester hours. Provides experiences in various environments which will be supervised by mentors and university liaisons. Regular seminar sessions may be held which will focus on concerns related to education and/or the workplace.
SED 528 - Learning Theories and Philosophy
This course shall examine the concepts, ideologies, and research of human learning, with particular attention to the learner as a constructor of knowledge. The pragmatic application of learning theories to the development of the adolescent learner shall be emphasized.
SED 529 - Workshop
Workshop. Three semester hours. Topics will be selected with reference to the needs of learners. Graded as A-F or (S) satisfactory or (U) unsatisfactory.
SED 559 - Diversity & Equity in Edu
Diversity & Equity in Edu. Three semester hours. Focuses on sociocultural issues which influence learning and work environments. The cultural dynamics of racism, ethnicity, ageism, sexism, elitism, bilingualism, disabilities, and other cultural diversities are emphasized.
SED 589 - Independent Studies
Independent Study. One to four semester hours. Individualized instruction/research at an advanced level in a specialized content area under the direction of a faculty member. May be repeated when the topic varies. Prerequisites: Consent of department head.
SED 597 - Special Topics
SED 614 - Research in Teacher Leadership
This course provides a study of research addressing leadership skills and trends in collaborating to improve teaching and learning in the secondary school setting. The course is designed for teacher leaders serving as the Department Head, Team Leader, Literacy Coach, dean of instruction, content facilitator.
SED 632 - Sec Curr Problems and Trends
Secondary Curriculum Problems and Trends. Three semester hours. Includes a study of the problems facing the nation's schools and efforts made to resolve them. Programs and curricula necessary for preparing students to function optimally in the 21st century will be discussed.
SED 640 - Research in Adolescent Growth and Development
This course is devoted to an exploration of current research and practices addressing the physical, cognitive, socio-emotional, and moral stages of human development of adolescents between the ages of 11 and 19. Emphasis will be placed on individual differences and how educators can employ principles of curriculum and instruction to address the needs of adolescents. The impact of social and environmental factors on adolescents will be a key component of this course. Prerequisites: There are no prerequisites for this course.
SED 641 - Curriculum Studies in Secondary Education
This course explores the ideologies of curriculum as germane to the practical implementation of curricular practices in secondary schools and society. The scope of curriculum shall include local, national, and global contexts, with considerations for foundational, contemporary, and future landscapes of curricular practice.
SED 642 - Pedagogy and Philosophy of Education
Pedagogy and Philosophy of Education: This course shall examine traditional and contemporary philosophies associated with the pedagogy of secondary education. Best research-based practices shall be emphasized as well as how these pedagogical practices are grounded in theories and philosophies for secondary education classroom and school settings. Specific and explicit theoretical and philosophical applications will be made to the growth and development of the adolescent learner. Progressive approaches to curriculum and instruction in the secondary school will be explored with a particular focus on issues of school choice, restorative justice, resilience, grit, growth mindset, and problem-based learning.
SED 643 - Assessment: Practices and Policies in the Secondary Schools
Examines classroom, campus, district, state, and national approaches and policies related to assessment of secondary school students. High stakes testing, data analysis, landmark legislation, and authentic assessment strategies will be addressed. A major emphasis will be placed on preparing teachers to be leaders beyond the classroom on assessment issues.