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The elementary
education MAE program
is premised on the development of educational professionals
who are reflective in their practice. The program is designed to
help
practicing teachers become leaders in curriculum
development and instructional planning.
The Master's Degree in Elementary Education is designed to produce
graduates whose practices reflect the core
propositions of
the National
Board for Professional Teaching
Standards.
Courses are offered in four
areas:
- Curriculum
Core (9 hours required)
- 210:201--Issues
and Trends in Curriculum (3 hours)
- 240:232--Selection
and Integration of Materials (3
hours)
- 230:212--Methods
and Materials in Literacy Education (3
hours)
- Professional
Core (6 hours required)
- 200:214--Foundations
of Instructional Psychology (3
hours) OR
- 260:234--Philosophy
of Education (3 hours)
- 250-205--Educational
Research (3 hours)
- Elementary
Education
Specialty Areas (7 hours required)
- 210:242--Analysis
and
Improvement of Science Instruction in the Elementary School (3
hours)
- 210:243--Analysis and
Improvement of Social Studies
Instruction in the Elementary School (3
hours)
- 210:299--Research
(1 hour)
- Electives (8 hours required)
- 210:141g--Integrated
Activities in Elementary School Science and Mathematics (3
hours) OR
- 210:204--Curriculum
Construction (3 hours)
- 210:286--Studies
in Elementary Education (3
hours)
- 210:289--Seminar
in Education (2 hours)
Among
these general areas,
courses focus on educational
research, applied research, science education, integrated science and
mathematics,
literacy education, social studies, curriculum issues
and integration of technology. The
program of study in Elementary Education
requires 30 hours of graduate credit for the non-thesis program and 36
hours
for the thesis option. In cooperation with
UNI Continuing Education, the Department of Curriculum &
Instruction offers offers the MAE in Elementary Education (along with
other graduate
degree programs) primarily off campus via the Iowa Communications
Network (ICN) and the World Wide Web. These programs can meet the state
of Iowa's individual professional development plan requirement.
For the non-thesis program (30 hours), all
students design, implement and
complete a research paper reflecting a particular academic and
professional interest. The research paper requirement provides the
opportunity for students
to identify a topic of focus, develop a literature review, critically
engage in the research process and appropriately summarize the
findings. Students are introduced to the form and format of the
research requirement during the first semester of the program while
enrolled in 210-201--Issues and Trends in
Curriculum. As they progress
through the program they are
encouraged to scaffold their program of study by focusing their
subsequent course assignments around the particular academic
and professional interest where possible. Specific details
regarding the research options are provided in the Masters Degree
Handbook.
In addition, the use of APA
formatting (5th Edition) is
introduced early in the program and online support
is available as well.
For the thesis program (36 hours), student complete the course work
identified above but also develop a six-hour thesis as identified in
the Masters Degree
Handbook.
PROGRAM STANDARDS
NBPTS Core Propositions
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The
program goals for the
MAE in Elementary Education are premised on the core
propositions of
the National
Board for Professional Teaching
Standards:
- Teachers are committed to students and their learning.
- Teachers are dedicated to
making knowledge accessible to all students. They believe all students
can learn.
- Teachers treat students
equitably. They recognize the individual differences that distinguish
their students from one another and they take account for these
differences in their practice.
- Teachers understand how
students develop and learn.
- Teachers respect the cultural
and family differences students bring to their classroom.
- Teachers are concerned with
their students’ self-concept, their motivation and the effects of
learning on peer relationships.
- Teachers are also concerned
with the development of character and civic responsibility.
- Teachers know the subjects they teach and how to teach
those subjects to students.
- Teachers have mastery over the
subject(s) they teach. They have a deep understanding of the history,
structure and real-world applications of the subject.
- Teachers have skill and
experience in teaching it, and they are very familiar with the skills
gaps and preconceptions students may bring to the subject.
- Teachers are able to use
diverse instructional strategies to teach for understanding.
- Teachers are responsible for managing and monitoring
student learning.
- Teachers deliver effective
instruction. They move fluently through a range of instructional
techniques, keeping students motivated, engaged and focused.
- Teachers know how to engage
students to ensure a disciplined learning environment, and how to
organize instruction to meet instructional goals.
- Teachers know how to assess
the progress of individual students as well as the class as a
whole.
- Teachers use multiple methods
for measuring student growth and understanding, and they can clearly
explain student performance to parents.
- Teachers think systematically about their practice and
learn from experience.
- Teachers model what it means
to be an educated person – they read, they question, they create and
they are willing to try new things.
- Teachers are familiar with
learning theories and instructional strategies and stay abreast of
current issues in American education.
- Teachers critically examine
their practice on a regular basis to deepen knowledge, expand their
repertoire of skills, and incorporate new findings into their practice.
- Teachers are members of learning communities.
- Teachers collaborate with
others to improve student learning.
- Teachers are leaders and
actively know how to seek and build partnerships with community groups
and businesses.
- Teachers work with other
professionals on instructional policy, curriculum development and staff
development.
- Teachers can evaluate school
progress and the allocation of resources in order to meet state and
local education objectives.
- Teachers know how to work
collaboratively with parents to engage them productively in the work of
the school.
PROGRAM
ASSESSMENT AND DATA COLLECTION
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CRITICAL
PROGRAM PERFORMANCES
|
WHEN
ADMINISTERED
|
METHOD
OF EVALUATION
|
PROGRAM
STANDARD
NBPT
Standard |
| Curriculum
Issue Position Paper |
210:201--Issues
and Trends in Curriculum
(3 hours) |
Rubric |
STANDARD
2: Teachers know the subjects they teach and how to teach
those subjects to students.
STANDARD 4: Teachers think systematically about their practice and
learn from experience.
STANDARD 5: Teachers are members of learning communities. |
| Action
Plan |
210:243--Analysis and
Improvement of Social Studies
Instruction in the Elementary School
(3
hours) |
Rubric |
STANDARD
1: Teachers are committed to students and their learning.
STANDARD 2: Teachers know the subjects they teach and how to teach
those subjects to students. STANDARD 3: Teachers are responsible for managing and monitoring student learning. STANDARD 4: Teachers think systematically about their practice and
learn from experience. STANDARD 5: Teachers are members of learning communities. |
Curriculum
Project
|
210:286--Studies
in Elementary Education
(3
hours) |
Rubric
|
STANDARD 2: Teachers know the subjects they teach and how to teach
those subjects to students. STANDARD 4: Teachers think systematically about their practice and
learn from experience. STANDARD 5: Teachers are members of learning communities.
|
| Research Paper |
210:299--Research (1 hour) |
Rubric
|
STANDARD 2: Teachers know the subjects they teach and how to teach
those subjects to students. STANDARD 3: Teachers are responsible for managing and monitoring student learning. STANDARD 4: Teachers think systematically about their practice and
learn from experience.
|
TYPICAL
COURSE SEQUENCE
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Course
Number
|
Course
Name and Description
Linked to National
Board for Professional Teaching Standards |
Hours
|
|
FALL SEMESTER
|
|
210-201
|
Issues
and Trends in Curriculum
Course Description:
Current ideas influencing the planning and
implementation of curriculum.
Course
Goals Aligned to National
Board for Professional Teaching Standards
|
3
|
|
SPRING SEMESTER
|
|
200:214
|
Foundations
of Instructional Psychology
Course
Description: Study of factors involved in designing and
implementing effective instructional environments.
Course
Goals Aligned to National
Board for Professional Teaching Standards
|
3
|
|
OR
|
|
260:234
|
Philosophy of Education
Course Description: Analytical study of major philosophical
viewpoints of modern education,
emphasis on professional problems of education and the development of
educational principles.
Course
Goals Aligned to National
Board for Professional Teaching Standards
|
3
|
|
SUMMER SESSION |
|
210:242
|
Analysis and
Improvement of Science Instruction in the Elementary School
Course Description: Application of
developmental psychology to
the scope and depth of
science instruction; analysis of strengths and weaknesses of
alternative science programs including initial and subsequent costs,
facility requirements, and implementation difficulties.
Course
Goals Aligned to National
Board for Professional Teaching Standards
|
3
|
| 210:243 |
Analysis and
Improvement of Social Studies
Instruction in the Elementary School
Course Description: Assists teacher
in exploring historical and current practices in social
studies to create new approaches by using available resources and
ideas.
Course
Goals Aligned to National
Board for Professional Teaching Standards
|
3
|
210:141g
|
Integrated
Activities in Elementary School Science and Mathematics
Course Description: Activity based on pedagogical
investigation of manipulative materials
and activities used in elementary science and mathematics followed by
critical analysis using task analysis and research investigations.
Course
Goals Aligned to National
Board for Professional Teaching Standards
|
3
|
|
OR
|
|
210:204
|
Curriculum
Construction
Course Description:
Role of the classroom teacher in curriculum
development projects,
focusing on educational change process, procedures, and product
evaluation.
Course
Goals Aligned to National
Board for Professional Teaching Standards
|
3
|
|
FALL SEMESTER
|
|
250:205
|
Educational
Research
Course Description:
Evaluation of educational research concepts,
including purposes,
hypotheses, principles of research design, data collection, and
interpretation of results.
Course
Goals Aligned to National
Board for Professional Teaching Standards
|
3 |
|
SPRING SEMESTER
|
|
230:212
|
Methods
and Materials in Literacy Education
Course
Description: Integrated approach to language learning
within and
across grades K-12,
with a strong emphasis on reading and writing connections within
content areas and across children’s and young adult literature.
Course
Goals Aligned to National
Board for Professional Teaching Standards
|
3
|
|
SUMMER SESSION
|
|
240:232
|
Selection
and Integration of Materials
Course
Description: Evaluation of the instructional setting
along with
the procedures for selection and integration of materials.
Course
Goals Aligned to National
Board for Professional Teaching Standards
|
3
|
| 210:286 |
Studies in Elementary Education
Course Description: Focused on
reading, analyzing and interpreting scholarly writing in
self-identified areas of interest for purposes of extended professional
development.
Course
Goals Aligned to National
Board for Professional Teaching Standards
|
3
|
210:289
|
Seminar in Education
Course Description: Assists teachers in
exploring best
practices in classroom teaching. It will also assist participants
in selecting and developing a topic for the paper/project as required
for
the M.A. in elementary education.
Course
Goals Aligned to National
Board for Professional Teaching Standards |
2
|
| 210:299 |
Research
Course Description: Assists with
designing, implementing
and completing a research paper reflecting
the student's academic and professional interests. The research paper
requires
students
to demonstrate the ability to review literature, create an effective
research
topic and question, develop an appropriate response to the question,
critically
engage in the research process and summarize their findings in an
appropriate
and effective manner.
Course
Goals Aligned to National
Board for Professional Teaching Standards
|
1
|
|