Wright State University
2006
2004-2006 Graduate Catalog
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Graduate Programs

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Education and Human Services—Teacher Education Programs

Introduction

The Teacher Education Department offers programs that lead to licensure as a teacher, to master’s degrees, or to both. Each program has a brief description before the requirements. The list below represents the programs available from the Teacher Education department:

Master’s Degree Programs for Initial Teacher Licensure (for those who are not teachers)

Classroom Teacher: Middle Childhood Education
Classroom Teacher: Adolescent to Young Adult Education
Classroom Teacher: Multi-Age Education

Master’s Degree Programs for Initial Teacher Licensure and for Current Teachers Seeking Advanced Study and/or Additional Teaching Credentials

Classroom Teacher: Intervention Specialist: Mild to Moderate Educational Needs
Classroom Teacher: Intervention Specialist: Moderate to Intensive Educational Needs

Master’s Degree Programs for Teachers Seeking Advanced Study and/or Additional Teaching Credentials (Not Initial Teacher Licensure Programs)

Classroom Teacher: Early Childhood Education
Classroom Teacher: General
Classroom Teacher: Mathematics
Classroom Teacher: Modern Languages
Classroom Teacher: Reading
Classroom Teacher: Science
Early Childhood Intervention Specialist (licensure program only) (currently not admitting new students)
Gifted Education Endorsement (currently not a degree program; endorsement program only)

Admission

In addition to meeting requirements for admission established by the School of Graduate Studies (these requirements can be reviewed at this Web site http://www.wright.edu/academics/catalog/grad/admissions/), candidates for these degrees who do not meet the minimum cumulative GPA requirement to waive the GRE or MAT, must submit satisfactory Graduate Record Examination (GRE) or Miller Analogies Test (MAT) scores, unless otherwise noted (see Admission Standards). The Adolescent Young Adult, Multi-Age, and Middle Childhood initial teacher licensure programs require passing scores on the state of Ohio’s mandated Praxis II Specialty (Content) Area Exam(s). Contact the college’s Office of Student Services or visit their Web site at www.cehs.wright.edu/ss/ to learn more about the Praxis II exams.

All students considering graduate-level courses in education and human services should do so with the understanding that graduate study differs in quality from undergraduate study. Graduate study requires that students be increasingly self-directed. Students are not guaranteed a master’s degree by attending and completing courses. Exit requirements must be met in all programs.

Admission to the College of Education and Human Services is based on the candidate’s written statement of purpose, consideration of undergraduate and/or graduate cumulative grade point average, submission of satisfactory scores on either the MAT, GRE, or other required examination, and in some cases, letters of reference and a personal interview (see Admission Standards).

Technology Policy
For admission to the college, all College of Education and Human Services students, graduate and undergraduate, part-time and full-time, will be expected to certify that they own or have access to a computer and the Internet.

In order to meet the mission of the college “…to prepare professionals to meet the educational and human services needs of a diverse, democratic society,” it is necessary for our students to play an active role in the technological environment the college and Wright State University are creating to assist in the completion of this mission. An increasing number of classes and options will become available to students using a variety of distributed learning formats; library resources are available in a growing number of full-text formats, and global connections via telecommunications will be part of daily operations. Students preparing to become professionals in education and human service areas must demonstrate appropriate and effective skills and knowledge in technological aspects of their work.

Currently, minimum equipment requirements recommended by Wright State University’s Computing and Telecommunications Services (CaTS) are Macintosh: G4 800mHz or greater, RAM: 512 mb, or Windows PC: 1gHz or greater; MacOS X 10.4 or Windows XP. Please check the following Web Site http://www.wright.edu/cats/purchase/pcguidelines.html for current information about minimum equipment requirements.

The college supports Macintosh computers in faculty and staff offices and maintains a computer lab. Wright State University has purchased a site license for most Microsoft software (see the Web page for Wright State’s Computing and Telecommunications Services, http://www.wright.edu/cats/ for details).

Initial Teaching Credential
Candidates seeking to enroll in a Teacher Education program designed to deliver an initial teaching credential (license) are required to pass the Praxis II specialty/content area exam(s) as defined by current state of Ohio standards. Candidates to these programs must contact the college’s Office of Student Services for assistance in identifying the appropriate exam(s) for his/her desired teaching field. Cadidtates unable to achieve a passing score as defined by state of Ohio standards will not be admitted to a Teacher Education program. Cadidtates seeking to enroll in a Teacher Education program designed to deliver an initial teaching credential will not be required to take the GRE or MAT exams. An exception to this rule is the Intervention Specialist programs. Applicants to these programs must take the GRE or MAT exams, unless eligible to waive testing requirement based on cumulative GPA (see Admission Standards).

Admission Standards
ADD) Entry requirements vary by program. All students will be required to pass a standardized test unless granted a waiver (see above), have a 2.7 grade point average as an undergraduate, submit a sample of writing, and have an admissions interview and a criminal background check. All students who seek to attain a teaching license will be required to meet Ohio standards on a Praxis II Principles of Learning and Teaching exam at the end of the licensure portion of the program.

Praxis II Specialty (Content Area) exams will serve as the entrance exam for the Middle Childhood, Multi-Age, and Adolescent to Young Adult initial licensure programs. The Early Childhood program and the Intervention Specialists programs require the Graduate Record Exam (a combined score of 800 or more on the Quantitative and Verbal portion of the exam) or the Miller Analogy Test (a score of 30 or better) as the entrance exam. All candidates for an initial licensure program (in any licensure area) must complete the college’s application process concurrent with the School of Graduate Studies application. The college’s initial teacher applications are found on the Office of Student Services Web site at www.cehs.wright.edu/ss/. Please contact the college’s Office of Student Services if you have any questions about the requirements of a particular program.

Please note that the initial licensure programs in Middle Childhood (MC), Multi-Age (MA), and Adolescent Young Adult (AYA) programs currently require students to be full-time students in order to complete both course work and meet the Ohio Department of Education requirements for field experiences in schools. Candidates for M.Ed. in Early Childhood Education (ECE) must have previous licensure in education.

Candidates with a grade point average of less than 2.3 on a 4.0 grading system are not ordinarily admitted to graduate school. A petition process is available to formally request admissions not having met an admission standard. Candidates for admission to certain programs in the Teacher Education Department must meet additional requirements, which include letters of reference, a personal interview, a writing sample, a self-assessment instrument, and Praxis II specialty area exams.

Waiver of GRE/MAT
Candidates to select Teacher Education programs may not be required to submit passing GRE or MAT scores if their cumulative undergraduate GPA is a 3.0 or higher (graduate level GPA must be 3.0 or higher.) Candidates to Teacher Education programs requiring a passing score on a PRAXIS II specialty area exam(s) must submit passing Praxis scores regardless of undergraduate GPA.

Provisional
Under certain conditions, a student may be admitted provisionally (for one quarter only), pending receipt of credentials. If admission requirements are not met during the quarter in which a student was admitted provisionally, registration for future quarters will be denied and the student will lose graduate credit for any graduate courses completed during the quarter.

Conditional
Candidates who have an undergraduate grade point average of 2.5 or better, or who have an average between 2.3 and 2.5 with 2.7 or better in the last half of undergraduate work, may be granted conditional admission.

Regular admission to the College of Education and Human Services is granted after successful completion of 12 hours of course work with a grade of B or better in each course.

Licensure Candidate
Candidates who wish to complete licensure requirements at the graduate level but do not wish to pursue a graduate degree may be admitted as licensure candidates with the permission of the department in which the programs are housed. Persons pursuing a teacher licensure program are required to complete the Ohio Department of Education prescribed Praxis II exams for their intended area of licensure.

Nondegree Status
Persons who have a bachelor’s degree may enroll in nondegree status for graduate courses without being admitted to a graduate program in degree status. If you wish to enroll in a degree program, only 50 percent of such credits may be applied to a degree program if they are appropriate.

Advising

Teacher Licensure Advisors and Faculty Advisors

The college’s Office of Student Services is referred to in many areas of this catalog. Persons considering becoming a teacher and teachers who have questions about adding a new licensure area are encouraged to visit the Office of Student Services and consult with a licensure advisor. The office is located in 378 Allyn Hall and employs full-time professional licensure advisors for consultation. Advisors are available without an appointment during regularly scheduled walk-in advising times. Daytime and evening walk-in advising is available; please consult the office’s Web site for current information regarding advising times at www.cehs.wright.edu/ss/.

These advisors are charged by the college to audit student’s programs for compliance with state of Ohio teacher licensure standards. Working with these advisors as you begin your studies will greatly increase the probability that you will select and take the appropriate courses for any given licensure area. Your application for the teaching license is filed with this office, and the licensure advisors assist the faculty by auditing your program at various stages of your program.

Many of our teacher licensure programs are also degree programs. We also offer advanced programs of study that provide current teachers with the opportunity for an in-depth study of an area, and the program does not include a new teaching license. Faculty advisors are assigned to each degree-seeking student at the point of acceptance to develop a separate plan for the degree. This formal program of study should be completed during the first term of a student’s admission into a program. The faculty advisor will determine course substitutes, transfer of credit, and other appropriate modifications of the published degree curriculum as it appears in this catalog. The faculty advisor provides professional advising regarding current research, career development, and professional organizations. Any questions regarding the degree portion of your program will be directed to this faculty advisor. The licensure advisors will consult with this faculty person when needed.

Degree Requirements

Classroom Teacher: Middle Childhood (Grades 4 through 9 and ages 8 through 14)

Middle Childhood teachers will teach two of the following subject (content) areas: language arts, mathematics, science, and social studies. This is a full time program of study currently requiring your commitment Monday through Friday. Students from Wright State University’s Bachelor of Education program in Middle Childhood Education and others with a bachelor’s degree who meet the content requirements (two content concentrations) of Wright State’s educator program will be enrolled in this program in a cohort group to begin the program in either Summer or Winter quarters. Prerequisite content requirements are described on the college’s Web site at www.cehs.wright.edu/ss.

Students will serve as interns in school settings throughout the school year. Therefore, this program operates on a different calendar than the university and candidates may be required to start prior to the beginning of the university’s academic term. Upon successful completion of the licensure portion of this program and passing the Praxis II exams in the Principles of Learning and Teaching 5–9 and the Praxis II subject area(s), the student may apply for a provisional license in Middle Childhood Education. The state of Ohio will require a criminal background check as a part of the licensure application. A Master of Education degree in classroom teaching may be earned with the successful completion of an Inquiry Project. This program may be completed in 12-15 months of full time study and internship.

Note regarding the Middle Childhood Generalist Endorsement:

The state of Ohio has an endorsement available to the Middle Childhood license. The college has an approved program for the middle childhood generalist licensed teacher to add either one or two of the following concentrations to their Middle Childhood license: English, Social Studies, Mathematics, Science. This endorsement requires additional undergraduate content courses and passing the required Praxis II subject area assessments. The Middle Childhood Generalist Endorsement qualifies one to work in self-contained classrooms in grades 4 to 6.


Classroom Teacher: Adolescent Young Adult (Grades 7 through 12, ages 12 through 21)

The holder of an AYA license will teach a single subject such as language arts, social sciences, mathematics, or science in grades 7 through 12. To learn more about the approved AYA teaching (content) areas of study that Wright State offers, please visit our college’s Office of Student Services.

This is currently a full-time program of study requiring your commitment Monday through Friday. Students from Wright State University and others with a bachelor’s degree who meet the content requirements of Wright State’s educator program will be enrolled in this program in a cohort group beginning Fall or Winter Quarters. Prerequisite content requirements are described on the college’s Web site at www.cehs.wright.edu/ss/.

Students will serve as interns in school settings throughout the school year. Therefore, this program operates on a different calendar than the university and candidates may be required to start prior to the beginning of the university’s academic term. Upon successful completion of the licensure portion of this program and passing the Praxis II exams in the Principles of Learning and Teaching 7-12 and the Praxis II subject area(s), the student may apply for a provisional license in Adolescent to Young Adult Education. The state of Ohio will require a criminal background check as a part of the licensure application. A Master of Education degree in classroom teaching may be earned with the successful completion of an Inquiry Project. This program may be completed in 12-15 months of full time study and internship.


Classroom Teacher: Multi-Age (Grades pre-kindergarten through 12, ages 3 through 21)

Wright State is approved to endorse candidates for the Multi-Age license for those persons who wish to teach a modern language (French or Spanish), or visual arts. (Music education is only available on the undergraduate level through the university’s College of Liberal Arts.)

This is currently a full-time program of study requiring your commitment Monday through Friday. Students from Wright State University and others with a bachelor’s degree who meet the content requirements of Wright State’s educator program will be enrolled in this program in a cohort group beginning Fall or Winter Quarters. Prerequisite content requirements are described on the college’s Web site at www.cehs.wright.edu/ss/.

Students will serve as interns in school settings throughout the school year. Therefore, this program operates on a different calendar than the university (ADD) and candidates may be required to start prior to the beginning of the university’s academic term. Upon successful completion of the licensure portion of this program and passing the Praxis II exams in the Principles of Learning and Teaching (any level) and the Praxis II subject area(s), the student may apply for a provisional license in Multi-Age Education. The state of Ohio will require a criminal background check as a part of the licensure application. A Master of Education degree in classroom teaching may be earned with the successful completion of an Inquiry Project. This program may be completed in 12-15 months of full time study and internship.

Classroom Teacher: Intervention Specialist Programs (Grades Kindergarten through 12, ages 5 through 21)

The Intervention Specialist Programs in, Mild to Moderate, and Moderate to Intensive Educational Needs are available for the currently practicing teacher as well as those persons who are not currently holding a teaching license. These are separate, individual programs. Because of the high demand for intervention specialists, it is not uncommon for persons to be employed by a school district on a special, temporary license pending completion of an Intervention Specialist licensure program. These programs are designed to serve both of those populations. Candidates who are not currently licensed will be required to complete prerequisite coursework prior to entering the professional course sequence. Please consult with a licensure advisor in the college’s Office of Student Services regarding prerequisite coursework.

Upon successful completion of the licensure portion of this program and passing any one of the Praxis II exams in the Principles of Learning and Teaching and passing the Praxis II Specialty (Content) exams in special education, the student may apply for a provisional Intervention Specialists license valid for teaching students in the program area the student completed (Mild to Moderate, Moderate to Intensive). A Master of Education degree in classroom teaching may be earned with the successful completion of the balance of the programs.

Note: The following Classroom Teacher programs are not initial licensure programs. They are available solely for advanced study by current teachers.

Early Childhood Education Intervention Specialist (ECIS) License (Grades pre-kindergarten through 3, ages 3 through 8) (NOT CURRENTLY ADMITTING NEW STUDENTS)

This licensure program is available to graduate students seeking an initial teaching license and those currently holding a valid teaching credential. Licensure requirements include successful completion of all of the licensure courses and successful scores on Praxis II in the Principles of Learning and Teaching PK-3 and the Praxis II Specialty (Content) exam(s).

The ECIS license is valid for teaching student from age three through grade three with mild/moderate intensive disabilities. Please visit our college’s Office of Student Services to learn about the licensure requirements for this program.

Gifted Education Endorsement

Students seeking an endorsement in Gifted Education must hold a current teaching credential. Students who do not have a current teaching credential must complete the renewal requirements for a license prior to the granting of the endorsement in Gifted Education.

The holder of a standard teaching credential may add an endorsement in Gifted Education by completing the 28 quarter hour Gifted Education Endorsement program. Please visit our college’s Office of Student Services to learn about the licensure requirements for this program.

The College of Education does not currently offer a master’s degree in Gifted Education. However, students may use the coursework in the Gifted Education Endorsement program towards a master’s in another area. Students who seek to earn a Master’s degree must be admitted to a degree program before 50% of the coursework is completed.

Classroom Teacher: Early Childhood Education

This advanced program is designed for those educators with a valid certificate or license in Early Childhood or Elementary Education.

The college requires the GRE or MAT exam as the entrance exam for this program unless the applicant’s cumulative undergraduate and graduate GPA is 3.0 or higher. The Classroom Teacher: Early Childhood Education program is available as either an M.A. or M.Ed. option.

Classroom Teacher: General

The general classroom teacher program is designed for teachers who desire additional preparation in a field or area not offering a specialized program or certificate/licensure. This program offers a more flexible option for highly motivated persons who seek a master’s degree with a specific professional objective, such as additional course work to update knowledge or skills in the content field.

Classroom Teacher: Mathematics

This program enables teachers to take substantial advanced graduate course work in mathematics in order to update skills and strengthen knowledge in their major teaching field. This program is provided in a partnership with the university’s College of Science and Mathematics.

This is not an initial licensure program to become a mathematics teacher. (See CT: AYA)


Classroom Teacher: Modern Languages

This program enables teachers to take substantial advanced graduate course work in Modern Languages in order to update skills and strengthen knowledge in their major teaching field. This program is provided in a partnership with the university’s College of Liberal Arts (COLA). The Teacher Education (CEHS) department and the Modern Language department (COLA) jointly make admissions and advising decisions.

This is not an initial licensure program to become a Spanish or French teacher. (See CT: MA)

Classroom Teacher: Reading

The reading program is designed to aid the classroom teacher in helping students improve reading and thinking skills. The program leads to an endorsement that would be added to a standard certificate for a reading teacher. Opportunities for graduates of this program include classroom teaching, tutoring in a variety of settings, and work in training departments in business and industry.

The department is currently planning additional coursework for students to attain literacy specialist licensure at the Ed.S. level.

This is not an initial licensure program to become a Reading teacher.


Classroom Teacher: Science

This program enables teachers to take substantial advanced graduate course work in the sciences in order to update skills and strengthen knowledge in their major teaching field. This program is provided in a partnership with the university’s College of Science and Mathematics.

This is not an initial licensure program to become a Science teacher. (See CT: AYA)

Faculty

Professors
Gregory R. Bernhardt (dean), education, counselor education
Donna Cole, teacher education
T. Stevenson Hansell, reading, language arts

Associate Professors
Beth Basista, science education/physics
Angela Beumer-Johnson, English education
Colleen Finegan, early childhood education, special education
Charlotte Harris, teacher education
Ron Helms, teacher education
Burga Jung, teacher education
Susann Mathews, mathematics education
Richelle O’Connor, teacher education
Linda Ramey, teacher education
Patricia Renick, special education
James Tomlin, science education/biology

Assistant Professors
Mary Ellen Bargerhuff, special education
Jacqueline Collier, literacy education
James Dunne, special education
Deborah Hess, early childhood education
Doris Johnson, teacher education
Will Mosier, early childhood education
Tracy Rusch, mathematics education
Ken Schatmeyer, literacy education
William Slattery, science education/geology

Lecturers
Lori Carter, workforce education
Glenn Graham, educational leadership
Marguerite Veres, educational leadership
Tony Ortiz, athletic training

Course of Study

Masterís Degree Programs for Initial Teacher Licensure (for those who are not teachers)
Major # 249

Classroom Teacher: Middle Childhood Education
Please visit our collegeís Office of Student Services to learn about the licensure requirements for this program.
Phase I: For students who do not complete the following courses as undergrad's
ED 602 Education in a Pluralistic Society: Middle Childhood Perspective 4
ED 621 Human Development and Learning: Middle Childhood Perspective 4
EDS 624 Addressing Learning Differences 4
EDS 612 (if needed) Practicum I: Middle Childhood Level 1
Phase II: For all students
ED 732 Principles and Practices of Middle School 4
ED 606 Reading & Literacy Instruction I 4.5
ED 600 Classroom Management: Middle Childhood Level 4
Phase II First Quarter
ED 717 Word Study: Phonics 5
ED 614 Practicum II: Middle Childhood Level 1
** Content Pedagogy (See below) 8
Phase II Second Quarter
ED 709 Diagnosis & Assessment of Reading Performance 4.5
ED 607 Reading & Literacy Instruction II 4.5
ED 616 Practicum III: Middle Childhood Level 1
ED 714 Inquiry & Assessment for Middle Childhood 3
**Content Pedagogy: Choose Two 8
ED 636 Integrated Middle Childhood Level Science Methods 4
ED 610 Middle Childhood Mathematics: Philosophy, Curriculum and Materials 4
ED 624 Middle Childhood Literature, Speech, and Drama 4
ED 629 Middle School Social Studies: Curriculum and Materials 4
Phase III
ED 641 Internship/Seminar: Middle Childhood 12
Phase IV
ED 771 Inquiry Project (Course required for M.Ed. 1
Total M.Ed. Program Hours if Graduate Phase I Is Needed 66.5

Total M.Ed. Program Hours if Graduate Phase I is not needed 53.5

Classroom Teacher: Adolescent to Young Adult Education
Major # 247

Phase I: For students who do not complete the following courses as undergrad's
ED 602 Education in a Pluralistic Society 4
ED 621 Human Development and Learning 4
EDS 624 Addressing Learning Differences 4
ED 612 Practicum I
Phase II First Quarter
ED 600 Classroom Management 4
ED 715 Action Research Methods for Teachers (Required for M.Ed. 4
** Content Pedagogy I(See below) 4
ED 614 Practicum II 2
Phase II Second Quarter
ED 631 Literacy Skills Through Adolescence 5
** Content Pedagogy II(See below) 4
ED 616 Practicum III 2
ED 771 Inquiry Project Completion (Required for M.Ed.; must be completed by Summer Quarter) 2
**Content Pedagogy (Choose one Area)
Social Studies
Content Pedagogy I
ED 639 Adolescence Social Studies: Curriculum & Materials 4
Content Pedagogy II
ED 648 Improvement of Social Studies Instruction 4
Science
Content Pedagogy I
ED 731 Adolescence & Young Adult Science: Methods, Curriculum, & Materials 4
Content Pedagogy II
ED 746 Science, Technology & Society as a Teaching Imperative 4
English
Content Pedagogy I
ED 620 Studies in English Education 4
Content Pedagogy II
ED 623 Adolescence English: Curriculum & Materials 4
Mathematics
Content Pedagogy I
ED 637 Secondary School Mathematics: Curriculum & Materials 4
Content Pedagogy II
ED 638 Methods for Teaching Mathematics to Adolescence & Young Adults 4
Integrated Business
Content Pedagogy I
EDT 633 Business Education: Curriculum & Materials in Basic Business Subjects 4
Content Pedagogy II
EDT 634 Curriculum & Materials: Office Procedures & Technology 4
Marketing
Content Pedagogy I
EDT 633 Business Education: Curriculum & Materials in Basic Business Subjects 4
Phase III
ED 651 Internship/Seminar: Adolescence 12
Phase IV
ED 645 Standards Based Multimedia Assessment 4
ED 646 Action Research Capstone (Course required for M.Ed.) 4

Total M.Ed. Program Hours if Graduate Phase I Is Needed 61

Total M.Ed. Program Hours if Graduate Phase I Is Not needed 47

Classroom Teacher: Multi-Age Education
Phase III Spring Quarter
ED 651 Internship/Seminar: Adolescence 12
Major # 234
Phase I: For students who do not complete the following courses as undergrad's
ED 602 Education in a Pluralistic Society 4
ED 621 Human Development and Learning 4
EDS 624 Addressing Learning Differences 4
ED 612 Practicum I/ 2
Phase II First Quarter
ED 600 Classroom Management 4
ED715Action Research Methods for Teachers (required for M.Ed.) 4
** Content Pedagogy I(See below) 4
ED 614 Practicum II 2
Phase II Second Quarter
ED 631 Literacy Skills Through Adolescence 5
** Content Pedagogy II(See below) 4
ED 616 Practicum III 2
ED 771 Inquiry Project Completion (required for M.Ed.; must be completed by Summer Quarter) 2
**Content Pedagogy (Choose one Area)
Visual Arts
Content Pedagogy I
AED 631 Art & the Child 4
Content Pedagogy II
AED 638 Multi-Age Visual Arts Methods 4
Modern Language
Content Pedagogy I
ED 670 Foreign Language Education 4
Content Pedagogy II
ED 625 Modern Foreign Languages: Curriculum & Materials 4
Phase III
ED 661 Internship/Seminar: Multi-Age 12
Phase IV
ED 645 Standards Based Multimedia Assessment 4
ED 646 Action Research Capstone (Course required for M.Ed.) 4
Total M.Ed. Program Hours if Graduate Phase I Is Needed 61

Total M.Ed. Program Hours if Graduate Phase I Is Not needed 47

Masterís Degree Programs for Initial Teacher Licensure and for Current Teachers Seeking Advanced Study and/or Additional Teaching Credentials

Classroom Teacher: Intervention Specialist: Mild to Moderate Educational Needs
Major # 277

EDS 700 Special Education Entrance Seminar 4
ED 704 Introduction into the Foundations of Education 4
EDT 786 Application for Computers in Education 4
EDS 655 Exceptional Learners 5
EDS 654 Assessment: The Intervention Specialist Role 4
EDS 642 Curricula Methods and Materials to Teach Students with Mild to Moderate Educational Needs 4
EDS 644 Instructional and Behavioral Management Skills for Intervention Specialists 4
EDS 645 Transition of Students with Special Needs 4
EDS 659 Communication and Consultation Skills for Educators 4
ED 716 Foundations of Reading Instruction 3
ED 717 Instruction in Word Study: Phonics 5
ED 709 Diagnosis and Assessment of Reading Performance 4.5
EDS 656 Clinical Practice in Remediation 4
ED 769 Content Reading Instruction Grades 4-12 3
ED 661 Internship: Special Education Mild/Moderate 10-12
or
ED 658 Practicum in Education 5-6
EDS 799 Special Education Exit Seminar 2
Total (M.Ed.) 63.5-70.5
EDL 852 Statistical Analysis and Research Design, 4 hours, and ED 899 Thesis, 1-9 hours, required for the Master of Arts option. The M.A. option removes EDT 786, EDS 700, and EDS 799 from this program of study.
Total (M.A.) 62.5-75.5
Classroom Teacher: Intervention Specialist: Moderate to Intensive Educational Needs
Major # 256
EDS 700 Special Education Entrance Seminar 4
ED 704 Introduction into the Foundations of Education 4
EDT 786 Application for Computers in Education 4
EDS 655 Exceptional Learners 5
EDS 652 Education of Individuals with Physical Sensory or Motor Disorders 4
EDS 653 Curricula Methods, Materials for Students with Moderate/Intensive Exceptionalities 4
EDS 643 Introduction to Augmentative Communication 4
EDS 644 Instructional and Behavioral Management Skills for Intervention Specialists 4
EDS 645 Transition of Students with Exceptionalities 4
EDS 654 Assessment Skills: The Intervention Specialist Role 4
EDS 659 Communication and Consultation Skills for Educators 4
ED 626 Introduction to Adaptive Technology4
ED 716 Foundations of Reading Instruction 3
ED 717 Instruction in Word Study: Phonics 5
ED 709 Diagnosis and Assessment of Reading Performance 4.5
DS 656 Clinical Practice in Remediation 4
ED 769 Content Reading Instruction: Grades 4-12 3
ED 661 Internship: Special Education Mild/Moderate 10-12
or
ED 658 Practicum in Education 5-6
EDS 799 Special Education Exit Seminar 2
Total (M.Ed.) 75.5-82.5
EDL 852 Statistical Analysis and Research Design, 4 hours, and ED 899 Thesis, 1-9 hours, required for the Master of Arts option. The M.A. option removes EDT 786, EDS 700, and EDS 799 from this program of study.
Total (M.A.) 74.5-87.5

Masterís Degree Programs for Teachers Seeking Advanced Study and/or Additional Teaching Credentials (Not Initial Teacher Licensure Programs)

Classroom Teacher: Early Childhood Education:
Major # 251

EDL 751 Statistics and Research 4
EDT 786 Applications for Computers in Education 4
EDS 659 Communication and Consultation Skills for Educators 4
EDE 702 Managing Young Childrenís Behavior in the Early Childhood Setting 3
EDE 703 Social Development and Play in ECE 3
EDE 707 Language Development and Communication Disorders in ECE 3
EDE 712 Advanced Study of Child Development: Typical and Atypical 3
EDE 715 Young Children with Special Needs 3
EDE 717 Meeting the Individual Needs of Young Children 3
EDE 730 Developmentally Appropriate Assessment in ECE 3
EDE 731 Developmentally Appropriate Programming in ECE: Infants & Toddlers (0-3 yrs. old) 3
EDE 735 The Anti-Bias Curriculum in ECE 3
EDE 744 Conducting Research in Early Childhood Ed. EEdeEducation 3
EDE 745 Comparative Theories of ECE 3
EDE 750 Designing & Administering a Family-centered ECE Program 3
EDE 800 ECE: Masters Seminar 3

Total 51

Classroom Teacher: General
Major # 252

Completion of at least one course in each of the following areas:
  • Professional Studies
  • Learning/Pedagogy
  • Research
12
Additional hours of graduate credit (600 level or above) approved by faculty advisor 28-30
Capstone Project (Guided by faculty advisor in accordance with the goals of the student) 3-5

Total 45
Possible Courses Within Proposed Areas of Study

Please note that these lists of courses are intended to suggest options, but not be restrictive of other courses acceptable to both the student and advisor.

Professional Studies
ED 702 Social Foundations of Education
ED 703 Philosophy of Education
ED 704 Inquiry into Foundations of Education
ED 710 Teaching Strategies in Culturally Diverse Classrooms
EDL 712 Philosophical and Curricular Foundations
EDL 771 Educational Leadership Behavior
EDL 782 School Law
EDL 730 Research on Teaching
EDL 773 Curriculum Development for School Leaders
EDE 720 Advanced Curriculum Planning I
EDE 721 Advanced Program Planning II

Learning/Pedagogy
ED 603 Child Development
ED 604 Adolescent Development
ED 701 Advanced Educational Psychology
EDE 703 Language Development/Social Development& Play
EDE 712 Advanced Study of Child Development: Typical & Atypical
EDS 624 Addressing Learning Differences
EDS 651 Nature and Needs of Students Moderate to Intensive
EDS 655 Nature and Needs of Students Mild to Moderate
EDL 713 Applied Psychological Learning Theory
PSY 509 Behavioral Modification: Method and Theory
PSY 521 Cognition and Learning
Selected ED courses related to teaching in the studentís area of interest

Research
ED 645 Inquiry and Assessment
EDE 744 Conducting Research in Early Childhood
*EDL 751 Statistics and Assessment for Education
EDL 757 Student Appraisal Methods
EDL 853 Advanced Educational Statistics
Research courses across the university recommended

Culmination Project Possibilities
The Program Culmination project may be supervised by the advisor or by the instructor of ED 810 or ED 820 as is currently the case.

Examples of Culmination Projects include:
Grant proposals
Action research within a classroom
Library research on an educational issue
Redesigning curricula for a classroom, grade level, or school
Assessment plan for a classroom or school
Review of a community supported program
Plan for providing in-service sessions within your school
Multi-media program for a state or national presentation
All culmination projects include a rationale and references to demonstrate current knowledge of the research in the areas.

Classroom Teacher: Mathematics
Major # 262

ED 704 Introduction to Foundations of Education 4
EDL 711 Leadership for School Improvement 4
EDL 751 Educational Statistics and Research 5
EDL 720 Analysis of Teaching 4
EDT 749 Introduction to Instructional Media 3
ED 820 Seminar in Secondary Education 4
Electives 24

Classroom Teacher: Modern Languages
Major # 237

This program enables teachers to take substantial advanced graduate course work in Modern Languages in order to update skills and strengthen knowledge in their major teaching field. This program is provided in a partnership with the universityís College of Liberal Arts (COLA). The Teacher Education (CEHS) department and the Modern Language department (COLA) jointly make admissions and advising decisions.
This is not an initial licensure program to become a Spanish or French teacher. (See CT: MA)


For information about the Master of Education : Classroom Teacher: Modern Languages degree, go to http://www.wright.edu/cola/Dept/ML/grad.html

Classroom Teacher: Reading
Major # 255

Foundational Courses (may be taken at any time in the program)

ED 701 Advanced Educational Psychology 3
OR
ED 704 Introduction to the Foundations of ED 4
EDL 751 Statistics and Research for Education 4
EDL 771 Leadership Skills for School Improvement 4
EDL 773 Curriculum Development for School Leaders 4

Concentration Courses

ED 716 Foundation of Reading Instruction 4
EDT 721 Literature of Elementary Children 4
OR
ED 763 Young Adult Literature 3
ED 769 Content Reading Instruction: Grades 4-12 3
ED 717 Instruction in Word Study: Phonics 4.5
ED 815 Teaching Children to Write 3-9
OR
ENG 717 The Study of Writing 3
ED 709 Diagnosis & Assessment of Reading Performance 4.5
EDS 656 Clinical Practice in Remediation 4
ED 810 Seminar in Elementary Education: Reading 3

Electives
4-5

Total 47 - 56

Classroom Teacher: Science
Major # 261

ED 704 Introduction to Foundations of Education 4
EDL 711 Leadership for School Improvement 4
EDL 751 Educational Statistics and Research 5
EDL 720 Analysis of Teaching 4
EDT 749 Introduction to Instructional Media 3
ED 820 Seminar in Secondary Education 4
Electives 24

Classroom Teacher: Endorsement
Major # 260C

EDS 654 Assessment: The Intervention Specialist Role 4
EDS 659 Communication and Consultation Skills for Educators 4
ED 658 Practicum in Education 5
EDS 720 Creative Problem Solving 4
EDS 722 Education of Students with Gifted Educational Needs 4
EDS 723 Curricula for the Gifted 4
CNL 961 Counseling the Gifted 3

Graduate School
E344 Student Union
Voice: (937) 775-2976
Fax: (937) 775-2453
E-mail: wsugrad@wright.edu
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