Master of Science in Education
Sequence For Reflective Practitioner Program
During the exploration phase of graduate coursework at USI, candidates are asked to meet with their faculty advisor to review program requirements.
21 hours of coursework are required to move from the exploration phase of the program to the analysis phase.
Candidates are required to complete at least 15 of the 21 hours in the exploration phase at USI, with at least 12 hours required from Teacher Education courses. Candidates may apply for candidacy after 18 - 21 hours of coursework.
Core Areas - Reflective Teacher Researcher Model
Teacher education requirements center on four core areas of the Reflective Teacher Researcher Model. Mandatory completion of courses from these four areas (based on five core principles of the NBPTS, as well as the NCATE emphasis on diversity) is a critical component of completion of the exploration phase. Candidates must take at least 1 course from the following categories:
- Human Development (HD) - Courses in human development examine changes in human beings' biological, social, cognitive, and emotional behavior from conception until death. Such lifelong processes and permanent change overtime often influence not only how students learn, but who learns based on the contexts of the environment. Patterns of growth, motivation, engagement within classroom environments, and the implications of culture and the individual are tools to understanding how humans develop.
- List of classes
- Curriculum Theory (CT) - Curriculum theory refers to the transmission of knowledge, skills, and affective sets to others through formal and informal means. These courses examine the organization of schooling, as well as formal and informal educational environments. Curriculum as process, curriculum and context, modes of learning, and revisionist theories of modes of knowledge will be explored.
- List of classes
- Social Foundations (SF) - Social Foundations courses explore questions about the nature, structure, and functions of schools; education and social justice; the nature and uses of knowledge; and conceptions of a worthy life. These courses are intended to introduce students to the methods and questions of philosophy, history, sociology, and anthropology as tools for investigating the work of teachers and the institutions of schools.
- List of classes
- Advanced Instruction (AI) - Courses in advanced instruction develop reflective and analytical skills in candidates related to their practices as teachers. Much of this curriculum emphasizes the learning process, and how students are changed as a result of experience, how they apply what they learn in different contexts, and how they recognize and extend that learning to completely new situations. Modes of facilitating effective learning, transferring new knowledge and skills to appropriate contexts, creativity and innovation, and experiential education will be investigated.
- List of classes
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Reflective Teacher Researcher Program Focus
Prior to this initial meeting between advisor and candidate, candidates should begin considering a focus for their studies. Foci that have been done previously include literacy, special education, early childhood education, technology, and secondary education content areas. The focus will be expected to comprise an area of interest to the candidate that has:
- relevance to their classroom
- furthers their professional growth, and
- advances their skills as a practicing teacher.
Candidates who are interested in a more theory driven program can consider a focus of "research" that is distinct from practitioner's foci, and assists in advancing knowledge of formalized processes of knowing and practices related to the advancement of knowledge in education. This option could be particularly of interest for candidates interested in pursuing doctoral coursework at a later time.
| Human Development (HD) |
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512 Evaluation and Exceptionality: Assessment, Interpretation and Instructional Design (3)
514 Inclusive Philosophy and Educational Practices (3)
523 Collaborative Partnerships (3)
590 Multisensory Language (3)
590 Service-Learning and Experiential Education (3)
621 Measurement and Evaluation in Education (3)
622 Seminar in Educational Psychology (3)
623 Child Development and Elementary Education (3)
624 Seminar in Adolescent Development (3)
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| Curriculum Theory (CT) |
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588 Junior High/Middle School Curriculum (3)
608 Thinking in the Classroom (3)
611 Secondary School Curriculum (3)
614 Elementary School Curriculum (3)
641 Literacy Programs in the Classroom (3)
685 Curriculum and Learning for School Leaders (3)
690 General Curriculum Theory (3)
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| Social Foundations (SF) |
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511 Foundations and Legal Issues Related to Exceptional Needs (3)
603 Historical and Philosophical Influences in Education (3)
604 School and Society (3)
605 Moral Dimensions of Schooling (3)
608 Thinking in the Classroom (3)
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| Advanced Instruction (AI) |
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513 Learning Strategies for Students with Exceptional Needs (3)
540 Current Trends in Reading (3)
541 Young Adult Literature (3)
542 Advanced Children's Literature (3)
555 Diagnostic Teaching of Reading (3)
561 Microcomputer Applications for Educators (3)
565 Computers in the Curriculum (3)
566 Authoring Educational Multimedia Resources (3)
567 The Internet in Education (3)
568 Advanced Instructional Technology (3)
569 Special Topics in Computer Education (1-3)
642 Interdisciplinary Processes in Mathematics and Science (3)
643 Interdisciplinary Processes in Social Studies and Global Awareness (3)
681 Foundations of the Principalship (3)
682 Issues in Educational Leadership (3)
683 Leadership in the Principal (3)
684 Legal Aspects of School Administration (3)
689 Secondary School Issues (3)
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