Master of Science in Education
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Program Objectives
The Master of Science in Education degree programs involve advanced study designed to enhance the knowledge and skills of teachers in elementary, middle, junior high, and senior high schools. Programs are offered in elementary and secondary education. The programs blend studies of educational theory with analysis of current issues and practices in teaching. Students explore the ways in which knowledge and skills developed in the programs enhance classroom experience.
Degree Requirements
- Admission to candidacy for the degree. Candidacy application to be completed after 18 semester hours of coursework;
- completion of 33 semester hours of coursework with a GPA of 3.0 or higher;
- approval by the advisor of the completed summative graduate teacher action research project; and
- completion of a formal application for graduation.
Master of Science in Education – Elementary and Master of Science in Education - Secondary Programs
Program Objectives
Students in these programs learn to plan and evaluate curriculum for P – 12 schools and classrooms. They learn to analyze current issues and trends in education in light of educational research and historical and philosophical foundations of education. They learn to interpret educational research and to use research to improve teaching and learning. They develop an understanding of social forces and other factors which shape elementary school curriculum and of the process of curriculum development and change in elementary and secondary education. Students learn to plan and implement interdisciplinary learning experiences. They learn to analyze and evaluate teaching styles and methods and to make judgments about the appropriateness of specific teaching methods for achieving various learning outcomes. Students in the program are expected to use and evaluate emerging educational technologies and to use technology to access information sources.
Admission Requirements
Applicants must be admitted to graduate study under University graduate policies and then be accepted into the MS in Education—Elementary Education or Secondary Education Program by the Department of Teacher Education. Admission to both the Elementary Education and the Secondary Education Program requires:
- graduation with an overall GPA of 3.0 or higher with a bachelor’s degree from a regionally-accredited college or university;
- minimum GPA of 3.0 in all courses taken at the graduate level at all schools attended;
- standard teaching license for elementary or secondary grades; and
- completed application and information forms.
Curriculum
Review of Exploration Phase
During the exploration phase of graduate course work at USI, candidates are asked to meet with their faculty advisors to review program requirements. Twenty-one hours of course work 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 15 to 21 hours of course work.
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 one course from the following categories:
- HD – Human Development – 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.
- CT – Curriculum Theory – 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.
- SF – Social Foundations – 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.
- AI – Advanced Instruction – 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.
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 his/her classroom;
- furthers his/her professional growth; and
- advances his/her 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 course work at a later time.
Outcome for Exploration Phase – Professional Portfolio
The course work at the exploration phase of master’s programming will culminate in the creation of a professional portfolio. The portfolio will represent an individual candidate’s organization of course-related and professional development knowledge, skills, and dispositions. Artifacts in the portfolio should be taken from each course in the student’s program, with divisions from the four principal areas above as well as the student-selected focus area.
Campbell, Cignetti, Melingzer, Nettles, and Wyman in their book, How to Develop a Professional Portfolio, define a portfolio as “an organized, goal-driven documentation of your professional growth and achieved competence in the complex act called teaching.” They also identify a portfolio as “tangible evidence of the wide range of knowledge, dispositions, and skills that you possess as a growing professional.”
Throughout the exploration phase, candidates will be expected to develop a portfolio around the Reflective Teacher Researcher Model and the Indiana Professional Standards Board Content Standards (IPSB Generalist Standards) using artifacts they have created. This portfolio should be comprised of self-selected documents reflecting the candidate’s individuality, the skills they possess, and their accomplishments in and out of the classroom as an in-service teacher. This portfolio’s organization parallels the Beginning Teacher Assessment Program portfolio requirements as well as the requirements set for National Board for Professional Teaching Standards licensure.
The portfolio should be arranged in six sections.
- Table of Contents – Introduction;
- Synthesizing Statement with Focus Area Review;
- Knowledge of Human Development;
- Knowledge of Curriculum Theory;
- Knowledge of Social Foundations; and
- Knowledge of Advanced Instruction
Artifacts
Items such as lesson plans, anecdotal records, student projects, class newsletters, videotapes, pictures, evaluations, letters of recommendations, etc. are called artifacts. Artifacts are an essential part of the portfolio because they document the candidate’s abilities to meet particular standards. Candidates will need one artifact per section that demonstrates their understanding of the knowledge bases of the USI Reflective Teacher Researcher Model. Each artifact will then be supported by a rationale statement that should identify and date:
- the artifact;
- its relationship to the knowledge base of the Reflective Teacher Researcher Model; and
- its relationship to the Indiana Professional Standards Board Content Standards (DPS Generalist Standards).
Students will be expected to review the standards and identify those which are pertinent (standards also should be reviewed in the syllabi of faculty).
Portfolios will be presented to a committee of three (which require at least two faculty and one graduate candidate) to be chosen by the candidate to review their exploration phase performance. Candidacy will only occur after the candidate has
- completed at least 18 hours of coursework;
- successfully presented his/her exploration phase portfolio; and
- begun considering a theme for his/her analysis phase coursework (most likely tied to the focus area from the exploration phase).
Review of Analysis Phase
During the analysis phase of graduate course work at USI, candidates begin the work of further analyzing and developing their program foci. Nine hours of course work are required during the analysis phase of the program. In order to be formally considered a master’s candidate, candidates should have completed candidacy forms and presented their Exploration Phase candidacy portfolios. The analysis phase of the program emphasizes preparation of candidates for performance of teacher action research related to their themes and classroom practices.
Research Focus – Reflective Teacher Researcher Model
Teacher education requirements during the exploration phase center on four core areas of the Reflective Teacher Researcher Model (Advanced Instruction, Social Foundations, Human Development, and Curriculum Theory). During the analysis phase, these four themes are further developed as candidates are introduced to the concept of teacher action research and the advanced reflective analysis of their pedagogical skills.
Candidates complete three courses during this phase of the program:
Outcome for Analysis Phase – Teacher Action Research Prospectus Presentation
The course work at the analysis phase of master’s programming will culminate in the creation of a prospectus presentation related to the candidate’s teacher action research project. This project is completed as a final outcome of EDUC 631 - Analysis of Instruction . The presentation will represent an individual candidate’s organization and understanding of course-related and professional development knowledge, skills, and dispositions related to his/her action research topic.
The prospectus is of a specified format, requiring candidates to create a seven slide Power Point presentation with the following information:
Slide 1 - Title, Name, Site of Research
Slide 2 - Research question
Slide 3 - Pertinent information from literature review
Slide 4 - Method
Slide 5 - Subjects
Slide 6 - General findings to date
Slide 7 - Relevance to teaching and classroom
The prospectus study topic will be presented to graduate faculty during EDUC 631 . Completion of the synthesis phase will only occur after the candidate has:
- completed 30 hours of coursework; and
- successfully presented his/her analysis phase teacher action research prospectus.
Review of Synthesis Phase
All graduate candidates must complete a teacher action research project in the synthesis semester. Each candidate designs an action research project that meets the needs of his or her classroom or school situation, implements the project, and writes a report of research findings.
Before candidates can enter the Synthesis Phase of the program (which focuses on the summative performance integrating understandings of human development, advanced instruction, curriculum theory, social foundations, and research) an Application for Graduation is filed. The elements of that application are as follows:
- A senior checkout determines that the candidate has met all the necessary course requirements. Candidates must have completed the 21 hours in the exploration phase with at least one course in each area of the model (CT, AI, HD, and SF); nine hours in the analysis phase with EDUC 601 , EDUC 631 , and an elective related to their program foci; and three hours in the synthesis phase with EDUC 671 (for secondary) or EDUC 674 (for elementary).
- A minimum grade of C for all courses.
- A 3.0 or above cumulative GPA
- The director of Graduate Studies’ signature
- Presentation of the teacher action research project during the candidate’s final term of study.
EDUC 671 and EDUC 674 comprise the courses taken respectively by elementary and secondary candidates in advanced programs. EDUC 671 /EDUC 674 is a culminating research-oriented seminar that integrates professional knowledge and professional skills. Each student conducts a school-based research project, based on professional literature, and writes a research report, which includes a supervised field experience. The course involves action research and includes:
- analysis of selected research reports in terms of indicators of quality in school-based research; and
- examples of research that affects school curriculum.
The project also shows connections between teaching practice and educational research.
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