Master of arts

A course to introduce the graduate candidate to the MVNU learning management platform, electronic portfolio system, and library services. Candidates will complete an intensive review of APA style and formatting guidelines and develop skills for success in a graduate program.

An overview of the social, historical, and philosophical foundations of education with an emphasis on current moral, social, and political issues. Research reading and writing are undertaken to increase skills in writing an acceptable academic paper. Special emphasis is given to the needs of America’s very diverse students, teachers, and classrooms.

A study of student development, including differences based on domains. Domains of development are examined to understand how they can/should/do influence instruction and to understand ways students learn at various points in their development. These domains include physical, cognitive, personality and emotional, and moral and spiritual development. Emphasis is given to culture and to reference groups of ‘different’ to consider responsive, inclusive instruction. Major learning theories and implications for instruction are introduced. This course emphasizes applying development knowledge and integrating research-based instruction on motivation, social interaction, active engagement in learning, and assessment of learning.

This course provides an overview of the characteristics of students with disabilities and other special needs. An introduction to the foundational elements of special education law and policies is also provided. A framework for universal design for learning and inclusive teaching practices is provided. Special emphasis is given to practical teaching and learning strategies for learners with exceptionalities. Other topics include co-teaching models, collaboration, individual education plans, assessment and referral for service, and student diversity.

A study of methods employed to plan and deliver effective instruction to improve student learning. Course content includes the examination of instructional strategies to advance the learning of all students, including those with disabilities. Candidates are introduced to research issues regarding the use of evidence-based methods supported by professional literature. Special emphasis is given to research-based classroom instruction.

Observation and supervised field experience in a public or private school at the level and in the subject area of the anticipated license. Students will develop
and teach lessons under the supervision of a cooperating teacher and MVNU supervisor. Seventy-five (75) clock hours are required. Special emphasis is given to inclusive teaching practices in the P-12 setting.

A survey of theories and research that focus on the types of classroom conditions and student behaviors that contribute to productive learning environments for all students. Research issues such as controlling variables in the classroom that cause various behaviors are reviewed. Emphasis will be placed on student motivation to achieve, positive behavior support, development of appropriate social and classroom behaviors, and the use of appropriate technologies to support motivation and behavioral growth for all students, including those with disabilities.

A study of developmental reading as an instructional approach designed to teach systematically the basic skills and competencies needed for effective reading in conventional materials and nonfiction trade books. Emphasis is given to developing and extending reading skills common to all or unique to various content areas.

This course introduces students to state assessments, provides explanation of how these tests are monitored and recorded, and discusses their impact on a district’s evaluation. Candidates will learn to determine student needs and present levels
of performance based on assessment information and how to create progress monitoring systems to be implemented at the classroom level. In addition, candidates will discuss legal and ethical aspects of measurement, testing, and assessment, as well as how assessment processes are used for the identification, program planning, and placement of students with exceptional learning needs. Candidates will examine data sources, practice data analysis and interpretation skills, and improve their professional data literacy.

This course provides a context for exploring variables of culture such as race, socio-economic status, gender, etc. and the effects these issues have on teaching and learning. Theories of multiculturalism and issues of equity, social justice, and diversity are explored and examined in the context of the 21st century classroom through a Christian worldview.

Observation and supervised field experience in an urban diverse public or private school at the level and in the subject area of the anticipated license. Students will develop and teach lessons under the supervision of a cooperating teacher and MVNU supervisor. Seventy-five (75) clock hours are required.