M.Ed. in Elementary Education Curriculum & Instruction
A graduate degree in Curriculum and Instruction extends and enhances the abilities of the modern educator. A focus on improved curriculum development and delivery of instruction is combined with academic literacy and research skills to support the teacher’s pursuit of excellence.
Current Drury undergraduate students may apply for a 4+1 accelerated version of the M.Ed Curriculum and Instruction (Elementary, Middle, or Secondary) degree so that their program of study is started during their undergraduate program and completed in one year upon completion of the undergraduate program. Students must meet specific eligibility criteria (available upon request from advisors or the College of Graduate Studies). Once eligibility is confirmed and the application approved, the student must meet with an advisor for an individualized program of study.
This degree program consists of 33 credit hours.
Required Courses (15 hours):
Students are required to take this course during their first two semesters of graduate study. This course provides an introduction to educational technology. This course uses a research-based approach to explore how educational technologies can be applied to enhance educator effectiveness and assist learners in reaching their objectives. Students will also develop strategies for evaluating new educational technologies as they emerge.
This is an advanced study of the cognitive process, the psychological foundations of educational practice, and the assessment processes utilized in the K-12 classroom setting. The course addresses cognition, conditions for optimal learning, assessment designs, formal/informal test construction, alternative assessment strategies, data collection and analysis, instructional decision making based on assessment results, and current issues/research regarding assessment.
This course focuses on issues of diversity, oppression and social justice. It is designed to prepare pre-service teachers to be knowledgeable of biases, based on race, ethnicity, culture, religion, age, gender, sexual orientation, social and economic status, political ideology, disability and how these contribute to discrimination and oppression. Students will learn about diverse cultures, family structures, roles, immigration and assimilation experiences of marginalized groups. Students will also learn about the influence of dominant culture on these diverse and marginalized groups. Additionally, this course will examine the adaptive capabilities and strengths of these marginalized groups and how such capabilities and strengths can be used in effective educational settings. The course will assist pre-service teachers in understanding the complex nature and dynamics of social oppression, diversity and social functioning. Students will explore their own personal values, beliefs, and behaviors that may limit their ability to effectively interact in educational settings with people of diverse backgrounds, in particular, disadvantaged and oppressed persons. Themes include justice, suffering, the role of government, poverty, and society’s response to them. Initiatives and responses of both secular and faith-based groups to injustices in the past (e.g. Civil Rights, abolitionism), will be examined.
Prerequisite: 24 completed graduate hours.
This course is designed to acquaint students with different methods of educational research and statistical procedures. Emphasis is placed on procedures for writing research papers and proposals. This course is designed to be completed the semester prior to EDUC 700 Capstone Seminar.
Prerequisite: EDUC 689.
This course must be taken within the final nine hours of degree work. It is deemed appropriate that every person completing a master in education degree be familiar with the current innovations of the profession. It is of equal importance that he or she relate knowledge derived from various courses to his or her own area of specialization and evaluate personal cognitive and affective growth. The Capstone Seminar aims to fill these needs. Completion of a seminar paper or project is a requirement for a satisfactory grade in this course. The paper will focus on the area of specialty for the graduate student. Successful completion of a written or oral, comprehensive, master’s degree examination is required as a part of the Capstone Seminar course. The course is graded satisfactory or unsatisfactory.
SCI 621 must be taken within the first two semesters.
EDUC 689 and EDUC 700 must be taken in last 9 hours of program.
Courses Required in Emphasis (18 hours):
A course for the in-service teacher, major emphasis is placed on curriculum construction, types of curricula, the influence of social developments and the present-day student population on the school program, underlying psychological and education theory and problems in curriculum development.
A course designed for the in-service elementary and secondary teacher, this includes examination of current diagnostic and corrective treatments for reading difficulties. Exemplary reading programs and instructional techniques for teaching subject matter to utilize and develop functional reading will be studied.
A course designed for the in-service teacher to consider the fundamental structure of mathematics and strategies for improving instruction of mathematics in the K-12 school curriculum. Special attention is given to the curriculum frameworks provided by the National Council of Teacher of Mathematics and other educational agencies.
A course designed for the in-service teacher to improve background knowledge in science concepts and instructional strategies in the elementary, middle school or high school curriculum. Emphasis is given to a hands on, process-oriented instructional approach incorporating active research related to water quality monitoring, science fair preparation, minority scientists and community resources for science education.