Course List:
Core CoursesCredits (18)Weeks (47)
EDU6202Ethical Practices and Current Ethical Issues25
EDU6203Curricular Perspectives38
EDU6053Classroom Application of Learning Theories/Styles38
EDU6213Equity, Justice, and Diversity38
EDU6222Assessment In Action25
EDU6223Educator As Researcher38
Early Childhood Education StrandCredits (18)Weeks (48)
ECE6203Play, Creativity, and Imagination38
ECE6213Social Development of Young Children38
ECE6223Advanced Study of Child Development38
ECE6233Curriculum Integration38
ECE6243Literacy Theory and Practice38
ECE6252Advanced Children's Literature25
ECE6261Writing With Children13
Middle Childhood Education StrandCredits (18)Weeks (48)
MCE6203Young Adolescent Development38
MCE6213Middle Level Philosophy and School Organization38
MCE6223Middle Level Curriculum and Instruction38
MCE6233Family and Community Involvement38
MCE6243Middle Level Professional Roles38
MCE6253Middle Level Teaching Fields38
Educator Technology Facilitator StrandCredits (18)Weeks (48)
EDT6203Educational Leadership and Instructional Technology 38
EDT6213Curriculum Leadership in Instructional Technology 38
EDT6223Design and Development of Multimedia Instructional Products 38
EDT6233Educational and Ethical Uses of Electronic Networks and Telecommunications Systems 38
EDT6243Teaching and Learning in Online and Blended Learning Environments 38
EDT6253Exploring and Implementing Emerging Technologies38

Students take the core courses and may choose to specialize in one of three tracks.

Course Descriptions:

Ethical Practices and Current Ethical Issues (2)

This course presents an overview, discussion and analysis of ethical issues in practice, educational trends and issues in public and private schools. Education reform is at the forefront of the educational discussions nationwide. Teachers must begin to realize their roles as leaders in establishing high professional ethical standards and designing effective programs for the schools of tomorrow.

Curricular Perspectives (3)

This course is designed to provide a context for the curricular perspective a candidate holds in her or his teaching practice. To be an effective teacher it is important to understand the historical context of public education curriculum in our country and to understand the relationship public school curriculum development has always had with national political and social agendas.

Classroom Application of Learning Theories/Styles (3)

An application of current learning theory and learning style research to the classroom. Special emphasis is given to how this information can be applied to different classroom activities and individual students.

Equity, Justice, and Diversity (3)

In a society that is becoming more diverse each day, it is essential that educators know and understand the social and cultural issues that influence teachers, students, curriculum, and classroom life. This course will provide a context for exploring variables of culture such as, race, socio-economic-status, gender, etc. and the affect these issues have on teaching and learning. Theories of multiculturalism and issues of equity, social justice, and diversity will be explored and examined.

Assessment in Action (2)

Assessment is the cornerstone of instructional planning for all learners. The range from authentic assessment to standardized norm-referenced tests will be presented so that the participants will gain an understanding of how each is used to guide instructional decisions.

Educator as Researcher (3)

This course is an introduction to basic methods and design of quantitative and qualitative research in education. The primary objectives of the course are to prepare candidates to conduct action research in schools, thus providing a structure for systematically finding answers to questions that arise from practice. Candidates learn techniques to identify problems to investigate, the selection of appropriate research methods, collecting and analyzing data, and ways to draw conclusions from the results.

Capstone (2)

This is a culminating study designed to unify the candidate’s coursework completed in the Curriculum and Instruction masters program. Four options provide candidates with alternatives to fulfill the Capstone requirement: a formal thesis, an article submitted for publication, a project portfolio, and a comprehensive examination. The focus of each option should be the design and completion of classroom or school-based inquiry. The candidate and the adviser determine all components of the Capstone Project.

Play, Creativity, and Imagination (3)

Long overlooked as extras in the educations setting, this course focuses on the important role of play, creativity, and imagination in the education of young children. Each topic will be discussed individually, yet will be considered as a cognate base for exploring new dimensions in classroom pedagogy. The course will provide a discussion and analysis of theories related to each topic, including the research and ways play, creativity, and imagination are developed in various educational settings.

Social Development of Young Children (3)

The social interactions among children affect both the peer culture and the learning that occurs in each classroom. For this reason, it is important that teachers of young children have a practical understanding of the ways in which young children develop and interact with one another. This course will take an in-depth look at the connection between the social growth of children and its implications on the curriculum.

Advanced Study of Child Development (3)

This course takes a closer look at the emotional, physical, and cognitive development of young children – looking at both typical and atypical development. This survey course emphasizes the developmental stages of the whole child from birth through early adolescence. A discuss on atypical behavior will be a special focus of the class.

Curriculum Integration (3)

This course takes a deep look at integration of knowledge and experience to deepen and broaden ones understanding curriculum integration. Course will include a review and discussion of the theories, research, and practice related to integrated curriculum, with a special focus on the Reggio Approach and project work. In addition, an exploration of ideas of democracy in the classroom will be central to the class.

Literacy Theory and Practice (3)

This course focuses literacy and its importance in the communities where we live and teach. Candidates will explore various theories of literacy development, with a special emphasis on reading as a social process. Perspectives on language variations among linguistically-diverse young children will be explored in order to gain a deeper understanding of the literacy experiences of students from diverse cultural contexts. Attention is given to contextual assessment and instructional approaches that promote access to language and literacy in schools.

Advanced Children's Literature (2)

This course is an advanced study of children’s literature with a focus on poetry, multicultural literature, non-fiction text, and using literature for teaching social justice. A brief review and update of critically selecting and evaluating children’s literature will be the foundation of the course. In addition, research-based practices in using poetry in, multicultural literature, and non-fiction text as an educational tool will be explored. The course will include ways in which to use children’s literature to open dialogue and discuss social justice with young children.

Writing with Children (1)

This course focuses on the principles and practices for facilitating effective development of the writing process for classroom teachers. Students will gain knowledge of the writing process through reading of current research and practice, through experiencing Writer’s Workshop, through learning practical classroom methods and individualized strategies to facilitate development of writers in the classroom setting. The course will include development of “reading like a writer” and “writing like a reader” to develop a lens for effective writing instruction.

Young Adolescent Development (3)

Middle level masters candidates understand and analyze the major concepts, principles, theories, and research related to young adolescent development, and they apply that knowledge in their practice.

Middle Level Philosophy and School Organization (3)

Middle level masters candidates understand and analyze the major concepts, principles, theories, and research underlying the philosophical foundations and organizational components of highly effective middle level schools, and they apply that knowledge in their practice.

Middle Level Curriculum and Instruction (3)

Middle level masters candidates understand and analyze the major concepts, principles, theories, and research related to middle level curriculum and instruction, and they apply a variety of effective strategies to meet the varying abilities, interests, and learning styles of all young adolescents.

Family and Community Involvement (3)

Middle level masters candidates understand and analyze the major concepts, principles, theories, and research related to working collaboratively with family and community members, and they provide leadership in helping all stakeholders offer high quality learning opportunities for all young adolescents.

Middle Level Professional Roles (3)

Middle level masters candidates understand and analyze the major concepts, principles, theories, and research related to their professional roles in middle level education, and they apply that knowledge in their practice.

Middle Level Teaching Fields (3)

Middle level masters candidates understand and analyze the major concepts, principles, theories, standards, and research related to their teaching field(s), and they apply that knowledge in their practice. (Supervised field experience is required of anyone who is not teaching in a middle school setting.)

Educational Leadership and Instructional Technology (3)

A course to explore and rethink the role of the instructional technology leader in the K-12 learning environment. The focus is on determining the professional development needs of a school staff and the leadership skills necessary to implement a cohesive professional development plan for integrating technology appropriately into the K-12 learning environment.

Curriculum Leadership in Instructional Technology (3)

A study of methodologies to maximize technology integration for the enhancement of student learning with best practices and strategies in curriculum leadership. Emphasis is given to the identification and implementation of the best practices for appropriate technology integration into the K-12 classroom.

Design and Development of Multimedia Instructional Products (3)

A course in design, development and assessment of multimedia instructional elements.

Educational and Ethical Uses of Electronic Networks and Telecommunications Systems (3)

An introduction to the management of telecommunications and networking systems to enhance instruction. Special emphasis is given to exploring legal and ethical issues that surround the use of the Internet in the teaching and learning process.

Teaching and Learning in Online and Blended Learning Environments (3)

An introduction to the instructional design for the online learning process. Special emphasis is given to examining and implementing best practices of online and blended course facilitation.

Exploring and Implementing Emerging Technologies (3)

An introduction to the various emerging technologies labeled Web 2.0 (e.g., blogging, podcasting, wikis, social networking, cloud computing, etc. ) in the context of practical implementation.

Terms of Use  |  Privacy Policy  |  Contact Us  |  Sitemap

Mount Vernon Nazarene University · 800 Martinsburg Road · Mount Vernon, Ohio 43050 · Tel: 740-392-6868

© 2010 Mount Vernon Nazarene University