M.A. in Education Degree Program

1. to increase the competence of teachers, reading specialists, and other educators, based on a liberal arts core;
2. to produce leaders in those areas of education
3. to enable them to engage in action research and scholarly inquiry, in order to enhance their performance and ultimately the academic performance and constructive behavior of students.

1. Describe the most recent, valid, and reliable research on effective instruction, including that which is related to models of teaching.
2. Summarize the curricular purposes, content and materials associated with those schools which research identifies as being most effective.
3. Compare the principal quantitative and qualitative methods of conducting research on instruction and curriculum.
4. Describe the principal means of evaluating instruction and curriculum so as to facilitate planning and decision-making.
5. Explain the ways in which knowledge of individual differences (i.e., in intelligence, personality, learning style and cognitive levels) can contribute to improving instruction and curriculum design.
6. Identify typical ethical problems which educators face and professionally responsible methods for resolving them.
7. Demonstrate the application of selected models of teaching.
8. Conduct a systematic evaluation of their own and other teachers' instruction.
9. Design a curriculum based upon identified principals in given content areas.
10. Design and administer instruments for the evaluation of a curriculum in at least one content area.
11. Develop a proposal for conducting a research, evaluation or development project related to curriculum and/or instruction.
12. Demonstrate in the practicum the way in which research results can be used to improve instruction and/or curriculum.
13. Do a case study of an educator working through an ethical problem which is common to the profession.
14. Rely upon research in making judgements about the value of different models of teaching and instructional techniques.
15. Perceive educational research and evaluation as processes which should be carried on regularly by professional educators to plan and make decisions relative to instruction and curriculum.
16. Value open and critical inquiry into the nature of instruction and curriculum.
17. Be committed to the importance of curriculum planning and decision-making that meets the needs of students.
18. Respect the habits of mind (intellectual, critical reflection, etc.) associated with conducting evaluation and research into instruction and curriculum.
19. Appreciate the role of research and evaluation in promoting effective instruction and curriculum.
20. Value the use of critical reflection in the resolution of professional ethical dilemmas.