School of Education
Master of Arts in Education
Classroom Teaching
Educational Administration
Literacy Education
Special Education
MA with Certification
Lynn G. Beck, PhD, Dean, School of Education
C. Douglas Lamoreaux, PhD, Director of Graduate Studies, School of
Education
Purpose: The purpose of the graduate program in education is
to provide qualified persons with opportunities to develop their skills
in teaching and prepare themselves for educational leadership and service
roles requiring advanced preparation. The major fields of concentration
are designed to provide maximum flexibility in an experience-oriented
environment. Graduate concentrations are offered in Classroom Teaching,
Residency Certification, Educational Administration, and Literacy Education.
Requirements for each concentration are listed separately following
this section.
Coordinating Master's Degree With Continuing and Professional Certification
Program: Students holding an Initial or Residency Certificate may
coordinate the Master of Arts in Education degree with the requirements
for Continuing or Professional Certification. Graduate students pursuing
the Continuing or Professional Certificate should discuss their programs
with the program coordinator or their advisor in the School of Education.
Students intending to work toward a master's degree must complete formal
application for admission to the Office of Admissions. Students intending
to complete requirements for the Professional Certificate must complete
a formal application to the School of Education.
Admission: For regular admission to master's degree programs
and to professional certificate programs, applicants must have completed
a BA or BS degree from a regionally accredited institution of higher
education and must submit recommendations and test scores from appropriate
screening tests. Students may be required to have a personal interview
with the director of graduate programs before admission. (See individual
concentrations for tests and prerequisites specific to the concentration.)
Students admitted provisionally must fulfill the following requirements
in order to be granted regular status: completion of 12 hours of graduate
course work with a minimum grade point average of 3.0.
Examinations: Students must take a comprehensive examination over course
work. Comprehensive examinations are arranged by each program's coordinator.
An oral examination over course work and/or research may be scheduled
at the discretion of the student's advisory committee no later than
three weeks before commencement.
Back
to topClassroom Teaching: (32 semester hours)
Faculty Coordinator: C. Douglas Lamoreaux, PhD
Concentration Objective: This program is designed to provide
advanced preparation in subject matter and professional education for
elementary and secondary teachers.
Prerequisites: Beyond the general prerequisites, applicants must
hold a valid teaching certificate and should ordinarily have successfully
completed one year of teaching or related professional experience. A
grade point average of at least 3.0 and GRE or other admission test
approved by the faculty coordinator and completed in the past five years
are required. Students not meeting some of these requirements may be
granted provisional status.
General Requirements and Core Courses: (7-9 semester hours)
545 Methods and Techniques of Research (2)
(It is strongly recommended that students complete 544 Research/Program
Evaluations before enrollment in 545.) (2)
One of the following:
585 Comparative Education (3)
586 Sociology of Education (3)
587 History of Education (3)
589 Philosophy of Education (3)
One of the following:
598 Studies in Education (2)
599 Thesis (3 or 4)
Concentration Requirements: (10-18 semester hours)
Courses are determined in consultation with the major advisor. All courses
accepted for the master's degree are subject to the approval of the
candidate's advisor or the candidate's advisory committee. Courses may
be selected from the following areas: Education, Educational Psychology,
and Special Education.
Academic Supporting Area: (8-16 semester hours)
In this concentration, no more than 16 semester hours may be applied
from Educational Psychology or Special Education. This requirement assumes
a prerequisite background in the supporting area. The courses shall
be upper-division or graduate-level courses. Approval of courses to
fulfill this requirement shall be obtained from the student's advisory
committee. The student's supporting area may be chosen from one of the
following:
| Art |
Language Arts |
| Biology |
Mathematics and Computer Science |
| Business |
Music |
| Chemistry |
Physical Education |
| Communication |
Physics |
| Economics |
Political Science |
| Educational Psychology |
Psychology |
| English |
Social Sciences |
| General Science |
Sociology |
| Geosciences |
History Special Education |
| History |
|
Back
to topEducational Administration: (32 semester hours)
Faculty Coordinator: C. Douglas Lamoreaux, PhD
Concentration Objective: This program is designed to prepare
elementary and secondary school principals and program administrators.
Prerequisites: Beyond the general prerequisites, applicants
must hold a valid teaching or ESA certificate and should ordinarily
have successfully completed two years of teaching or related experience.*
A grade point average of a least 3.0 and scores from either the GRE
or other admission test approved by the faculty coordinator and completed
within the past five years are required for regular admission.
*Candidates for an administrative credential must have completed three
years of teaching or related experience before issuance of the administrative
credential.
Candidates who possess a master's degree may apply for the Educational
Administration Certification Only program.
General Requirements and Core Courses: (7-9 semester hours)
545 Methods and Techniques of Research (2)
One of the following:
585 Comparative Education (3)
586 Sociology of Education (3)
587 History of Education (3)
589 Philosophy of Education (3)
One of the following:
598 Studies in Education (2)
599 Thesis (3 or 4)
Major Area of Concentration: (23 semester hours)
544 Research and Program Evaluation (2)
550 Educational Administrative Theory (3)
551 School Law (2)
552 School Finance (2)
553 School/Community Relations (2)
555 Curriculum Development (2)
558 Instructional Supervision (2)
559 Personnel Management (2)
595 Internship in Educational Administration (4)
596 Graduate Seminar (2)
Program Options in Educational Administration: Interdisciplinary
program options for applicants seeking differing credentials must
be determined at the beginning of the candidate's program in consultation
with an advisor. For instance, candidates seeking the MA in Educational
Administration and principal's credential will take different options
from those taken by candidates seeking the degree without the credential.
Likewise, those with interests in business management or in administering
and coordinating special programs may choose options to their course
of studies which will enhance their professional development interests.
In all cases, the courses must be chosen and agreed upon in consultation
with the candidate's advisor, and must meet the credit hour requirement.
Back
to topLiteracy Education: (35 semester hours)
Faculty Coordinators: Jan Lewis, PhD; and Cathleen Yetter,
EdD
Concentration Objective: The literacy education program reflects
current thought and practice where language and literacy are viewed
as tools for learning across the curriculum. The principal goal
is to prepare educators -specifically classroom teachers, school
librarians, and reading specialists- to encourage literacy acquisition
and development appropriate to students' needs and interests. The
importance of children's literature, information literacy, and technology
within literacy tasks is emphasized throughout both theory and practice.
The collaboration among classroom teachers, school librarians, and
reading specialists emphasized within this program is integral to
the underlying philosophy.
Prerequisites: Beyond the general prerequisites, applicants
must hold a valid teaching or ESA certificate, have completed undergraduate
education courses in the teaching of reading and the teaching of
language arts and have successfully completed two years of teaching
or related experience. A grade point average of 3.0 and submission
of test scores on the GRE or other admission test approved by the
faculty coordinator and completed within the past five years are
required for regular admission. Students not meeting these requirements
may be granted provisional status.
General Requirements and Core Courses:(13-15 semester hours)
505 Issues in Literacy Education (2)
544 Research and Program Evaluation (2)
545 Methods and Techniques of Research (2)
555 Curriculum Development (2)
One of the following:
585 Comparative Education (3)
586 Sociology of Education (3)
587 History of Education (3)
589 Philosophy of Education (3)
One of the following:
598 Studies in Education (2)
599 Thesis (3 or 4)
Children's/Adolescent Literature Requirements: (4 semester
hours)
528 Children's Literature in K-8 Curriculum (2)
and
One of the following:
456 Storytelling (2)
526 Topics in Children's Literature (2)
529 Adolescent Literature in the Secondary Curriculum (2)
Information and Literacy:
Option 1: School Library Media/LLRS Endorsement (12 semester
hours)
506 Foundations of School Library Media Center Management (2)
507 Principles of Information Organization, Retrieval, and Service
(2)
508 Principles of Bibliographic Analysis and Control (2)
509 Foundations of Collection Development (2)
537 Media and Technology for School Library Media Specialists (2)
538 Strategies for Whole Literacy Instruction (K-12) (2)
or
Option 2: Language and Literacy (Reading Endorsement) (12
semester hours)
510 The Acquisition and Development of Language and Literacy (2)
511 Strategies for Language/Literacy Development in Classrooms (2)
538 Strategies for Whole Literacy Instruction (K-12) (2)
530 Children's Writing (2)
Education/Special Education 513 Language/Literacy Development: Assessment
and Instruction (4)
or
Option 3: Language and Literacy (Classroom Option) (12 semester
hours)
510 The Acquisition and Development of Language and Literacy (2)
538 Strategies for Whole Literacy Instruction (K-12) (2)
Education/Special Education 513 Language/Literacy Development: Assessment
and Instruction (4)
Plus: A minimum of 4 semester hours from education course
offerings decided in consultation with the major advisor.
Academic Supporting Area: (minimum of 6 semester hours)
Electives decided in consultation with advisor to support literacy
education. These electives may include but are not limited to courses
from:
| Anthropology |
English |
| Communication |
Psychology |
| Computers in Education |
Special Education |
Back
to topSpecial Education: (33 semester hours)
Not offered in 2002-2003
Faculty Coordinator: Paula H. Leitz, PhD
Concentration Objective: The graduate concentration in special
education is designed to provide advanced preparation for persons
who serve children and youth with special needs in educational settings.
Two separate areas of specialization are offered: The Inclusive
Classroom and Early Childhood Special Education.
Prerequisites: Applicants must meet the following requirements:
- Have two years of teaching or related professional
experience.
- Have a grade point average of at least 3.0 and
submit test scores on the GRE or other admission test approved by
the faculty coordinator and completed within the past five years.
Students not meeting these requirements may be granted provisional
status.
- Complete an interview with the faculty coordinator.
Core Courses and Research Requirements: (7-9 semester hours)
Education 545 Methods and Techniques of Research (2)
One of the following:
Education 585 Comparative Education (3)
Education 586 Sociology of Education (3)
Education 587 History of Education (3)
Education 589 Philosophy of Education (3)
One of the following research options:
Education 598 Studies in Education (2)
Education 599 Thesis (3 or 4)
Special Education course Requirements: (21 semester hours)
Special Education 555 Supervising Paraeducators in School Settings (2)
Special Education 575 Collaboration and Team Building (2)
Special Education 577 The Inclusive Classroom (2)
Special Education 588 Legal, Ethical and Administrative Issues in Special
Education (3)
Special Education 595 Special Education: Internship (2)
Special Education 596 Technology and Special Education (2)
Choose one of the following options:
The Inclusive Classroom
Special Education 530 Assessment of Students with Special Needs (2)
Special Education 533 Inclusion and Students with Moderate Disabilities
(2)
Special Education 534 Inclusion and Students with Behavior Disorders
(2)
Special Education 535 Inclusion and Students with Mild Disabilities
(2)
Early Childhood Special Education (P-3)
Special Education 492 Strategies for Teaching Early Learners (2)
Special Education 538 Issues in Early Childhood Special Education (2)
Special Education 540 Advanced Strategies and Techniques for Teaching
in P-3 Settings (2)
Special Education 541 Assessment of Infants and Preschoolers (2)
Supporting Coursework (6 semester hours)
Electives - from outside of Special Education (6)
Back
to topMA with Certification: (Residency)
Director: C. Douglas Lamoreaux, PhD
The MA with Certification Program is designed for qualified candidates
who possess a baccalaureate degree in the liberal arts and seek a career
of service as teachers. Course work leads to the Master of Arts in Education:
Classroom Teaching degree and Washington State Residency Teaching Certificate
with endorsements in grades K-8 (Elementary Education) and grades 4-12
(Subject Matter Specific). Candidates complete an internship in grades
5-8.
Full-time students entering the program may expect to complete all requirements
in 14 months (full-time student load). A strong emphasis in the program
is placed on developing the skills necessary for the integration of curriculum
across grade levels with specific attention to the middle level (grades
5-8). The program is distinguished by active and early involvement in
the schools and by membership with a cohort group of peers. Students entering
the program in the same term will progress through courses and practica
together, which allows them to share insights and experiences. Because
of the involvement in public school programs, students should be able
to take courses and participate in practica during the day.
Concentration Objective: The primary aim of the program is to educate
teachers who are ready to assume a variety of roles in 21st-century schools.
Faculty work with students to develop understandings and skills for their
functions as leaders, inquirers, and curriculum/instructional specialists.
Course work in the program is designed around specific themes that serve
as a focus for individual and group projects and intersect with the functions
of teachers as leaders, inquirers, and curriculum/instructional specialists.
Program Overview:Students enrolled in the MA with Certification
Program begin studies in mid-June and complete program requirements the
following August. In addition to course work required for the residency
certificate, students complete an inquiry project culminating in a thesis
as well as comprehensive examinations that allow MA candidates to demonstrate
mastery of the program's core values.
The inquiry project, an empirical study grounded in the internship experience,
is designed to assist MA candidates in becoming familiar with the purposes,
theories, and processes of educational inquiry. The intent is to provide
the opportunity for program participants to explore an educational topic
in a systematic way in order to enrich their understanding of the topic,
and generally, the strengths and limitations of educational inquiry.
An important program component is the completion of a year-long internship
in a public school. For the intern experience, students are clustered
at sites selected by the university as representative of programs reflecting
specific attention to current trends in middle-level education.
Prerequisites: For regular admission, applicants must have completed
a baccalaureate degree from a regionally accredited institution of higher
education. A minimum grade point average of 3.0 and official scores from
the Graduate Record Exam (GRE) or other admission examination approved
by the director are required. Applicants are invited to meet with the
program director before submitting the completed application in order
to clarify questions about the program and admissions procedures.
Admission Procedures: Interested candidates should submit application
to PLU's Graduate Studies Programs. Applications are available from
the Office of Admissions. Screening of applicants and admission to the
incoming class will begin January 31 and continue until the class is
full. Enrollment in the MA with Residency Certification Program is limited
and admission to the program is competitive. Application and admission
procedures include:
- Completed application will consist of the following:
- Graduate Application Form including:
- Two recommendations with at least one academic
reference
- Statement of Goals
- Resume
- A passing score on the Washington Skills Test
Basic. Six test dates are available during the year; check the School
of Education website for the dates.
- Transcripts from all colleges attended
- Official copies of GRE or MAT scores
- Applications will be reviewed by a committee
in the School of Education.
- Selected applicants will be invited to the campus
for a group interview where they will also complete a writing sample.
- Applicants will be notified of the committee's
decision.
- Accepted applicants will return a confirmation
card and non- refundable $300.00 deposit.
Required Courses: Program requirements include
successful completion of the following courses:
511 Strategies for Language/Literacy Development (2)
544 Research and Program Evaluation (2)
556 Secondary and Middle School Curriculum (3)
560 Practicum (2)
562 Schools and Society (3)
563 Integrating Seminar (3-4)
564 The Arts, Mind, and Body (2)
565 The Art and Practice of Teaching (6)
568 Internship (6)
599 Thesis (3)
Educational Psychology 560 Communication in the Schools (3)
Educational Psychology 566 Advanced Cognition, Development, and Learning
(3)
Educational Psychology 583 Current Issues in Exceptionality (2-4)
