253.535.8342
www.plu.edu/~educ
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.
Accreditation: The School of Education is accredited by the National Council for the Accreditation of Teacher Education (NCATE).
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.
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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 | Special Education |
| History |
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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.
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Not offered in 2003-2004
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 |
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Not offered in 2003-2004
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:
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)
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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:
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)