JMU - Education Programs

Early Childhood Education

Dr. Teresa Harris, Program Coordinator

Phone: (540)568-3866

E-mail: harristt@jmu.edu

Professors

S. Fairchild, T. Harris, D. Martin, M. Ross

Associate Professor

M. Carter

Assistant Professor

M. Hughes, H. Pence

Instructor

S. Hutchinson

The Early Childhood Education (ECED) program offers two programs of study. The ECED Master of Arts in Teaching (M.A.T.) is designed for individuals who hold a bachelor�s degree and are interested in initial licensure to teach young children in preschool and grades K-3. The Master of Education (M.Ed.) with a concentration in Early Childhood Education is an advanced program of study for teachers working in preschool through third grade classrooms who want to extend professional competence as classroom teachers.

Master of Arts in Teaching with a Concentration in Early Childhood Education

Admission Criteria

All criteria are considered when reviewing the candidates for admission to the Early Childhood Graduate Programs; however, no one criterion will be the sole reason for lack of admission to the program.

� GRE or Miller�s Analogy Test scores at the 25th percentile or higher for both verbal and quantitative sections

� Undergraduate grade point average of 2.75 or higher

� Baccalaureate degree from a regionally accredited college/university

� A two- to three-page written statement describing the applicant�s rationale for entering the teaching profession.

� Faculty interview session

� Admission into Teacher Education

� Passing scores on both Praxis I and Praxis II (Elementary)

Based on a transcript review conducted by the program coordinator, candidates may be required to complete prerequisite competencies that are required by the Commonwealth of Virginia for licensure.

Program Mission and Outcomes

The mission of the ECED M.A.T. is to prepare professional teachers for early childhood settings who provide developmentally appropriate programming for children in educational settings. Candidates are prepared to:

� Make effective decisions about curriculum and instructional methods based on an understanding of the whole child, child development theory, and research on best practices;

� Interact and communicate effectively with young children;

� Assess children�s growth and development using multiple data sources;

� Communicate effectively and work cooperatively with parents/families, school personnel and the broader community; and

� Engage other professionals, colleagues, and administrators in support of children as members of a learning community.

Candidates in the program are expected to demonstrate commitment to their own professional growth and development; to follow standards of ethical professional behavior and practice; to advocate on behalf of all children, their families and early childhood education; and to become educational leaders.

Program Description

The Early Childhood M.A.T. program includes GPSYC 160, EDUC 360, and 45 graduate credit hours of early childhood course work. Applicants� transcripts are reviewed to identify any prerequisite course work and to verify content knowledge requirements.

Requirements	Credits
GPSYC 160. Lifespan Human Development	3
EDUC 360. Foundations of American Education	3
READ 566. Literacy Acquisition and Development of the Young Reader	3
READ 636. Primary Grades Literacy Learning	3
ECED 508. Observation & Study of Young Children	3
ECED 510. Creativity and the Arts in ECED	3
ECED 511. ECED Practicum with Attention to Diversity	3
ECED 512. Facilitating Children�s Natural and Social Science Constructions	3
ECED 541. Schools and Families in ECED	3
ECED 544. Children and Mathematics in Grades PreK-3	3
ECED 609. Constructivist Curriculum Design and Evaluation	3
ECED 611. ECED Practicum with Attention to Special Ed	3
ELED 632. Inquiry in Elementary Education	3
ELED 633. Seminar in Education Inquiry	2
ECED 690. Student Teaching Internship in ECED	10

All candidates must pass a comprehensive examination and submit a portfolio before completing the program. The comprehensive examination is designed to assess attainment of some of the desired instructional outcomes of the concentration. The portfolio assesses candidate development and performance throughout the program. The concentration is fully aligned with the standards of National Association for the Education of Young Children.

Master of Education with a concentration in Early Childhood Education

Admission Criteria

� GRE or MAT scores at the 25th percentile or higher for both verbal and quantitative sections

� Undergraduate grade point average of 2.75 or higher

� Baccalaureate degree from a regionally accredited college/university

� Professional resum�

� Faculty interview

� Hold or have held a valid teaching license or provide documentation of professional employment in the field.

� A two- to three-page written statement (double spaced) describing the applicant�s professional background, the educational issues that the applicant would like to address in the master�s program and the applicant�s long-term professional goals.

� Three years of full-time teaching (or equivalent) experience in a school setting.

� Recommendations from school personnel (administrative and instructional) familiar with the candidate�s teaching performance and leadership potential.

Program Mission and Outcomes

The Master of Education (M.Ed.) with a concentration in early childhood education is designed for preschool and kindergarten through third grade teachers who want to extend their professional competence through an in-depth examination of their own practice using the perspectives of child development theories and the knowledge of current research in early childhood education. Building on the foundation of the professional core, the early childhood education concentration provides opportunities for candidates to apply their knowledge through individual and collaborative projects and presentations, field-based curriculum implementation and evaluation, and the use of reflective classroom inquiry and portfolios. Candidates who complete the Masters of Education with a concentration in early childhood education are educational decision makers whose formal study and experiences have prepared them to be leaders in this field. In conjunction with being a master teacher and leader, these candidates are prepared to assume roles such as grade team leaders, curriculum developers, mentors, trainers, and professional advocates for young children.

The early childhood education concentration prepares individuals to become master teachers who

� Rely on in-depth knowledge of child growth and development and its integral relationship to curriculum and practice of the teaching-learning process,

� Understand current early childhood research, trends and issues, and philosophical and theoretical underpinnings of curriculum practice,

� Develop focused areas of interest that become the content of systematic inquiry,

� Reflect on encounters with new knowledge and incorporate new understandings and attitudes into practice,

� Experiment with new skills and knowledge in the supportive atmosphere of collaboration with peers and other professionals, and

� Revisit critical values, personal and professional attitudes and early childhood content to deepen understanding of the learner/learning and the diverse roles of the master teacher.

Program Description

The Master of Education�s Concentration in Early Childhood Education is a 36-39 graduate credit hour program divided into 3 components: the professional education core, the early childhood concentration, and a series of electives.

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Requirements	Credits
Professional Core	11
EDUC 620. Changing Contexts in American Schools	3
ECED 632. Inquiry in Elementary Education	3
EDUC 640. Teaching, Learning, and Curriculum	5
Early Childhood Concentration	15
ECED 609. Constructivist Curriculum Design and Evaluation	3
ECED 613. Professionalism and Advocacy in Early Childhood	3
ECED 614. Advanced Theories in Child Development	3
ECED 616. Advances in Early Childhood Practices	3
ECED 619. Seminar in Early Childhood Education	3
Electives	6-9

Electives can be chosen from among the university�s graduate course offerings with the approval of the adviser. These may include courses within other concentration areas (e.g., Educational Leadership, Educational Technology, English as a Second Language, Mathematics, Reading, Special Education) or courses to support candidacy for National Board certification can be selected.

All candidates must pass a comprehensive examination designed to assess attainment of the desired instructional outcomes of the concentration. The concentration is fully aligned with the standards of National Association for the Education of Young Children.

Educational Leadership

Dr. Michael D. Rettig, Program Coordinator

Phone: (540) 568-3889

E-mail: rettigmd@jmu.edu

Professor

M. Rettig

Admission Criteria

All criteria are considered when reviewing the candidates for admission to this Master of Education degree program. However, no one criterion will be the sole reason for lack of admission to the program. Criteria include:

� GRE scores at the 25th percentile or higher for both verbal and quantitative sections (candidates for the Certificate Program who already possess a Masters Degree in a related field from an accredited institution are exempt from the GRE requirement)

� Undergraduate grade point average of 2.75 or higher

� Baccalaureate degree from a regionally accredited college/university

� Professional resum�

� Hold or have held a valid teaching license or provide documentation of professional employment in the field.

� Three years of full-time teaching (or equivalent) experience in a school setting.

� Recommendations from school personnel (administrative and instructional) familiar with the candidate�s teaching performance and leadership potential.

� Faculty interview session results (to assess conceptual and oral performance).

� Writing samples provided by the candidate in response to questions administered by program faculty (to assess organizational and writing performance).

Candidates may be required to complete several other tasks and activities which are designed to assess leadership ability and other skills and competencies as a part of the admissions, retention, and program completion processes.

The Masters Degree and Certificate Programs in Educational leadership are designed for practicing school personnel who aspire to be educational leaders.

Program Mission and Outcomes

The Masters Degree in Education with a concentration in Educational Leadership is designed to prepare candidates to assume leadership positions in both schools and district offices. The organizing theme for the program is the school/district administrator�s central role as the interpreter, facilitator, and initiator of educational change leading to effective schools for all children. The program focuses upon the principal within the context of the school community of students, parents, teachers, support staff, and administration and the district supervisor within the community of schools. It recognizes the constant state of mutual influence, which exists among schools and the organizations and culture of broader society. The educational leader must understand and interpret changes within this context that affect the mission and operation of schools. For example, as an interpreter of change, the administrator must be able to discern the meaning of modifications in financial support, school law, governmental policy, and educational research, and communicate these changes to staff and community. In the role of facilitator, the administrator must be able to implement effectively programs mandated by the school board, as well as nurture and support positive changes suggested by students, staff, or parents. Finally, as the initiator of change, the administrator must provide leadership for the process of continuous school improvement. The program is accredited by NCATE and the Commonwealth of Virginia and is national recognized by the Educational Leadership Constituent Consortium (ELCC).

Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by

� developing, articulating, implementing, stewarding and promoting community involvement in a vision of learning for a school and school district (ELCC 1.1-1.5),

� communicating effectively orally and in writing (1.2),

� promoting a positive school culture (2.1-2.4),

� providing an effective instructional program based upon best practices (2.2-3),

� designing comprehensive professional growth plans (2.4),

� managing the organization and its operations and resources to promote a safe efficient, and effective learning environment (3.1-3.3),

� using the available technologies for providing and managing instruction and resources (2.2, 3.1-3.3),

� collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources (4.1-4.3),

� acting with integrity, fairly, and in an ethical manner (5.1-5.3),

� understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context (6.1-6.3).

Candidates should have substantial, sustained, standards-based internship experiences in real settings, which are planned and guided cooperatively by the institution and the school district (7.1-7.6).

Completion Requirements

All candidates must pass a comprehensive examination and submit a portfolio before completing the concentration. The comprehensive examination will be designed to assess attainment of some of the desired instructional outcomes of the concentration. Some offerings require prerequisites or corequisites for enrollment. These requirements enable a systematic and developmental approach to preparing school administrators. (See course descriptions for prerequisites and corequisites.) The concentration is fully aligned with the standards of the Educational Leadership Constituent Consortium.

Candidates who already possess a master�s degree in a related field may enter the certificate program. The certificate program requirements are exactly the same as for the master�s degree; however, educational leadership course requirements already completed in the previous masters may count towards fulfilling these requirements. For example, a candidate with a master�s degree may already have completed the Professional Core (14 credits), and thus would need only to complete the Leadership Concentration, Practica, and Internship (as well as all relevant assessments). A minimum of 21 credits is required (most endorsement candidates complete 30+) and a second master�s degree is not conferred.

Program Description

The program includes 39-42 graduate credit hours and is divided into three interlocking components: professional core courses, a set of key leadership courses with practical field-based components, and five practicum/internship experiences, four of which are corequisites with leadership courses.

Requirements	�Credits
Professional Core	14
EDUC 620. Changing Contexts in American Schools	3
EDUC 625. Evaluation in Education	3
EDUC 630. Inquiry in Education	3
EDUC 640. Teaching, Learning, and Curriculum	5
Leadership Concentration	18-21
ADSU 540. Technology for Administrators1	3
ADSU 640. Foundations of School Administration	3
ADSU 641. School Law	3
ADSU 642. Leadership for School-Community Relations	3
ADSU 643. The Principalship	3
ADSU 644. Supervision and Development of School Personnel	3
ADSU 652. School Business Management and Finance	3
Practicum and Internship Experiences	7
ADSU 658A. Practicum in School-Community Relations	1��
(Corequisite with ADSU 642)
ADSU 658B. Practicum in the Principalship	1
(Corequisite with ADSU 643)
ADSU 658C. Practicum in School Personnel and Supervision	1��
(Corequisite with ADSU 644)
ADSU 658D. Practicum in School Business Management and Finance	1
(Corequisite with ADSU 652)
ADSU 668. Internship in the Principalship or	3
ADSU 678. Full-time Internship in the School Administrators	3
	39-42

1 Successful completion of the Administrative Technology Portfolio may be substituted for ADSU 540.

Licensure Requirements

A candidate who has the appropriate teaching license and who completes the aforementioned program is eligible for endorsement in preK-12 administration and supervision in the Commonwealth of Virginia. Candidates completing the requirements for ADSU 668 Internship for the Principalship are granted provisional endorsement. Candidates desiring full endorsement as preK-12 administrators must complete a minimum of 90 days or the equivalent of full-time (full school days) internship. State Department of Education guidelines offer the option of completing the internship either prior to graduation or during the first semester of employment as a school administrator. The internship is designed to have candidates experience the full range of duties encountered by an administrator and may be completed either during the program or after the master�s degree has been awarded. Candidates will enroll in ADSU 678, Full-Time Internship for School Administrators, to complete this requirement. In addition, candidates applying for state endorsement on and after July 1, 2005 will be required to achieve a passing score on the School Leaders� Licensure Examination.

Educational Technology

Dr. Richard G. Clemens, Coordinator

Phone: (540) 568-6302

E-mail: clemenrg@jmu.edu

Associate Professor

R. Kolvoord

Assistant Professors

R. Clemens, R. Ingram, S. Purcell

Admission Criteria

All criteria are considered when reviewing the candidates for admission to the Master of Education degree program. However, no one criterion will be the sole reason for lack of admission to the program.

� GRE scores at the 25th percentile or higher for both verbal and quantitative sections

� Undergraduate grade point average of 2.75 or higher

� Baccalaureate degree from a regionally accredited college/university

� Professional resum�

� Hold or have held a valid teaching license or provide documentation of professional employment in the field

� Interview with one of the Educational Technology faculty members to ensure the applicant understands the goals and requirements of the Educational Technology program.

The graduate program in educational technology provides candidates with opportunities to explore and research emerging technologies for learning. Candidates in the program will discover effective way to integrate these technologies in their chosen professional settings.

Program Mission and Outcomes

The Master of Education degree with a concentration in Educational Technology is designed for teachers, administrators and professionals in the field of staff development and training. Candidates completing the program will have developed a broad and deep framework for identifying, implementing, and assessing educational technology in the teaching and learning process. Candidates will have an opportunity to explore future trends in educational technology, allowing them to continue to expand their skills at the completion of the program. Candidates will complete course work in two concentration areas, giving them extensive experience in designing, developing and assessing different educational technology applications. Candidates complete the program with a practicum experience to apply their skills and knowledge in a school or workplace setting.

Graduates in the program will be able to:

� Demonstrate knowledge of characteristics and issues surrounding the integration of technology for learning.

� Design, develop and implement instructional activities utilizing emerging technologies for effective instruction.

� Demonstrate an understanding of the principles of learning and how these apply to effective implementation of appropriate technologies with diverse learners.

� Demonstrate knowledge of current trends and research in educational technology

� Demonstrate a level of competence with educational technologies to assure positive growth with effective technology integration among learners and colleagues in their professional setting.

� Demonstrate competence in oral and written professional communication.

� Demonstrate integrity and ethical professional behavior when designing, developing and implementing educational technologies.

Program Description

To complete a Masters of Education with a concentration Educational Technology, the candidate will complete a minimum of 33 hours of course work organized as follows: professional core, 12 hours; Educational Technology core courses, 9 hours; two specialty areas of concentration, 6 hours each. In addition, candidates must complete a qualifying examination and present an electronic portfolio mid-way in their program of studies, and take a comprehensive examination at the conclusion of the degree.

Candidates who do not desire a master�s degree may enter the certificate program. Certificates are available in any of the Educational Technology Specialty areas and are awarded following the completion of 6 graduate credits in one of the three specialty areas: Multimedia Development, Technology Management, and Data Visualization.

Degree Requirements	Credit Hours
Professional Core	12
EDUC 620. Changing Context of American Schools	3
EDUC 630. Inquiry in Education	3
EDUC 631. Seminar in Educational Inquiry	1
EDUC 640. Curriculum, Teaching, and Learning	5
Educational Technology Core	9
EDTC 510. Seminar in Educational Technology	3
EDTC 520. Principles of Instructional Design	3
EDTC 670. Practicum in Educational Technology	3
Educational Technology Specialty Areas (choose two areas)	12
Multimedia Development
EDTC 611. Multimedia & User Interface Design	3
EDTC 612. Design and Development of Digital Media	3
Technology Management
EDTC 621. Technology Planning	3
EDTC 622. Staff Development in Educational Technology	3
Data Visualization
EDTC 631. Imagery & Data Display	3
EDTC 632. Simulation & Modeling	3
	33

Elementary Education (4-6)

Dr. LouAnn Lovin, Program Coordinator

Phone (540) 568-6701

E-mail: lovinla@jmu.edu

Associate Professor

E. Savage-Davis

Assistant Professor

L. Lovin

Instructor

J. Smith

Admission Criteria

To be fully admitted to the Elementary Education M.A.T. degree program, candidates must have:

� Satisfied all requirements for admission to teacher education, and

� Satisfied all requirements for admission to the College of Graduate and Professional Programs, including

� requirements for a baccalaureate degree in IDLS from JMU,

� an undergraduate GPA of 2.75,

� a passing score Praxis II in Elementary Education,

� a two-page essay on long-term professional goals and issues you would like to address in the graduate portion, and

� an interview with the Elementary Education faculty.

The Master of Arts in Teaching with a concentration Elementary Education offers candidates who have completed licensure requirements for Pre K-3 the opportunity to extend their preparation to become teachers of students in grades 4-6. The Elementary Education Program is based on the successful completion of the Interdisciplinary Liberal Studies major at JMU. The program is designed to provide candidates with a background of content information necessary for teaching children in the upper elementary grades.

Note: Acceptance into the ECED licensure program and its completion at the undergraduate level is no guarantee for acceptance into the ELED licensure program. Undergraduate students who wish to become licensed in ELED, PreK-6, must first complete the license for ECED, PreK-3. To add the grades 4-6 portion and the M.A.T., candidates must apply and be accepted through the College of Graduate and Professional Programs. Acceptance will be limited by available space and candidate qualifications.

Program Mission and Outcomes

The mission of the M.A.T. program in Elementary School Education is to prepare qualified professionals for educational roles as teachers of grades 4-6 through advanced course work and field experiences.

These school professionals will:

�� design and deliver curricula that effectively impact student learning,

�� integrate technology in learning settings,

�� value diversity of faculty and students in the school,

�� collaborate with colleagues, parents, and others,

�� be reflective practitioners who continually evaluate their actions, and

�� value lifelong learning and engage in professional development.

Program Description

Candidates in this continuation program participate in content-specific teaching methods courses and practicum experiences designed to prepare them to teach language arts, reading, mathematics, science, and social studies to a diverse population of learners in grades 4-6. The program is designed as a sequence of courses that build upon theoretical bases in the areas of cognition, learning, development, teaching, assessment, and collaboration.

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Course Requirements	Credit Hours
ELED 570. Developmentally Appropriate Methods and Technology	�3
ELED 571. Practicum I	�1
SPED 520. Differentiation of Instruction	�3
READ 590. Reading Across the Curriculum	�3
ELED 581. Teaching Math in Grades 4-6	�3
ELED 582. Teaching Science in Grades 4-6	�3
ELED 583. Integrating Humanities and Social Science	�3
ELED 584. Integrated Field Experience	�3
ELED 680. Student Teaching in the Elementary Grades1	�4
ELED 632. Inquiry in Elementary Education	�3
ELED 633. Seminar in Education Inquiry	�3
	32

For the Final Project the candidate conducts and presents the results of an inquiry project directed toward a specific school-related issue.

Middle School Education

Dr. LouAnn Lovin, Program Coordinator

Phone: (540) 568-6701

E-mail: lovinla@jmu.edu

Associate Professor

E. Savage-Davis

Assistant Professor

L. Lovin

Instructor

J. Smith

The faculty in middle education offers two separate masters degree programs. The Masters in Teaching (M.A.T) with a concentration in Middle School Education is a fifth-year continuation initial licensure program. The Masters of Education (M.Ed.) with a concentration in Middle School Education is an advanced program designed for candidates who already possess a teaching license.

Master of Arts in Teaching with a concentration in Middle School Education (6-8)

Admission Criteria

To be fully admitted to the M.A.T. degree program, candidates must have:

� Satisfied all requirements for admission to teacher education, and

� Satisfied all requirements for admission to the College of Graduate and Professional Programs, including

� requirements for a baccalaureate degree in IDLS from JMU, and

� an undergraduate GPA of 2.75,

� a passing score on Praxis II in your two areas of specialization (i.e. Middle School Math, Middle School Social Studies, etc.), and

� a two-page essay on your long-term professional goals and issues you would like to address in the graduate program, and

� an interview with the Middle School Education faculty.

All candidates in the Middle School Education MAT program must have an undergraduate major in Interdisciplinary Liberal Studies (IDLS) from JMU. This program, with its expanded approach to the General Education Core, and its dual concentrations in either the Humanities (English, History, Social Sciences) or Natural Sciences and Mathematics, meets the licensure requirements for the Commonwealth of Virginia and most other states that require a two-subject endorsement for middle grades teachers. In addition, candidates may choose Integrated Science and Technology as a concentration that meets the subject endorsement criteria.

Program Mission and Outcomes

The mission of the M.A.T. program in Middle School Education is to provide exemplary graduate curricula that prepare qualified professionals for educational roles in middle schools through advanced course work and field experiences.

These school professionals will:

� design and deliver curricula that effectively impact student learning,

� integrate technology in learning settings,

� value diversity of faculty and students in the school,

� collaborate with colleagues, parents, and others,

� be reflective practitioners who continually evaluate their actions,

� value lifelong learning and engage in professional development, and conduct educational research

The Master of Arts in Teaching in Middle School Education is designed to lead to initial licensure in two content areas. Two program formats exist for completing a M.A.T. degree. One program format (the Fifth-Year Format) forms the last phase of five-year teacher licensure programs. This format is designed to serve candidates who have completed the appropriate prerequisite requirements in an undergraduate education program at JMU. The second M.A.T. program format (the Post-Baccalaureate Format) provides an option for individuals who have completed an undergraduate degree and wish to complete requirements for a teaching license.

Program Description

Second Year
GPSYC 160. Life Span Human Development	3
EDUC 360. Foundations of American Education	3
Third Year
EDUC 310. Teaching in a Diverse Society	3
EDUC 311. Field Experience in Middle and Secondary Education	2
READ 312. Reading and Writing across the Curriculum in the Middle Grades	3
MSSE 370. General Methods and Technology	3
MSSE 371. Field Experience in Middle and Secondary Education	2
READ 472. Literacy, Assessment, and Instruction in Content Areas for the Middle Grades	3
Fourth Year
Students complete two of the courses below (3 credits each)	6
MSSE 470B. Methods in English/Language Arts
MSSE 470C. Methods in Foreign Language
MSSE 470H. Methods in Social Studies
MSSE 470I. Methods in Science
MSSE 470K. Methods in Mathematics
MSSE 471. Field Experience in Middle and Secondary Education
Students complete this course twice in appropriate content areas (2 credits each)	4
SPED 460. Differentiation of Instruction	3
	35

Graduate Course Requirements	Credit Hours
EDUC 540. Educational Technology	3
MSSE 580. Internship	8
MSSE 630. Inquiry the Classroom	3
MSSE 650. Internship Seminar	2
MIED 610. Collaborative Leadership in Schools	3
MIED 620. Applied Research in Middle Education	3
MIED 656. Seminar in Middle Education	3
SPED 512. Behavior Management in the Classroom	3
Approved Electives	3
	31

As an undergraduate, the candidate must first complete the 35 Education credits along with the IDLS major. Then the candidate must apply and be admitted to the Graduate School for the 6-8 MAT. Finally, the candidate must complete the 31 hours of graduate course work in addition to student teaching and a Final Research Project.

Master of Education with a concentration in Middle School Education (4-8)

Admission Criteria

All criteria are considered when reviewing the candidates for admission to this Master of Education degree program. No one criterion will be the sole reason for lack of admission to the program. Criteria include:

� GRE scores at the 25th percentile or higher for both verbal and quantitative sections

� Undergraduate grade point average of 2.75 or higher

� Baccalaureate degree from a regionally accredited college/university

� Professional r�sum�

� A valid teaching license

� An interview with one or more faculty in Middle Education to ensure the applicant understands the particular perspectives, goals and requirements of the Middle Education concentration.

The Master of Education degree with a concentration in Middle Education is designed as advanced preparation for teachers working with fourth- through eighth-grade students. All applicants must have an initial teacher�s license. This program helps candidates create an intellectual framework as the basis for implementing new curricular programs as well as evaluating current curricular programs in middle education. Through examination and analysis of current theory and research, as well as completing school-based research projects, candidates become equipped to better manage educational changes, actively collaborate with professional peers and perform in a manner based on current research and standards of expert professional practice.

Program Mission and Outcomes

The mission of the Master of Education degree with a Middle Education concentration is to prepare master teachers for roles in grades 4-8 school settings. These school professionals will possess the knowledge, skills and dispositions to:

� design and deliver curricula for diverse learners,

� create and maintain learning climates,

� use assessment strategies,

� be reflective practitioners who continually evaluate their actions,

� collaborate with colleagues, parents and others,

� engage in professional development, and

� perform field-based research.

Program Description��

Credit Hours
EDUC 620. Changing Contexts of American Schools	3
EDUC 630. Inquiry in Education	3
EDUC 631. Seminar in Educational Inquiry1	1
EDUC 640. Teaching, Learning and Curriculum	5
MIED 610. Collaborative Leadership in Schools	3
MIED 620. Applied Research in Middle Education	3
MIED 656. Seminar in Middle Education	3
Approved electives1	9
	30

1 Courses included as electives must be selected to develop the professional needs and interests of the candidate. Electives must be approved by the major adviser and selected from the graduate offerings of the university.

This program is designed to engage candidates in a sequence of courses that build upon theoretical bases in the areas of cognition, learning, development, teaching, assessment, collaboration, and leadership. For the Final Project, consistent with prevailing literature and inquiry methods, the candidate conducts and presents the results of a field based research project directed toward a specific school-related issue.

Reading Education

Professor

R. Short

Associate Professors

K. Broaddus, G. Ivey

Assistant Professor

M. Baker

Admission Criteria

All criteria are considered when reviewing candidates for admission to the degree program for the Master of Education with a concentration in Reading Education; however, no one criterion will be the sole reason for lack of admission to the program. Criteria include:

� GRE scores at the 25th percentile or higher for both verbal and quantitative sections

� Baccalaureate degree from a regionally accredited college/university

� Undergraduate grade point average of 2.75 or higher

� Professional resume

� Hold or have held a valid teaching license or provide documentation of professional employment in the field

� A two- to three-page written statement (double spaced) describing the applicant�s professional background, the educational issues that the applicant would like to address in the program and the applicant�s long-term professional goals

� Recommendations from school personnel (administrative and instructional) familiar with the candidate�s teaching performance and leadership potential

The Master of Education degree with a concentration in Reading Education is designed for persons who currently have a license to teach and are preparing to fill the role of Reading Specialist. The Reading Specialist will work with teachers in a school to teach reading and will collaborate with a wide array of school personnel (e.g. teachers, principals, specialists) and parents, to develop reading curricula, implement reading curricula, administer reading assessments, and conduct in-service professional development. Those seeking the Master of Education degree with a concentration in Reading will satisfy the requirements for the preparation of Reading Specialists established by the Virginia Department of Education and the International Reading Association.

Program Mission and Outcomes

The purpose of the graduate program in Reading Education is to prepare educators who can function as classroom reading teachers and in specialist roles in the public schools. Goals for candidates completing the Reading Program are: a) to develop expertise in reading instruction for all students, with a special emphasis on struggling readers; b) to become experts at assessment, including literacy assessments of individual students and assessments of the literacy program; and c) to become leaders in professional development and in collaborations involving literacy instruction with teachers, paraprofessionals, administrators, families and communities. In preparation for these professional roles, candidates in the Reading Program will develop:

� An in-depth knowledge of children�s progress through the developmental benchmarks of literacy attainment

� A thorough understanding of the historical and theoretical underpinnings of current beliefs and practices

� Working knowledge of current research in reading and the related fields of language and psychology to support decision-making as trends move through the field of practice

� Critical reading and thinking ability to be a successful consumer of reading research

� Personal, practical, and professional knowledge of how reading ability develops in light of multiple positions taken in the field

Program Description

The Master of Education degree with a concentration in Reading Education requires 33 credit hours of course work. In addition, candidates must complete any necessary prerequisites and take a comprehensive examination.

Requirements	Credits
READ 582. Foundations of Early and Elementary Literacy	3
READ 584. Foundations of Middle and Secondary Literacy	3
READ 586. Children�s and Adolescent Literature	3
READ 588. Writing Instruction	3
READ 590. Reading Across the Curriculum	3
READ 600. Research and Research Methods in Literacy	3
READ 602. Word Knowledge: Phonics, Spelling, and Vocabulary	3
READ 658. Principles, Practices and Applications of	3
Reading Assessment
READ 660. Practicum in Principles, Practices and Applications	3
of Reading Assessment
READ 665. Organization and Supervision of Reading Programs	3
READ 670. Internship in Reading Supervision	3
	33

Secondary Education

Dr. Barbara S. Stern, Program Coordinator

Phone: (540) 568-6486

Professor

V. Allain

Associate Professors

L. Bolt, T. Jetton, S. Lopes-Murphy, B. Stern

Assistant Professors

L. Cavey, R. Clemens, S. Purcell

Instructor

Y. Stapp

Admission Criteria

To be fully admitted to the Secondary Education M.A.T. degree program, candidates must have:

� Satisfied all requirements for admission to teacher education, and

� Satisfied all requirements for admission to the College of Graduate and Professional Programs, including

� Completed requirements for a baccalaureate degree from an accredited college/university, and

� Taken the Graduate Record Examination or Miller Analogy Test (contact the coordinator for specific concentration requirements) and scored at the 25th percentile or above. Exception: Candidates completing their undergraduate degree and the appropriate teacher education pre-professional programs (majors and minors) at JMU are not required to take the Graduate Record Exam or the Miller Analogy Test. They must, however, have passed the appropriate PRAXIS II exam.

Secondary Education Graduate Programs