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An in-depth exploration of fundamental questions about teaching, learning and human development designed to facilitate more meaningful classroom teaching. The course is highly interactive with learning taking place through individual and group research projects, seminar discussions, student directed workshops and presentations; thus, facilitating the development of teachers as researchers and educational leaders.

This course provides the opportunity to use critical thinking to understand curriculum, its place in schools, and its relationship to society. Students will explore the development of curriculum over time and its relationship to the larger aims of education. They will engage in analysis of the connections among curriculum, instruction, and social/cultural expectations. Students are expected to become reflective about their philosophical and cultural assumptions, to develop their own visions of possibilities for classroom practice, and to be able to apply these ideas in their classroom. As a result, they will be better equipped to lead effectively and to establish a positive and productive environment for a diverse population of students.

Teachers examine what it means to know and learn K-5 mathematics based upon theory and research in cognitive psychology and mathematics education. A variety of materials that help illustrate students’ thinking in mathematical contexts are used to provoke consideration of how students develop mathematical knowledge. Regular “field experiences” with elementary school-aged children are required.

Designed to provide the practicing general classroom teacher with the knowledge, skills, and dispositions needed for successful inclusive teaching including an understanding of the nature and characteristics of the learning and behavior challenges that students with special needs face in the regular classroom, and the practical procedures, collaborative practices, and instructional strategies that lead to successful inclusion.

Organized around classroom-based inquiry and focused on the development of teachers as researchers, this course emphasizes understanding of research design and methods; reading and interpreting empirical information in professional literature; collecting and interpreting data; and linking research findings to educational practice. Also emphasized are the uses of library and Internet resources; analysis and critique of educational research; collaboration with colleagues in the research process; and an introduction to elementary statistics. 

This second course in Educational Research is designed to provide the practicing teacher with a deeper understanding of the knowledge and methods used by investigators to conduct disciplined inquiry. It continues to be organized around classroom-based inquiry and focused on the development of teachers as researchers. The course includes consideration of concepts, research designs, and procedures from both quantitative and qualitative approaches. In this course, teacher-researchers conclude the process of conducting individual research. Prerequisite: EDUG-630. Pass/Fail.

What is “giftedness?” What are the major social, cultural and historical forces that have influenced the definition of this concept over time? What sources are responsible for producing – in an individual – those characteristics that result in that person being labeled a “gifted individual?” Given what we now know, how should we identify gifted individuals? Should the development of persons as “gifted individuals” be supported? What kinds of things can be done – in schools and elsewhere – to support the development of gifted individuals? Who should be responsible for the development of gifted individuals and how well are we doing in providing this support? These questions, and the answers to them, are all very important to persons who care about gifted individuals – and who may want to help in their development. All of these questions will be addressed in some depth in the context of this course.

This course is designed to allow practicing classroom teachers to gain a depth of understanding of current curriculum and program models in gifted education, and to apply that knowledge to extend the North Carolina Standard Course of Study for gifted learners. In addition, participants will examine strategies embedded within various models, and evaluate the appropriateness of given models.

This course is designed to give practicing teachers the knowledge, skills, and attitudes needed for teaching academically/intellectually gifted learners in diverse settings. Because today’s classrooms are increasingly diverse and inclusive, teachers must be able to identify and accommodate a range of learner needs, including those of gifted learners. Participants in this course will develop skill in using a variety of models and strategies to effectively respond to the particular learning needs of the gifted. Building on the knowledge and skills attained in the Models and Methods course and using widely-held standards for the effective teaching of gifted learners (CEC-NAGC Initial Knowledge & Skill Standards for Gifted and Talented Education), participants will analyze and evaluate lessons and units designed for use with the gifted. They will also create and teach standards-based lessons and units that demonstrate their understanding and effective use of instructional and management strategies recommended as appropriate for gifted learners. Prerequisite: EDUG-636.

This course focuses on special topics and issues related to education of the gifted. The primary purpose of the course is to develop in participants the knowledge, conceptual understandings, and skills to recognize and nurture effectively giftedness in all gifted students, including those students who are typically underserved. Specific topics included in the course include the psycho-social adjustment and guidance of gifted learners, the plight of underserved populations of gifted learners, collaboration and consultation in gifted education.

Creativity has proven to be one of the most elusive of psychological concepts. This course will examine several conceptually different ways of defining creativity, along with attempts to describe the characteristics of the creative individual. Creative production and how you get there – the creative process – will also be considered along with the three major approaches for enhancing creative production. Students will learn not only the basic concepts and procedures that make up these approaches, but will have an opportunity to put them into practice in three group simulation experiences as well. A discussion of the environmental conditions that contribute to creativity will round out the course.

An introduction to the field of TESL, focusing on the methods and materials of teaching various language skills and knowledge areas. Attention will be given to the integrated teaching of all skills within a communicative setting. Field experiences required.

A broad view of second language acquisition and literacy from both psycholinguistic and sociolinguistic perspectives.  Includes current theories of second language acquisition, the relationship between first and second language acquisition and literacy development, the influence of culture on language and literacy development, teaching and assessment implications for the classroom and home.  Field experiences required.

A study of the basic concepts of intercultural communication, including a comparison of American cultural orientations with those of other countries. A look at how these cultural differences relate to language teaching and learning. Field experiences required.

A course focusing on the particular needs of K-12 teacher: historical and legal background of bilingual and ESL education, assessment and placement of ESL learners, literacy development, content-based instruction and the adaptation of curricular materials. Field experiences required.

A look at language as a system with particular focus on teaching English as a Second Language to students in public schools grades K-12. Considers teaching implications of English grammar, phonetics, phonology, morphology, semantics, and syntax. Field experiences required.

This course examines literacy theories and research which are essential to the understanding of the developmental process of reading. Specific emphasis is given to the examination of the core literacy curriculum identified by the National Reading Panel (2000): phonemic awareness, phonics, fluency, vocabulary and comprehension. In addition, effective evidence-based instructional practices K-12 are examined for developmental readers and culturally and linguistically diverse students.

This course provides an in-depth study of the theories, research and instructional methods associated with reading and learning processes across the different content areas of the curriculum. Special emphasis is given to adolescent learners and the literacy tools essential for life-long learning, including critical thinking, problem-solving and digital literacy skills.

This course provides an in-depth study of the theories, research, literacy assessments and instructional methods associated with literacy development K-12 and intervention to support students who struggle with literacy development. In addition, this course provides a practicum in which students have the opportunity to administer various literacy assessments, interpret data and plan appropriate interventions for a case-study student. Progress monitoring of student literacy growth and collaboration with parents and other teaching professionals will be an integral to the practicum experience. Prerequisite or corequisite: EDUG 670. Varies.

This three week, full-time (or equivalent) field experience occurs in a public school setting (K-12). Students will complete a practicum-based product aligned with state standard and indicators for licensure in their specialty area as determined necessary by their advisor.  Required for those with no experience as a literacy coach and/or no language arts teaching experience across grade levels. Pass/Fail.

Students explore models of curriculum and current research on learning and teaching.  Students identify and organize relevant information, analyze data, and consult research to create a data action plan for monitoring and evaluating curriculum and instruction.  Students also develop a plan for improvement of curriculum and instruction based on analysis of assessment data related to student achievement, district and school goals/missions, and other factors.  Special emphasis is placed on learning to work effectively in and with teams.  Prerequisites: EDUG 611 or equivalent.

Students develop an understanding of leadership and supervision in public schools and systems.  The course recognizes that educational leadership occurs within a diverse professional community that is often focused on reform and change.  Students will critically reflect on various leadership theories with the purpose of discerning beliefs and practices that can best support them as visionaries and leaders in classrooms, schools, school systems, and in the community.  Recognizing and examining the human dynamics associated with leadership, highlighting best practices in communication, professional development, supervision, community engagement, and resource management, and applying these concept to real-life scenarios and case studies, will position the student as a leader and change agent within the educational community.

Students deepen understanding of curriculum, instruction, and assessment by integrating theoretical and research coursework with practice and reflecting on their development as curriculum leaders.  During the practicum, the student conducts an action research project and leads efforts that contribute to progress on the School Improvement Plan in the areas of curriculum, instruction, and assessment.  Students will identify ethical dilemmas in practice and act ethically in response.  The practicum will be completed during the semester under the supervision of a school district supervisor and the assigned Meredith supervisor.  Course assignments, in the area of interest, will demonstrate the practical application of the students’ knowledge and skills in real-life leadership activities and responsibilities and reflect the student’s understanding of the content.

The practicum will allow students to engage in field-based experiential learning experiences that will integrate theory and practice of leadership and supervision.  The practicum supports student knowledge, skills, and dispositions through practical experiences that will allow for the development and assessment of leadership and supervisory skills.  Students will strengthen their skills as curriculum and instructional leaders and gain practice and competency in leadership and supervision.

This course will critically examine the role of technology in the K-12 classroom and incorporate the basic technology tools of teachers, their application and the ethics associated with the profession Field experiences required. 

This course provides an overview of various exceptionalities and the services offered in special education. The course is intended to give the student a foundation of knowledge about the nature and needs of children with special needs, and introduces the student to causes and characteristics of specific disabilities, service delivery models, historical and current issues, legislation, research, trends, and controversies in special education. Field experiences required.
 

The purpose of the course is to develop the instructional competencies of school personnel to effectively teach students with persistent reading problems as well as to select and implement comprehensive reading programs within their schools. Although the focus of this course is on students who have shown persistent problems learning to read (especially those students identified as having special education needs who are participating in regular classrooms), the information is also appropriate for individuals interested in developing early intervention programs Field Experiences required.
 

This course is designed to introduce candidates to the knowledge, skills and procedures needed to provide effective instruction for students with persistent mathematical difficulties.  The principles, techniques, methods, and strategies presented in this class are based on research-validated instructional strategies. The class will provide candidates an understanding of what it takes to build an individualized mathematics instructional program that will have a direct impact on the academic performance of their students. Credit is given to the NCSIP II grant for content and procedure. Field experiences required. 
 

The expectations for professionals who work in schools and other education settings are changing dramatically. Although most educators enter the field because of their commitment to work with students, few can be successful unless they refine their skills for interacting with other professionals and families. Educators routinely participate in team meetings and collaborative problem solving activities in a variety of settings in which their ability to effectively communicate is critical. This course is designed to assist candidates in building their collaborative skills, developing skills for effectively participating in difficult interactions, and is intended to help candidates attain the knowledge and skills to be leaders in collaborative efforts in schools. Field experiences required.  
 

This course examines models for teaching learning strategies, metacognitive strategies guiding the learning of content, for students with mild/moderate disabilities in grades K-12. Students will examine educational research on the application of literacy and learning strategies in the content areas and will learn ways to assess students' understandings and to use the assessment to plan for instruction. Field experiences required.
 

This course provides candidates with a broad knowledge and understanding of a wide range of legal issues concerning providing special education services to students with disabilities. Students will have a foundation in effective and efficient assessment and evaluative practices, including standardized and curriculum-based assessment. Field experiences required. Pre-requisite: EDUG 710.
 

This course will examine the theory, research and instructional practices essential to literacy development K-6.  Candidates will learn to integrate children’s literature, writing and reading instruction into a total program of balanced early literacy instruction which is culturally sustaining and developmentally appropriate for K-6 students.  Candidates will learn to use multiple models and approaches for assessing literacy learning and plan lessons that meet the needs of diverse learners.  Field experiences required.

The goal of this course is to assist teachers in developing the writing skills and processes of K-12 students in diverse classrooms, including but not limited to English Language Learners and students with disabilities.  At the conclusion of the course, students will show familiarity with current theories; plan and implement tiered interventions for writing; apply a variety of assessment tools for the purpose of data collection and analysis; teach and interpret student work and assessments in an equity framework; and integrate technology in the writing process.  Students from across specialty areas will apply this knowledge within the MTSS decision-making model.  Field experiences required.   

Provides enrollment for students with pending degree requirements but not registered for other courses. May be repeated as needed. Pass/Fail.

This course is designed to facilitate the completion of the M.Ed. graduate portfolio. Students should enroll in this course in the semester or summer session during which they plan to complete their program of study. Students must be enrolled in at least one other course concurrently. Pass/Fail.

Thank you for your Interest!

You can connect with a graduate admissions counselor in a variety of ways—choose the one that’s most convenient for you. We look forward to hearing from you!

Valencia Hicks-Harris
vphicksharris@meredith.edu
(919) 760-8316


Strong Story | Satina Smith

Earning her M.Ed. with AIG specialization has led Satina Smith, '06, '11 (M.Ed.), to additional leadership opportunities and taken her teaching skills to the next level.

Earning her M.Ed. with AIG specialization has led Satina Smith, ’06, ’11 (M.Ed.), to additional leadership opportunities and taken her teaching skills to the next level.

Contact Information  
207 Ledford Hall
(919) 760-8316
gradeducation@meredith.edu
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