Curriculum : Indiana University Southeast

Curriculum

The Master of Science in Education with a major in secondary education requires 36 credit hours of graduate level courses.

Core courses (12 credit hours)
Dept./Course #	Title	Credit Hours
EDUC-H 520	Education and Social Issues	3
Identification and analysis of major problems set for education by the pluralistic culture of American society.
EDUC-P 507	Assessment in Schools	3
EDUC-P 507 Assessment in Schools (3 cr.) This course is an introductory assessment course for teachers and school administrators. Topics of study include principles of assessment, formal and informal classroom assessment instruments and methods, formative and summative assessment, interpretation and use of standardized test results, social and political issues in assessment, use of student data based in school.
EDUC-J 500	Instruction in the Context of Curriculum	3
Extends concepts introduced in undergraduate teacher preparation. Topics include conceptions and definitions of curriculum and instruction and their impact on social contexts, learning theories, and schooling practices. Elementary and secondary contexts are studied.
EDUC-S 590, or EDUC-X 590*	Research in Education	3
EDUC-S 590 Independent Study or Research in Secondary Education (1-3 cr.) P: Permission. Capstone course for Teacher as Researcher Paper; or the individual research or study with a faculty member as arranged in advance of registration. EDUC-X 590 Research in Reading (1-3 cr.) P: Permission required. Capstone course for Teacher as Researcher Paper; or the individual research or study with a faculty member as arranged in advance of registration.

Note: H520, P507, and J500 must be taken within the first 18 credit hours. A grade of B (3.0) or higher is required in all of these courses. (Note: A grade of "B-" is a 2.7 and will not meet the requirement).

*Candidates must have completed SDPII prior to being admitted to S590 or X590. Candidates must have permission in order to take the Research in Education course. Information related to the permission will be found in the schedule. The Research in Education course must be taken between the 21st and 30th hour. This course will assist in the preparation of the Teacher as Researcher paper (TAR) to be submitted for SDP III.

See Assessment »

Secondary pedagogy courses (9 credit hours)
Dept./Course #	Title	Credit Hours
EDUC-P 510	Psychology in Teaching (required)	3
EDUC-P 510 Psychology in Teaching (3 cr.) Basic study of psychological concepts and phenomena in teaching. Analysis of representative problems and of the teacher’s assumptions about human behavior and its development.
EDUC-S 514	Advanced. Study in the Teaching of Reading in Junior High and Secondary Schools (required)	3
EDUC-S 514 Advanced Study in the Teaching of Reading in the Junior High and Secondary Schools (3 cr.) For junior high/middle school and secondary teachers as well as Reading Program candidates. The developmental reading program in junior high/middle school and secondary schools; use of reading in various curriculum areas, appraisal of reading abilities, and techniques and materials for helping reluctant readers.
Students choose one of the following courses in Advanced Study in the Teaching in Secondary Schools:
EDUC-S 516	Advanced Study in the Teaching of English Language Arts in the Jr. High and Secondary School	3
EDUC-S 516 Advanced Study in the Teaching of Secondary School English Language Arts (3 cr.) Current methods and materials for junior high and secondary school English/Language Arts courses; guiding reading to meet literary, historical, vocational, or scientific interests.
EDUC-S 518	Adv. Study Teaching Sec. School Science	3
EDUC-S 518 Advanced Study in the Teaching of Secondary School Science (3 cr.) For science teachers. Improved techniques, current literature, textbooks, and free and low-cost materials. Solutions to specific practical problems confronting science teachers in the classroom and laboratory.
EDUC-S 519	Adv. Study Teaching Sec. School Social Studies	3
EDUC-S 519 Advanced Study in the Teaching of Secondary School Social Studies (3 cr.) For experienced teachers. Restudying the purposes of high school social studies, evaluating recent developments in content and instructional procedures, and developing social studies programs for specific school situations.
EDUC-N 517	Adv. Study in Mathematics	3
EDUC-N 517 Advanced Study in the Teaching of Secondary School Mathematics (3 cr.) P: Completion of an undergraduate methods course and teaching experience, or permission of instructor. Methods, materials, literature; laboratory practice with mathematics equipment; evaluation techniques; standards; and determination of essentials of content. Developing mathematics programs for specific school situations.
EDUC-L 512	Adv. Study in Writing	3
EDUC-L 512 Advanced Study in the Teaching of Writing in the Secondary Schools (3 cr.) The study of trends, issues, theories, research, and practice in the teaching and evaluation of written composition in secondary schools. The emphasis is on alternative methods for the teaching of writing and for the evaluation of progress (growth) in writing.
EDUC-L 520	Adv. Study in Second/Foreign Language Teaching (ENL/ESL)	3
EDUC-L 520 Advanced Study of Foreign Language Teaching (3 cr.) Instructional techniques that support teaching English Learners (ELs). Emphasis will be on research-supported strategies for teaching ELs in K-12 settings and adapting curriculum in mainstream classrooms.

Students choose three courses from the following list, after consulting with the program advisor.

Secondary courses (9 credit hours)
Dept./Course #	Title	Credit Hours
Students choose three courses from the following list, after consulting with the program advisor.
EDUC-A 508	School Law and the Teacher	3
Prerequisite: Permission required. Overview of the legal framework affecting teachers, students, and the public school classrooms, including students' and teachers' rights as governed by case and statutory law; tort liability; and issues related to church-state, discipline, and child abuse/neglect.
EDUC-K 505	Introduction to Special Education for Graduate Students	3
Prerequisite: Graduate standing or consent of instructor. Basic special education principles for graduate students with no previous course work in special education. *required only if K205 Undergraduate course that is older than 2004.
EDUC-K 553	Management of Academic and Social Behavior	3
Prerequisite: Permission of instructor. Surveys principles of behavior management as they pertain to educational environments. Students will learn how to define, observe, measure, record, and change academic and social behavior.
EDUC-L 524	Language Issues in ENL Instruction (E518/S512)	3
EDUC-L 524 Language Issues in Bi- and Multi-Lingual Education (3 cr.) A survey of language education issues related to the linguistic abilities and educational needs of students requiring bilingual or bidialectal instruction. Topics discussed include language acquisition, language pedagogy, program models, cultural influences, teacher training, and research directions.
EDUC-P 570	Managing Classroom Behavior	3
An analysis of pupil and teacher behaviors as they relate to discipline. Attention is given to the development of such skills as dealing with pupils’ problems and feelings, behavior modification, reality therapy, assertiveness in establishing and maintaining rules, and group processes. Designed for teachers, administrators, and pupil personnel workers.
EDUC-S 508	Problems in Secondary Education	3
Group analysis of a common problem in the field of secondary education.
EDUC-W 505	Professional Development Workshop: Improving Student Learning	3
EDUC-W 505 Professional Development Workshop (1-6 cr.) Workshop to meet specific professional needs.
EDUC-W 553	Methods and Materials for the Gifted and Talented or other approved Gifted and Talented Course	3
EDUC-W 553 Methods and Materials for the Gifted and Talented (3 cr.) Concentrates on the teaching techniques that benefit the gifted learner. Teacher and learner styles are discussed as well as those skills necessary to deal adequately with these students. The course also examines selection, development, and evaluation of materials for use with the gifted student.