Curriculum

Master of Arts in Teaching

International Teaching and Learning Schedule

This course examines the ways in which diverse disciplines (e.g., history, philosophy, psychology, sociology, multiculturalism, ethics, economics, and law) are the bases upon which international educational practices are built. Practicing international teachers will reflect on and analyze these educational foundations and their impact on their placement school’s characteristics and conditions.

Credit Hours: 3

This course introduces prospective and practicing teachers to the characteristics of students with physical, cognitive and emotional/behavioral challenges. The participants will be introduced to legislation issues including ADA, IDEA, IEPs, transition services, inclusion, etc. Participants will explore the role of students, family and education professionals. As part of this course, participants will reflect upon 15 hours of observations and interactions with students with disabilities.

Credit Hours: 3

Credit Hours: 3

This course is designed to help prospective teachers develop the knowledge and skills to deliver literacy instruction effectively. Participants will learn how to: create a literate environment that wraps literacy around all areas of the curriculum; implement the Common Core and/or Ontario Expectations following principles of effective instruction; incorporate technology into instruction; use a wide range of literature, including multicultural literature, across the curriculum; cultivate partnerships with parents to encourage and enhance literacy development; and use literacy assessments to make decisions about instruction for diverse learners.

Credit Hours: 3

This course introduces teacher candidates to motivation and classroom management strategies that engage all students in an inclusive classroom. Candidates will 1. recognize personalcultural lenses and biases, 2. develop knowledge and respect of students’ cultural backgrounds, 3. examine the broader social, economic, and political context, 4. use culturally appropriate motivation and management strategies, and 5. commit to building caring classroom communities.

Credit Hours: 3

The course is designed to introduce the prospective teacher to the theories of human learning, development and motivation and the applications of these theories in the learning environment. Each of the developmental stages of early childhood, childhood, preadolescence and adolescence will be focused upon to gain awareness of human learning, maturation and motivation. Prospective teachers will be required to participate in a school-based learn and serve field placement to experience the application of theories; observe the interaction of a child/adolescent within the school, family and peer systems; and reflect upon their learning through a case-study project.

Credit Hours: 3

The practicum is designed to enable practicing teachers to develop and demonstrate competence in international teaching and learning. Candidates are expected to demonstrate the attitudes, knowledge and skills commensurate with effective international instruction. Candidates will be observed by university-designated supervisors as they perform the activities of an international teacher in a variety of contexts.

Credit Hours: 3

This course is designed to provide students with an introduction to the basic principles of measurement and evaluation of learning with emphasis upon test construction in accord with instructional objectives. Consideration is given to the statistical principles of validity and reliability, and the variety, selection and use of standardized assessments for all learners. Methods of assigning grades to students will also be explored.

Credit Hours: 3

This course is designed to introduce graduate students to the principles of research in education. Students will become effective consumers of educational research by analyzing the literature in a particular area of study and synthesizing the results into material that can be applied to diverse educational settings. Students will also develop practical research skills that they might use to assist them in their own professional development. Preservice teachers and practitioners enrolled in this course will complete a field-based research project pertaining to their area of study.

Credit Hours: 3

This course will present current theories of second language acquisition (SLA) as well as provide an overview of linguistic phenomena in phonology, morphology, syntax, semantics, and discourse analysis germane to the second language classroom. Language transfer, BICS vs. CALP, hypotheses of major theorist in the fields of SLA and linguistics will be discussed. The course will analyze fundamental concepts, such as SLA in adults and children, in formal and informal learning contexts, and in diverse sociocultural settings, and take an interdisciplinary approach, encouraging students to consider SLA from linguistic, psychological and social perspectives. The course will emphasize how to teach pronunciation, vocabulary, grammar/syntax, and discourse in an ESL classroom and allow students to apply research-based practices. Field experience is required.

Credit Hours: 3

This course is designed to provide the teacher candidate with knowledge and understanding of those competencies that are essential to successful international teaching. The seminar focuses upon the student teacher’s professional role as a classroom practitioner. In addition, responsibilities for classroom organization and management and the development of multiculturally sensitive and gender equitable classrooms; attitudes  toward teaching, learning and assessment; knowledge of ethics and a basic understanding of school systems and community characteristics are considered.

Credit Hours: 3