Designed primarily for teaching professionals who are committed to teaching of the highest quality for and because of the education it provides to students, the program focuses on the three major areas critical to effective instruction: the psychological and philosophical foundations of education; curriculum and instruction in education; and methods of measurement and evaluation for assessment. Reflection, collaboration, and research are developed as skills integral to teachers’ effective decision making, and are incorporated in all courses through to the culminating experience.

Columbia College believes that truly effective teaching must be modeled, not just taught. Therefore, faculty are encouraged to engage with students in active learning, research in field situations, problem solving, interactive dialogues and questioning, and constant exploration of what is and what could be. Students are supported in their efforts to identify and evaluate relevant issues as they relate to various aspects of teaching and learning; to engage in critical and creative thinking with colleagues, peers, and professors; to develop as whole persons, valuing the individualism, uniqueness and diversity of others; to consistently use reflection and research as the foundation for decision making; and to value and promote professionalism and a commitment to learning which is never ending.

Students who graduate from the program will have experiences that enable them to:

1. read critically in the areas of curriculum, instruction, psychology, philosophy, assessment, and research;
2. analyze and evaluate educational issues from both theoretical and applied perspectives;
3. communicate conclusions in accepted written and verbal formats;
4. design and defend both curricula supported by a strong theoretical base and the assessment procedures established to measure effectiveness of the curricula;
5. design instruction based on a knowledge of learning theory, human growth and development, and individual differences;
6. understand, analyze, interpret, evaluate, and apply research in appropriate educational settings;
7. design, implement, and assess research projects in educational settings;
8. identify and discuss human diversity issues as they are manifested in individual differences, cultural pluralism, and global issues, and adapt curriculum and instruction based on that knowledge;
9. evaluate personal effectiveness and articulate a commitment to professional growth and development.

mild/moderate cross categorical special education, Gifted Education, and Reading Specialist endorsements are available to students who are certified teachers. Students wishing to pursue an endorsement need to work closely with their academic advisor to fulfill endorsement requirements.

Tuition reimbursement may be available from the Department of Elementary and Secondary Edu-cation for contracted certified teachers who take courses in the area of Mild/Moderate Cross Categorical Special Education during the 1999-2000 academic year. Additional information is available from the Department Chair.

In addition to the application procedures and requirements for admission listed on page 8, applicants for the MAT must submit:

1. A personal career goal summary which demonstrates that the applicant has goals and personal qualities which are compatible with the goals and intended outcomes of the program.
   
2. A notarized Affidavit of Moral Character (available from the Admissions Office).

Applicants who have successfully completed admission procedures required by Columbia College will be evaluated by the Department of Education for acceptance into the Master of Arts in Teaching degree program. To be considered, applicants must meet the following criteria:

1. A baccalaureate degree in education; OR a baccalaureate degree with a background in psychology, communications, and education with specific course work in developmental psychology, assessment, and methods and materials of instruction. Students are encouraged to evaluate their preparation with an advisor and remediate any deficiencies before applying to the graduate program.
   
2. A cumulative grade point average of 3.0 or higher on a 4.0 scale from an accredited degree-granting institution, OR a cumulative score of at least 1,600 or 500 each on the verbal, quantitative, and analytical sections of the Graduate Record Examination.

Students not achieving these standards may petition for admittance. Petitions must be accompanied by written justification and substantiating documentation.

Students with baccalaureate degrees may be enrolled as MAT students or Students-At-Large while also completing undergraduate certification requirements or coursework appropriate to their program. Prerequisites for courses must be met at undergraduate and graduate levels. Students seeking initial certification and graduate credit must work closely with their academic advisor to be sure both the degree and certification requirements are met.

The study and use of the more important research designs. Data collection methods emphasized will be observation and psychometry. Both qualitative and quantitative data analysis methods will be studied, with a strong emphasis on results interpretation. Cross-listed as MSCJ 500.

The study of curriculum design from historical precedent to current models of curriculum construction, implementation, and evaluation.

Seen as a culminating experience, this course involves a demonstration of expertise in designing, conducting, and reporting educational and psychological research. Expertise is demonstrated by successfully presenting, or publishing, complete research. Applied research will be emphasized, but other research designs may be acceptable. Students should consult with their advisors as early as possible to begin planning this experience. Project completion may take more than one session. Prerequisites: EDUC 500, an approved proposal, and instructor’s permission.

The study of research, theorists and proponents of the integrated curriculum and instruction in the elementary, middle level, and secondary schools.

This course is designed to provide specific theories and strategies of teaching mathematics to children with special needs. Techniques of remediation and intervention in math instruction at various ability levels will be discussed. There will be a strong application component to this course. Developmentally appropriate practices will be presented. This course is specifically designed for teachers of children with mild/moderate disabilities.

Study of the stages and characteristics of language development with an emphasis on the needs of exceptional children and learners of English as a second language, to allow practicing classroom teachers to apply this knowledge to the acquisition and development of exceptional children in various educational settings.

The study of the theoretical framework for directed language use in all content areas, with emphasis on establishing a consistent set of language standards, practices and uses. Applications in various contents, curricula and with various ability levels will be developed.

The study of potential contributions of literature, including traditional and more broadly defined categories, in all teaching and learning situations. Familiarity with the literature available and appropriate by genre, content and age group, criteria by which to evaluate written materials for appropriateness, and applications within specific subject areas and developmental stages, is stressed.

The study of creativity as it applies to teaching and learning. Cognitive understanding of creativity will be reinforced by experiences which require creative problem solving, self-expression and evaluation, artistic performance or construction, and original synthesis or design within content or interest areas. The development of increased personal creativity through study, experience and activities will be extended into the development of activities for students which foster and support their creativity and allow them to exercise it in a variety of content settings.

Study of the major models of learning and the strategies they employ for developing cognitive abilities to enhance critical thinking in educational environments. Higher levels of thinking, including analysis, synthesis, and evaluation, require specific methods and activities which support and foster their development. The strategies and the materials, both locally and professionally produced, which accelerate the acquisition and application of critical thinking are studied and applied to various activities and content areas.

A study of all components affecting the education of exceptional individuals. Variables addressed include: the type and extent of the handicapping condition; the legal conditions and constraints influencing placement and instruction; the roles of the personnel who work with exceptional students, including special teachers, classroom teachers, parents, administrators, and counselors; methods and materials used in instruction; classroom management. The role of the classroom teacher will be emphasized.

A study of the role of the practicing professional in the instruction and supervision of pre-service teachers in clinical settings. Variables studied include: the relational roles of the college supervisor, cooperating teacher and pre-service teacher; the developmental process and procedures appropriate for pre-service teachers at various stages of professional development; the roles of the cooperating teacher (model, teacher, demonstrator, coach, critic, evaluator, supporter, mentor). The phases of instruction (planning, implementation and evaluation), and the methods of instruction, including inquiry, direct, interactive and cooperative, individual and group, as they relate to clinical experiences, will be utilized as one component of this course. Presentation and evaluation skills used by teachers in in-service situations and in professional conferences will be addressed.

An overview of mild/moderate disabilities, including learning disabilities, behavior disorders, mental retardation, physical disabilities and other health impairments. Course content focuses on identification and characteristics of students with mild to moderate disabilities in each category.

A study of the methods, materials, resources, requirements and responsibilities of teachers working with students with mild to moderate disabilities, including learning disabilities, behavioral disorders, mental retardation, and physical disabilities and other health impairments. Course content focuses on developing instructional strategies to provide effective programs in a range of placements. Emphasis is on the team model of planning and delivery, including parents, regular education teachers, administration and support specialists.

The course will investigate topics which include the historical background of education for the gifted and talented; the concept of giftedness and characteristics of the gifted and talented; assessment of the gifted and talented; various models and programs for education of the gifted and talented.

Development of an understanding of and skill in supervising and administering a gifted program in elementary and secondary schools. This class will include a study of the origins of the development of gifted education; the identifying of giftedness; the instructional models in use and the selection of staff.

The study of instructional media and its use in the classroom. Traditional media and the latest technology are investigated and opportunities to work with the mediums, produce materials and integrate mediated experiences into instruction are provided.

The study of practices within education from both the legal and ethical perspectives. Values, morality and ethics are addressed from historical and current frameworks and applied to legal and practical questions of practical importance to educators.

The study of current issues in education, and education reform, such as: educational practice; specialization and professionalization; governance; finance; legal precedents; cultural, social and ethnic influences; and equal opportunity demands. Issues are explored from the philosophical precedents formed in idealism, realism, perennialism, essentialism, pragmatism, progressivism, social reconstructivism, humanism, existentialism, philosophical analysis and emerging reform philosophies.

The study of relationships between the schools and professional educators and the people and agencies outside the schools which influence and affect them. Formal and informal relationships are identified and positive and negative aspects discussed. Strategies for fostering and improving cooperative involvement and support are developed and a practical application is required.

The study and application of theory, procedures and techniques of career counseling. Career identification and decision making will be emphasized as well as techniques for preparing students with special needs to make the transition from special education to community living.

The study of communications within the context of interpersonal transactions in educational settings. Counseling, and counseling theories, mediating, conferring, confronting and advocating are studied and applied. Special attention is given to community resource agencies, multidisciplinary teams and exceptional children and their parents.

The study of human development. Students must complete the Course Core Component (1 hr.) and two of the following Specialization Components: Infants and Toddlers (birth to 3 years) (1 hr.); Preschool Children (3-6 years) (1 hr.); Elementary School Children (6-10 years) (1 hr.); Middle Children (15 - 18 years) (1 hr.); Young and Middle Adults (18 - 65 years)(1 hr.); or Older Adults (65+ years)(1 hr.). The Course Core Component involves study of the major theories explaining human development. Theories are drawn from the psychoanalytic, behavioristic, and phenomenologic perspectives. Specialization components focus on the unique physiological, cognitive and affective/social characteristics of human beings in the era studied, and on how these characteristics modify practice requirements. Prerequisite: undergraduate course work in lifespan psychology.

The study of principles, methods and theories of counseling and an orientation to personal and professional development in counseling. Emphasized are theoretical and applied approaches in the helping relationship. The focus is on developing an eclectic counseling approach, interviewing skills, empathy skills and awareness of the client-therapist relationship.

The study of psychological theories, methods and techniques used in group counseling. A focus will be differing types of groups and counseling goals. Group dynamics and processes will also be an emphasis of study. Students will gain experiences leading and participating in groups, with reflective evaluation of those experiences. Prerequisite: EDUC 552.

The study of developmental, gender and cultural differences that impact the counseling process. Issues examined include topics such as economic, social, cultural, sexual, political, religious, ethnic and racial influences. Other factors explored include: macro and micro systems; interpersonal differences in areas such as attraction, affiliation, conformity, prejudice, sexism and ageism; and processes such as social change, urban and rural socialization, intergender and intragender communication, and the balance of work, health, relationships and leisure pursuits.

The effects of emotional disorders on children’s cognitive, affective, and psychomotor behaviors, as well as remedial and rehabilitative strategies are presented. Students will identify those strategies that are effective in the classroom with students exhibiting emotional disorders.

Examination of major theories of learning including those proposed by Skinner, Pavlov, Bandura, Piaget, and others. Current and historical research into the application of theoretical knowledge in educational systems are addressed.

The study of crisis intervention counseling, with an emphasis on outreach intervention models. Theory and practice will be the course focus. Demonstration of skills will be required.

A study of the theories of behavior management as applied to school environments with teachers, children, support personnel, parents and special needs personnel as contributing variables. Prevention, supportive and corrective aspects are included.

An introduction to parametric and nonparametric statistics used in the behavioral sciences. Included will be analyses of relationships and variance, as well as effect sizes associated with each. Both parametric and nonparametric analyses will be studied.

The study and practice of individual intelligence testing, using the most current versions of the Stanford-Binet, Wechsler, and Kaufman Scales. Emphases are upon establishing test rapport, precise item presentation, accurate item response scoring, and performance scoring, scaling and interpretation. Application is stressed; however, becoming soundly grounded in theory is also an important goal of the course.

The study of individual and group measures of ability, aptitude, achievement and intelligence. Instruction in interpretation of individualized intelligence tests, formal and informal diagnostic procedures, and in prescriptive instruction.

A study of formative, placement, diagnostic and summative evaluation. Emphasis is on the development, administration, interpretation and utilization of informal, teacher-made evaluation measures, to include paper-pencil and observation instruments. These measures may be norm-referenced, criterion-referenced, or learner referenced. Additionally, students will learn to read and interpret formal assessment data produced by either parametric or nonparametric statistics.

The study of methods, models and materials which can be used to analyze teaching effectiveness. Variables studied include: input and output measures as standards; the relationship between goals and measurements; criterion, norm and self-referencing; intended use - formative or summative; sources - peer, supervisor, self and client; personal or mediated; formal or informal; systematic or random; planned or spontaneous. Students develop and implement an evaluation model.

The study of current commercially-prepared instruments for reading evaluation, construction of instruments for classroom and specialist use, and analysis and interpretation of testing results. Final projects will include long-term prescriptive programs for specific identifiable reading difficulties.

A field-based experience in which students apply the concepts being studied within a particular class to a real situation under the direction and supervision of a master teacher and a faculty member. Designed primarily for students who are not currently teaching or who do not have access to a classroom setting, the practicum is a focused experience that must be developed and approved prior to enrollment. May be taken for no more than one credit hour at a time and no more than three hours total credit. Prerequisite: approval of faculty member prior to enrollments.

Application of the theory of special education, as well as legal requirements for students and teachers in authentic teaching situations. A supervised introduction to the multi-faceted role of a special education teacher, including consultant and care manager. Students will spend 120 clock hours in the field and 24 hours in seminar to meet the requirements of the course. May be repeated one time for a total of 6 hours of credit.

Application of the theory of Reading Diagnosis and Prescription in authentic classroom situations; a supervised introduction to Special Reading programs. Students will spend 120 clock hours in the field and 24 hours in seminar to meet the requirements of the course. May be repeated one time for a total of 6 hours of credit.

Application of the theory of Gifted and Talented Education in authentic classroom situations; a supervised introduction to Gifted and Talented programs. Students will spend 120 clock hours in the field and 24 hours in seminar to meet the requirements of the course. May be repeated one time for a total of 6 hours of credit.