Master of Science in Education Learning Development
The Master’s of Science degree, Learning Development option, is offered in a cohort format. All courses are offered on weekends (Internet support) and with a start to finish time of two years. Individuals and groups interested in starting a cohort group in their location should contact the Graduate Programs Office at 1-800-662-6132, extension 3738. Further information regarding the delivery of the program will be made available upon inquiry.
The course is designed to assist teachers to develop the desire and the skills to read, interpret, evaluate, and utilize the results of systematic inquiry and empirically developed knowledge in their educational planning and decision-making. This implies a positive value orientation toward research-generated information as well as an understanding of the strengths and limitations of research methodology when compared to other approaches to developing knowledge.
A course designed to enable students to understand and apply basic principles of educational and psychological measurement and evaluation emphasizing those statistical concepts used in the construction, implementation and interpretation of standardized and teacher generated measuring instruments.
This course is an introduction to the theory and practice of both integrating technologies into the learner-centered K-16 classroom and to the learning technologies encountered throughout the graduate education courses at MSU-Northern. Students will explore the use of technologies to enhance learning environments, actively engage students, and to develop professional teaching practices. The development of standards-based electronic portfolios co-designed by the instructor and the individual student are a major outcome and learning project for this course.
This course is designed to provide candidates the foundation in assessment measures used in the K-12 classrooms that aid education decision-making. Fundamental assessment and evaluation topics include validity, reliability, item construction, test interpretation, norm-referenced, criterion referenced and alternative methods of assessment.
This course will look at developing knowledge of learning theory and skills necessary to create classrooms where theory is applied to empower students as learners. The course will develop an understanding of learning theory; the ways in which application can transform teaching and learning practices; and how you can adapt your practices to apply learning theory to your goals and the context of your classroom.
Prerequisite: Admission to graduate program or permission of instructor
EDUC 650 Critical and Creative Thinking in Learning
3 semester credits
This course will provide an examination of the epistemological and environmental elements underlying critical, creative and futures thinking to the educational setting. Students will develop an understanding of the application of theory and technique to various content fields and learning environments. A group project proposing an application to an educational setting will be completed.
Prerequisite: Admission to graduate program or permission of the instructor
A study of systems theory and applications in human development and learning environments. Emphasis is upon the understanding of cause and effect in the design and implementation of outcome oriented applications within diverse systems. A major component is the design of a learning system approach to a situation identified by the student.
This course provides the student the opportunity to engage in the process of exploring specific content areas and developing teaching strategies that will improve learning outcomes. Included in the course will be a review of literature that reflects research-based practices and content expert characteristics.
Prerequisite: Admission to graduate program or permission of instructor
This course will introduce the student to strategies that support effective classroom management. The course will engage the learner in self-assessment and student assessment to develop a professional implementation plan for enhancing student achievement through intervention and prevention strategies involved in the classroom environment.
Prerequisite: Admission to graduate program or permission of instructor
EDUC 675 Achieving Student Outcomes Through Cooperative Learning
3 semester credits
Achieving Student Outcomes Through Cooperative learning is designed to train educators to effectively set-up, manage and debrief group work so that students learn academics and interpersonal skills. Educators become proficient in group set-up, monitoring and debriefing. They learn how to prevent typical classroom problems that often occur during group work and manage effectively those problems that do occur. They learn to manage collaborative processes so that students learn academics and interpersonal skills simultaneously.
EDUC 677 Purposeful Learning Through Multiple Intelligences
3 semester credits
Purposeful Learning Through Multiple Intelligences will enable educators to understand in depth the characteristics of each of the intelligences, to create diverse strategies for teaching through the intelligences, and to develop various entry points for integrating the intelligences into a school wide program.
In this course the student will examine learning disabilities by studying the following: Theory of etiology, assessment, and teaching strategies utilized to remediate the disabilities. The course will also focus on other related topics such as the various types of assessment reports, the planning of individualized educational programs, the different systems for delivering special educational services, and future issues in the field of learning disabilities. Graduate credit requirements are described in the course syllabus.
If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course.
EDUC 440/540 Assessment in the Remedial Reading Program
2 semester credits
The purpose of this course will be to examine a variety of assessment tools used to evaluate the strengths and weaknesses of individual students experiencing difficulty with reading. Both formal and informal tools will be discussed. Students will administer, score, and interpret the results of the assessment instruments in light of relevant research in reading education. Graduate credit requirements are described in the course syllabus.
If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course. Prerequisites: Level I Admission to Teacher Education, EDUC 335 and EDUC 336 or concurrent enrollment
EDUC 445/545 Teaching Reading, Writing, and Critical Thinking Skills Across the Curriculum
2 semester credits
This course is designed to provide teacher education candidates with an understanding of reading, writing, and critical thinking processes, knowledge of the skills a teacher may use to help K-12 student deal more effectively with specific content materials, and implementation of those skills in the elementary, middle and secondary school setting. Graduate credit requirements are described in the course syllabus.
If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course. Prerequisites: Level I Admission to Teacher Education, EDUC 300 and EDUC 376
EDUC 448/548 Reading Materials for the Elementary Child
2 semester credits
An examination of the variety of reading materials available for use in the teaching of reading and the application of those materials to the learning needs of children of differing reading competencies. Students will explore the role of reading and the communication arts in the elementary curriculum and the integration of literature in the elementary curriculum. Graduate credit requirements are described in the course syllabus.
If this class is taken at the 500 level, it is a graduate course and expectations for student performance are at an advanced level. Evaluation of course requirements is more rigorous than at the lower division section of this course. Prerequisite: Level I Admission to Teacher Education
EDUC 630 General School Administration and Finance
3 semester credits
Summer Semester
(odd years)
The student will examine the functions, duties and responsibilities of public school administrators in relationship to community expectations, school board policies and accreditation standards. School funding sources, the Montana foundation program and the fiscal responsibilities of public school administrators are addressed.
School law is designed to provide those students who are seeking a graduate degree or supervisor’s endorsement with a basic background in legal principles and school law. This course meets the requirement for a Class III supervisor’s endorsement in Montana.
This course focuses on the broad spectrum of content in the elementary school. Students will investigate the organization of the elementary school in respect to grade divisions, the middle school concept, and evaluation of the curriculum. Content will also include an investigation of curriculum trends, instructional materials, and research relevant to a modern elementary school.
This course will provide an exploration of the philosophy, goals, objectives, organizational structure, current research, key issues, and problems associated with the elementary and secondary school. Topics include administrative and supervisory duties regarding supervision of students, staff, student teachers, faculty, home/school public relations, public community relations, and leadership styles.
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Prerequisite: EDUC 607
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