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Master of Education

Performance Report - 2013


NCATE

Admission is determined on the basis of intellectual capacity and potential for leadership as a master teacher. All Master of Education programs are now available ONLINE or on campus. Individuals pursuing the M.Ed. with licensure in Intervention Specialist for Mild/ Moderate Needs (K-12 Ohio), Endorsement in Computer/ Technology or Endorsement in Reading are required to complete the following courses:

Program Requirements

Whether students complete graduate study online or on campus, individuals pursuing the Master of Education with Licensure for Mild/Moderate Intervention Specialist, Endorsement in Computer/Technology, or Endorsement in Reading are required to complete core courses, research courses and the licensure/endorsement courses specific to each area. In addition, courses for licensure/endorsement may require clinical and field experience in school settings.

Online students will be required to come to campus at some point during their graduate study. Graduate faculty advisors will assist you in this process.

Core Courses (all programs)

  • ED 501 Integrating Technology Across the Curriculum (3 credits)
  • ED 503 Social/Cultural Issues in Education (3 credits)
  • ED 504 Psychological Implications for the Teacher (3 credits)
  • ED 506 Introduction to Educational Research (3 credits)
  • ED 605 Curriculum Development for the Practitioner (3 credits) 

Research Courses (6 credits—all programs)

  • ED 607 Research Design for Educators (3 credits)
  • ED 698 Research Project I (1 credit)
  • ED 699 Research Project II (2 credits)

Licensure/ Endorsement Courses

Intervention Specialist Licensure for Mild/ Moderate Needs

  • ED 510 Foundations in Mild Moderate Disabilities (3 credits)
  • ED 521 Multisensory Approaches to Language Development (3 credits)
  • ED 525 Literacy Theories and Research Applications (3 credits)
  • ED 553 Assessment in Special Education (3 credits)
  • ED 554 Instructional Strategies for Mild/Moderate Needs (3 credits)
  • ED 556 Principles of Literacy Instruction (3 credits)
  • ED 557 Diagnosis and Correction of Reading Problems (3 credits)
  • ED 630 Collaborative Teaming and Problem Solving (3 credits)
  • ED 652 Student Class Management (3 credits)
  • ED 614 Student Teaching (6 credits) for those pursuing initial teaching license
  • OR ED 660 Practicum in Special Education Mild/Moderate Needs (3 credits) for teachers adding the MMIS licensure to their current teaching license

Endorsement in Computer Technology

  • ED 501 Integrating Technology Across the Curriculum (3 credits)
  • ED 502 Multimedia Integration for Instruction (3 credits)
  • ED 623 Advancing Desktop Publishing (3 credits)
  • ED 681 Technology for Thinking (3 credits)
  • ED 682 Role of Technology Coordinators in Schools (3 credits)

Endorsement in Reading

  • ED 521 Multisensory Approaches to Language Development (3 credits)
  • ED 525 Literacy Theories and Research Applications (3 credits)
  • ED 535 Theoretical Model Approach to Literacy (3 credits)
  • ED 556 Principles of Literacy Instruction (3 credits)
  • ED 557 Diagnosis and Correction of Reading Problems (3 credits)
  • ED 655 Reading Practicum (3 credits)

Additional information about online and on-campus programming and admissions is available by contacting the Office of Adult and Graduate Admissions at 216.373.5173 or toll free at 877.NDC.OHIO (ext. 5173) or e-mail to gradadmissions@ndc.edu. We are more than happy to help you!

Course Offerings

ED 501 Integrating Technology Across the Curriculum 3 cr.
An intermediate course which further develops electronic communications with emphasis on Internet resources, Telnet and e-mail; issues of productivity and interactive technologies; evaluation of software programs; guidelines for selecting Internet services, and pertinent educational sites on the Internet; additional use of assistive technology for students with special needs; and overview of more advanced troubleshooting across the P-12 curriculum. Clinical/field experience required. Prerequisites: ED 504 and basic understanding and use of computer applications. (Pretest) Fall, Spring, Summer

ED 502 Multimedia Integration for Instruction 3 cr.
An advanced course that emphasizes multimedia packages, in-depth application of productivity, interactive technologies, variety of media presentation, authoring packages, participation and planning of collaborative projects, use of imaging devices such as scanners, digital cameras with computer systems and software, and development of instructional and learning materials that enhance the learning environment. Clinical/field experience required. Prerequisites: ED 501 or its equivalent. Spring

ED 503 Social, Cultural Issues in Education 3 cr.
The purpose of this course is to examine education as a social/cultural phenomenon and the implications of this perspective for schooling, multicultural education, educational development, and the process of teaching and learning. Students will explore materials, experiences, and their own insights as well as the influences of political, economical and religious variables on education and schooling and will critique relevant case studies. Summer, Fall

ED 504 Psychological Implications for the Educational Professional 3 cr.
A study of the theory and principles of psychology that have contributed to effective teaching and learning. Included will be such topics as mastery learning, cognitive psychology, task analysis, information processing, hierarchal structures, formative and summative evaluation, and norm and criterion referenced measures. Students are expected to design, implement and evaluate an instructional program. Summer, Fall

ED 506 Introduction to Educational Research 3 cr.
Study of the fundamentals of research design and criticism and the APA format. Course includes activities focused on the critical analysis of published research. Spring

ED 510 Foundations in Mild/Moderate Disabilities 3 cr.
Instruction to the field of special education based on current and past theories, definitions, terminology, etiology, cultural factors; focus on the characteristics and needs of persons with mold/moderate disabilities from preschool through adulthood; family and school issues related to identification; curriculum development; transition; and evolution of a personal educational philosophy and awareness of professional strengths and weaknesses in relation to mild/moderate disabilities. In collaboration with the professor, individual projects will address moderate to intensive needs of special learners. Clinical/field experience required. Summer, Fall

ED 521 Multisensory Approaches to Language Development  3 cr.
Nature and role of word recognition in proficient reading. Rationale and methods of assessment and instruction of phonemic awareness, decoding, spelling and their application in reading and writing. Identification of deficits in each area and their relationship to reading disabilities. Fall, Spring, Summer

ED 525 Literacy Theories and Research Applications 3cr.
Study of the major theories and instructional practices that have been used in the diagnosis and correction of reading disabilities. Students will be introduced to the major reading journals and library resources in the field, through which they will develop a strong knowledge base in the area of reading. Readings will include the major areas of reading research, including both theoretical models and effective teaching strategies that have been employed in the diagnosis and correction of reading disabilities. Summer

ED 535 Theoretical Model Approach to Literacy 3 cr.
An exploration of content literacy enabling students to be able to use reading, writing, talking, listening and viewing processes to enhance subject matter across the curriculum. Assessment of text for instruction, responding to linguistic and cultural differences, creating instructional plans, developing thematic units and formulating text interactions through instructional strategies to help students read, explore and study content area texts. Fall, Summer

ED 553 Assessment in Special Education 3 cr.
Purposes and types of assessment used for students with special learning needs; selection, administration, scoring and interpretation of formal and informal test instruments for basic academic, social/emotional, vocational and perceptual skills; survey of alternative assessment techniques and their application for monitoring progress. Clinical/field experience required. Fall, Summer

ED 554 Instructional Strategies for Mild/Moderate Disabilities 3 cr.
Building individualized education programs (IEPS) based on assessment data; procedures in planning and monitoring instruction; choosing and developing materials, integration of technology; development of teaching strategies in language arts and arithmetic; subjects for children with learning problems; and preparation of students for inclusion and/or transition. Clinical/field experience required. Prerequisites: ED 510 or permission of instructor. Fall, Spring

ED 556 Principles of Literacy Instruction 3 cr.
Focuses on strategies, assessments, and procedures to identify and remediate the reading process within the classroom or in small group situation. Emphasis will be applied to the literacy processes of decoding, vocabulary, comprehension, fluency, spelling, written expression and literature selection. Literacy acquisition for expository and narrative materials will be explored to aid the diverse reader. Delivering instruction to create a community of readers and writers with emphasis on the interacting factors that relate to reading difficulty. Spring, Summer

ED 557 Diagnosis and Correction of Reading Problems 3 cr.
The course will focus on the identification of severe reading disabilities, analysis of intervention programs, and administering formal and informal assessment. A study of the components of effective reading instruction for the disabled reader along with principles of corrective instruction will be learned. Spring, Summer

ED 605 Curriculum Development for Practitioner 3 cr.
Study of essential structural components of curriculum and the role of the educator in making curriculum decisions. Issues related to curricular theory, differentiated instruction, and the formulation of curriculum design will be explored. Summer

ED 607 Research Design 3 cr.
The discussion, development and completion of the first three chapters of the research project. Three (3) semester hours. Spring, Summer

ED 614 Student Teaching/MMIS 6 cr.
This course is the required 15 weeks of student teaching for post-baccalaureate candidates seeking their first or initial teaching license in the area of Mild/Moderate/Intensive Specialist program. Student teaching is to take place in an appropriate classroom setting arranged by the placement coordinator and approved by the program director. A bi-weekly seminar is required. Fall, Spring