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| Master of Science in Education in Secondary Education |
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The MSE Concentration in Secondary Education is designed to help career secondary classroom teachers upgrade their skills, become informed about new ideas and research in secondary teaching, and prepare for curriculum leadership roles in public and private schools.
The advisor-approved 31 units (minimum) on the study plan will include the following: |
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| Prerequisite Course Work (1 unit) |
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| Core Course Work (15 units) |
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| Emphasis Courses (6 units) |
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| Electives (6 units) |
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| Culminating Experience (3 units of project, thesis, NPBTS application, or comprehensive examination) |
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Master of Science Proposed Schedule
This schedule is for students beginning their program in the fall of 2008
2008-2010
Summer |
Fall Classes
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Spring Classes
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| Fall 1 |
All Students: |
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591 W 4-6:45pm
504 W 7-9:45pm |
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| Spring 1 |
| MSE Students: |
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540 100% online
*524 100% online |
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| FLM Students: |
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EDSC 530 Th. 7-6:45
Math 403a Th. 4-6:45 |
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| Summer 2 |
| All Students: |
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535
100% online
506
100% online |
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| Fall 2 |
| MSE Students: |
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536 W 7-9:45pm
599 OR 550 |
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(MSE students may choose either 599 or 550.) |
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| FLM Students: |
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536 W 7-9:45pm
Math 403b W 4-6:45pm |
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| Spring 2 |
| MSE Students: |
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*522 100% online
Exit class-- choose one (594, 595, or 598)
W 7-9:45 |
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| FLM Students: |
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MAED 532 W 4-6:45
Exit class-- choose one (594, 595, or 598)
W 7-9:45 |
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| You Graduate! |
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*Teacher Induction Candidates NO NOT take EDSC 522 and EDSC 524. Instead, they take EDSC 502A, 502B, 502C, and 502D, which are offered at your district sites.
Make sure that you keep a copy of your study plan. Your study plan also lists the courses you need to take and when those courses are planned to be offered.
This course list is not final. It may be subject to change. For the most current listing of courses always check this site: http://myweb.fullerton.edu/schedule/
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Last Revised 03.03.09 |
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| Master of Science in Education in Teacher Induction |
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| The MSE Emphasis in Teacher Induction is a collaborative effort with local school districts and is designed for 7-12 grade teachers enrolled in a district Induction Program and working toward a California Professional Credential. This degree will provide training that advances the skills and knowledge of professional educators and allows them to meet professional certification. |
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| Prerequisite Course Work (1 unit) |
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| Core Course Work (15 units) |
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| Emphasis Courses (6 units) (may be delivered at district site) |
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| Electives (6 units) |
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| Culminating Experience (3 units of project, thesis, NPBTS application, or comprehensive examination) |
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| Master of Science in Education Emphasis in Teaching Foundational Mathematics |
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| Offered in collaboration with the CSUF Department of Mathematics, this program is designed for experienced teachers of mathematics in grade 4-geometry who wish to extend their knowledge of both mathematics content and mathematics teaching as well as to prepare for curriculum leadership roles in public and private schools. Reflective of the College of Education’s Mission Statement, there is a strong emphasis on issues of equity in public schooling and teachers’ role in becoming change agents in their workplaces. |
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| Prerequisite Course Work |
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| Core Course Work (15 units) |
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| Emphasis Courses (12 units) |
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| Culminating Experience (3 units of project, thesis, NPBTS application, or comprehensive examination) |
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Secondary Education
MSE COURSE DESCRIPTIONS |
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| EDSC 501 Introduction to Graduate Studies in Secondary Education (1):
Introduces students to graduate studies in secondary education. Allows students to prepare program plan. Overview of library and web-based resources. Students must have capacity for electronic communication, including e-mail, attachments, and web courseware. May be taken before or during the first semester. Credit/No Credit. |
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EDSC 504 Advanced Instructional Proficiency in Secondary Educational Technologies (3):
Prerequisite: Ed Sec 404 or equivalent; candidate must have been issued a preliminary credential. Theoretical basis and strategies for improving teaching and learning in secondary school classrooms through multimedia technologies. Emphasis on the utilization of technology for curricular, instructional, and assessment purposes to support all students in learning |
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| EDSC 506 Graduate Studies in Secondary School Writing (3):
Focus on current issues, theory, and practice regarding the teaching of writing in secondary schools (grades 7-12). Candidates will actively and continuously write as they learn about ways to foster the writing development of secondary school students. |
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| EDSC 522 Family, Community, and Professional Partnerships (3):
This course examines effective teaching practices in working with diverse student populations so as to promote equal learning opportunities. Overview of successful community collaboration with service providers, business leaders, policy makers, and parents. Addresses complex diversity of families and teaching situations. Stresses importance of partnerships with professional agencies concerned with adolescents. |
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| EDSC 524 Assessing Student Learning (3):
Techniques and methods of assessing and evaluating student achievement. Attention given to improving student performance through assessment; congruence between purposes and instruments used; audiences for assessment. Design of a selection of instruments including performance assessment, portfolio, observation, and personal communication forms. Focuses on assessment strategies that promote equal learning opportunities. |
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| EDSC 535 Survey of Educational Research (3):
Introduces students to the major forms of both quantitative and qualitative research used in education. Students will learn how to select an appropriate research method and the characteristics of sound research. Stress will be placed on making reasoned judgments as consumers of research as well as selecting appropriate information collection strategies. |
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| EDSC 536 Curriculum Theory and Development (3):
The secondary school curriculum including the forces operating on the curriculum and the participants involved in middle and high school curriculum building. The process of curriculum building. |
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EDSC 540 Graduate Studies in Teaching English Learners (3):
Prerequisite: Ed Sec 410; candidate must have been issued a preliminary single subject credential. Students must be in their second semester of student teaching or have completed preliminary credential requirements. Final course required for CLAD Certificate. Includes methodology of English language development and content instruction for English learners, strategies for specially-designed academic instruction in English. Focuses on research and policy implications. |
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| EDSC 550 Instructional Strategies (3):
A general course in pedagogy designed for students whose professional work involves instructional responsibilities. General teaching strategies, course design, instructional planning, and student evaluation are emphasized. |
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| EDSC 591 Professional Seminar in Secondary Teaching (3):
Prerequisite: Consent of graduate advisor. Introduction to requirements for National Board certification. Focus on development of Portfolio entries and analysis of candidate's teaching (self, peer, and instructor) with respect to models of teaching and teachers' work. Review of research related to professional teaching standards. |
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| EDSC 594 Project Seminar (project class) (3):
The preparation, evaluation, development, and presentation of curriculum research projects culminating in a graduate project. Individuals and groups will participate in critiquing proposals, curriculum projects, and research results. May be repeated for credit. |
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| EDSC 595 Advanced Studies in Secondary Education (exam class) (3):
Graduate seminar designed to develop competencies in secondary education areas of content area curriculum, instruction, and assessment, educational technology, program development, leadership, National Board Certification, and interpersonal relations related to secondary school teaching. |
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| EDSC 597 Project (1-3) Individual research on an empirical project, with conferences with the instructor, culminating in a project. |
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| EDSC 598 Thesis (1-3) Individual research on an empirical project, with conferences with the instructor, culminating in a thesis. |
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EDSC 599 Independent Graduate Research in Secondary Education (1-3): Prerequisites: consent of instructor or graduate advisor. Individual research with conferences with the instructor. |
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Induction
EMPHASIS COURSES |
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EDSC 502A New Teacher Induction, Assessment, and Support, Year 1 (Semester 1) (1): Prerequisites: Single Subject Preliminary/Level I Credential and concurrent participation in Induction Program. Preparation and professional development for new teachers in accordance with the California Standards for the Teaching Profession. Utilization of California Formative Assessment and Support System for Teachers model. Focus on CFASST Events 1-2. (1 unit) |
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EDSC 502B New Teacher Induction, Assessment, and Support, Year 1(Semester 2) (2): Prerequisites: EDSC 502A and concurrent participation in Induction Program. Preparation and professional development for new teachers in accordance with the California Standards for the Teaching Profession. Utilization of California Formative Assessment and Support System for Teachers model. Focus on CFASST Events 3-6. (2 units) |
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EDSC 502C New Teacher Induction, Assessment, and Support, Year 2 (Semester 1) (1): Prerequisites: EDSC 502B or equivalent and concurrent participation in Induction Program. Preparation and professional development for new teachers in accordance with the California Standards for the Teaching Profession. Utilization of California Formative Assessment and Support System for Teachers model. Focus on CFASST Events 7-8. (1 unit) |
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EDSC 502D New Teacher Induction, Assessment, and Support, Year 2 (Semester 2) (2): Prerequisites: EDSC 502C and concurrent participation in Induction Program. Preparation and professional development for new teachers in accordance with the California Standards for the Teaching Profession. Utilization of California Formative Assessment and Support System for Teachers model. Focus on CFASST Events 9-12. (2 units) |
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Teaching Foundational Level Mathematics
Emphasis Courses |
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| EDSC 530 Graduate Studies in Mathematics Education (3): Seminar to explore research that focuses on teaching and learning mathematics in the middle grades, criteria for improving mathematics programs, and critique of current mathematics curricula. Students will analyze research in light of their developing knowledge and teaching experiences. |
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| MATH 403A Fundamental Concepts of Teaching Foundational Level Mathematics I (3): Prerequisite: Math 303B. Designed to help provide the content background to satisfy the requirements for the California Supplementary Credential in mathematics. Focuses on gaining a thorough understanding of algebra, including patterns, functions and the use of technology. |
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| MATH 403B Fundamental Concepts of Teaching Foundational Level Mathematics II (3): Prerequisite: Math 403A. Designed to help provide the content background to satisfy the requirements for the California Supplementary Credential in mathematics. Focuses on gaining a thorough understanding of advanced algebra, geometry, probability and statistics, and the use of technology. |
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| MATH 532 Problem Solving in Teaching Foundational Level Mathematics (3): Prerequisite: Math 403A. Designed to help teaching foundational level mathematics teachers develop expertise in teaching problem solving. |
