M.Ed. Core Courses

Master Of Education Degree Core Courses (12 hours):

EDUC 6301 – Research in Education

Instruction in the knowledge, skills and techniques necessary to understand and design research as applied to teacher education, with an emphasis on methodology, including statistical analysis and computer applications.

EDUC 6305 – Advanced Educational Technology and Media

Advanced study of the design, development and integration of educational technology and media for teaching, learning and personal productivity including principles of multi-media design and production and web-based formats.

EDUC 6395 - Action Research

This course focuses on the development of a research design using action research guidelines.  Through this activity, the student will develop artifacts that support competence in teaching and research.  Students will construct a project from a classroom concern or need, and then share their final product with classmates and the course instructor.

3 Hour Graduate Level Elective



EDUC 6300 - Foundations of American Education

This course provides the teacher candidate with an overview of the profession.  Its primary purpose is to provide the student with information prerequisites needed to formulate and make informed career decisions and develop a professional commitment to teaching.  It also includes an analysis of the historical, philosophical, and sociological basis for programs, instructional strategies and teaching behavior in American Education.

EDUC 6302 – Advanced Studies in Human Development

An advanced study of  the physical, cognitive, emotional and social development of children and adults utilizing current theories of development and research implications.

EDUC 6303 - Advanced Studies in Educational Psychology

The development and behavior of the school-aged child with attention to current research and theories of classroom learning and curriculum innovation.

EDUC 6304 – Diversity and Disability in Today’s Schools

A study of diversity and disability in the classroom.   Emphasis on how teachers must account for the special differences a variety of students bring to the learning environment and how to create a classroom environment in which the diversity of the group and the uniqueness of individuals are recognized and celebrated.  Includes integration of national and state standards into planning to teach diverse learners.

EDUC 6306 – Education Evaluation

The focus is primarily on the development of classroom assessments, appropriate space is given to the consideration of "high-stakes" and standardized testing that has become such a part of the educational reform movement.  Topics include principals and methods of classroom test construction, summarizing and interpreting measurements, and selecting, evaluating, and using standardized tests.

READ 6310 - Teaching Reading to Special and At-Risk Learners

A study of the cause of reading difficulties and procedures used to support students with reading difficulties, emphasizing those with learning disabilities, behavior disorders and mental impairments.  Approaches reading difficulty from a holistic view.  Attention is given to assessment strategies and remedial procedures for correction.

READ 6315 - Teaching Content in Reading Literacy

This course focuses on literacy in the content area subjects.  The importance of reading and writing literacy in the content areas is emphasized as well as the integration of literacy into a variety of instructional areas.  The development of speaking and listening skills are also included as part of literacy development.  A variety of literacy strategies and skills are presented and examined.

SPED 5323 - Math Strategies for Exceptional Learners

This course provides the special needs teacher with specific, researched based teaching strategies, assessment tools, classroom management techniques, and technology applications to support exceptional learners in math.  An emphasis will be placed on math processing skills such as reasoning, representation, communicating, and problem solving as well as current successful instructional models and approaches such as differentiated instruction, standards based instruction, and consultation.

SPED 6320 - Students with Special Learning Problems

This course surveys the theories, legal foundations, etiologies, characteristics, learning styles and learning problems of children and youth with exceptionalities, emphasizing those with learning disabilities, mental impairments communication disorders, and hearing and vision loss.  State and federal definitions, policies and guidelines for students with the above listed exceptionalities will be examined.

SPED 6321 - Students with Special Behavior Problems

This course surveys the theories, legal foundations, etiologies, characteristics, and special behavior problems of children and youth with exceptionalities, emphasizing those with behavior disorders, ADD, ADHD, Autism, TBI, and Health Disabilities.  State and federal definitions, policies, and guidelines for students experiencing the above listed exceptionalities will be examined.


You must possess an endorsement for Multi-Categorical Special Education or Behavioral Disorders to enroll in the following courses:


SPED 6330 - Introduction to Autism

This is a web based course established to review definitions, rates of incidence, conceptual models, and educational designs relating to individuals with autism.  The course is designed to introduce the student to a general view of Autism Spectrum Disorders.  In the field of Autism the research is constantly changing, therefore the student will have current developments presented through the use of research material and weekly assignments.  The educational treatment of students with autism requires that the learner be presented with a variety of approaches.

SPED 6331 - Methods and Strategies for Autism

This is a web-based course designed to provide students with an understanding of the learning characteristics of individuals with autism and research based instructional techniques for teaching skills, and managing challenging behavior.  This course has a required clinical component arranged cooperatively with the student and the course instructor.


* All electives must have prior approval of student’s graduate advisor.  See your advisor for additional information regarding electives.