Master of Arts in Education

Purpose

The Master of Arts in Education (MAEd) program is designed to provide candidates two alternative pathways to obtain an MAEd degree.

Track One: (MAEd without Licensure) is for candidates who desire to understand content and methods pertaining to teaching and learning, but are not pursuing a teaching license. This program is an alternative to the Master of Arts in Teaching (MAT) program. The MAEd Track One is a Master's level program that does not meet the requirements for state licensure and does not require candidates to complete the full clinical practice practicum or pass required content knowledge tests. It is recommended for candidates who have completed an undergraduate BA or BS degree in a field other than education, desire a Master's degree in education, but do not plan to teach in the United States. At a reasonable time after making the decision to enter Track One and completing the requirements for the degree, a student can re-enroll in the graduate program to complete any remaining components, to be considered for recommendation by a program director in the School of Education.

Track Two: (Preliminary License + MAEd) is for candidates who desire to earn a Preliminary Teaching License and then continue on to complete action research and additional coursework to fulfill the requirements of the Master of Arts in Education (MAEd) degree. Obtaining a preliminary license first allows a candidate to seek full-time employment as a teacher while continuing to take classes towards earning their degree. This program is advised for individuals who have completed an undergraduate BA or BS degree in a field other than education and desire both a teaching license and a Master’s degree.

Program Objectives

Educational Objectives

To enable students to:

  • Gain knowledge about the psychological, sociological, historical, and philosophical foundations of education
  • Build on their knowledge of subject matter to develop pedagogical skills and research methodologies
  • Apply these understandings to education in various settings
Professional Objectives

To enable candidates to:

  • Use their knowledge and skills to work in educational settings
  • Seek employment as a teacher, paraprofessional, in non-profit agencies or other education related organizations

Admission Requirements

Applicants seeking admission to the MAEd program must hold a four-year baccalaureate degree program from an accredited college or university, with a minimum GPA of 3.0 in the last two years of coursework. In addition, applicants must complete the following to be considered for admission to the program:

  • Master of arts in teaching application and application fee
  • Submit one official transcript from each college/university attended
  • Completion of the character reference statement required by Oregon TSPC
  • Three letters of recommendation
  • A group assessment with the Admission Committee

If accepted into the program, a $200 tuition deposit is required. Deadline for application is Feb. 1 for summer start, June 1 for fall start, and Oct. 1 for a spring start. Applications may be reviewed after those dates on a space-available basis. Preference will be given to those candidates who have had experience in schools working with students as well as to those candidates who have passed the appropriate ORELA exam.

Transfer Credit

No transfer credit is allowed toward the MAEd program. Transferability of credits earned at this institution and transferred to another is at the discretion of the receiving institution. Consult the registrar's office for information on eligibility of transfer credit.

Residence Requirements

All 36 semester credits must be taken in resident study at George Fox University. Reinstatement to the program after withdrawal requires Admissions Committee action and may subject the student to additional requirements for the degree.

Course Requirements

The Master of Arts in Education program is generally 1-2 years in length with a minimum of 36 semester credits of coursework required as a minimum for graduation. Of those semester credits, 21 are in prescribed MAT core education courses (including 4 practicum credits), 9 semester credits in MEd core courses, and 6 semester credits in an area of specialization.

Other Degree Requirements

The program structure will be characterized by:

Cohort Model

Students will work in cohorts that average between 10 to 18 students. Cohorts will include multiple and single subject levels.

Theory-Into-Practice
Candidates will have numerous opportunities to practice what they learn in order for content to be more than theoretical understanding. Students may have volunteer opportunities in addition to a Clinical Practice Practicum, where they will be able to collaborate with university faculty, cooperating teachers, and administrators from local school districts to apply learning from coursework to the P-12 classroom.

Research

Candidates in the MAEd program will learn how to access and apply current research in their practice. Education is an ever-changing field and practitioners should understand how to stay current in their approaches.  Candidates will conduct an action research project and present at a research symposium at the completion of their program.

Thematic Strands
Both tracks have integrated curriculum that infuse critical thinking skills, pedagogy, classroom management, cultural proficiency, and technology. These elements are interwoven throughout the program and include a purposeful use of current research on education and methodologies.

Reflection
The ability to be a reflective practitioner will be developed in group discussions, journal entries, papers, and conferences with supervisors and cooperating teachers.

Graduation Requirements

In order to graduate with the Master of Arts in Education (MAEd) degree students must:

  • Satisfactorily complete a minimum of 36 credits with a cumulative GPA of 3.0 or above
  • Achieve no grade lower than a B in all core courses. If a grade of a B- or lower is received in a designated course, that course must be retaken (for more specific information, please refer to the student handbook).

Students in Track One of the MAEd program will not complete a full-time student teaching requirement, therefore, the director will not sign any official documents recommending the student as a candidate for teaching licensure in Oregon or any other state.

Students in Track Two of the MAEd program will complete a full-time student teaching requirement, therefore, upon successful completion, will be eligible for licensure in Oregon.

Curriculum Plan

Complete the following:

This course focuses on the historical foundations and purpose of education, educational law, policy, and ethics. Foundational knowledge necessary to understanding exceptionalities of all kinds is built. Reflection upon professional identity and dispositional development will be facilitated.
This course introduces a multiplicity of student needs. It provides a framework steeped in cultural humility for approaching diverse students and communities. Specific skills for facilitating learning for all students from an asset based perspective is foundational. Issues surrounding race, ethnicity, culture, and qualities needed for cultural competency, and inclusion are explored. IEP’s and 504 information as well as ELL foundations and supports will be foundational in this course.
This course prepares candidates to meet the curricular and instructional needs of all students including exceptional learners. Candidates learn lesson design and instructional planning. Differentiated curriculum and instructional strategies are explored. Accommodations and modifications are made operational in unit and lesson design.
This course focuses on training in best practices in assessment design and implementation. Study is focused on using student data to create valid and reliable assessments with a focus on developing plans for differentiation and intervention.
This course examines human development with developmental psychology, learning theory, and theoretical and practical aspects of human development-birth through adolescence. Foundations in learning theory and their connections to developmental psychology and learning theory are explored. Foundational knowledge of exceptionalities is built.
This course is designed to introduce the concepts of literacy as defined by the integrated processes of reading, writing, speaking, listening, and interacting with oneself and others. An emphasis on ELL, language acquisition, assessment, RTI, and Sped with emphasis on high incidence disabilities in language development are explored.
This practicum will be completed at either multiple subject or single subjects endorsement area. Candidate demonstrates success in multiple performance assessments.
This course studies positive learning environment strategies including procedures, routines, and clear expectations that allow educators to shape context with students in the clinical practice. Problem solving simulations are grounded in both observations and educational theory.
This course provides reflective opportunities to analyze individual and group management strategies, behavior analysis, modifications of environment, preventative strategies and positive behavioral support systems for all students within the context of the practicum experience.

Choose one of the following:

Single Subjects Specialization (Single Subjects Specialization students will enroll in MATG 555 Secondary Content Pedagogy according to their specific content area: advanced math, art, biology, business, chemistry, ELA [English Language Arts], health, integrated science, mathematics, music, PE, physics, social studies, technology education, or Japanese).
A study of instructional strategies and the design, implementation, and evaluation of curriculum for content-specific secondary classrooms. The pattern of course topics presented includes the nature of content knowledge, general pedagogical methods, subject-specific pedagogical methods, and integrated pedagogical methods. Inclusion emphasis. For single subject endorsement candidates, this course offers an intensive exploration of pedagogical practices within the content area.
A study of instructional strategies and the design, implementation, and evaluation of curriculum for content-specific secondary classrooms. The pattern of course topics presented includes the nature of content knowledge, general pedagogical methods, subject-specific pedagogical methods, and integrated pedagogical methods. Inclusion emphasis. For single subject endorsement candidates, this course offers an intensive exploration of pedagogical practices within the content area.
A study of structures, strategies, issues, designs, and possibilities for the organization of middle schools and implementation of curriculum to meet the specific needs of mid-level students. Inclusion emphasis.
Multiple Subjects Specialization
This course focuses on the pedagogies of science and STEAM (science, technology, engineering, arts, and mathematics) education at the EC/EL and EL/MS levels. The science pedagogy assists teacher candidates in how to navigate the three-dimensional, inquiry-based learning aspect of the Next Generation Science Standards and implement strategies and assessments for fostering student centered learning and inclusive classroom environments. The STEAM pedagogy equips teacher candidates in developing content and pedagogical content knowledge, integrative STEAM strategies, and efficacy to plan, apply, and evaluate STEAM challenges using project-based learning.
This course is a study of instructional strategies and the design, implementation, and evaluation of language arts curriculum for multiple subjects/elementary classrooms. The pattern of course topics presented is the nature of content knowledge, general pedagogical methods, subject-specific pedagogical methods, and integrated pedagogical methods. Emphasis will be placed on ELL, Dyslexia, RTI and Inclusion.
This course seeks to integrate effective mathematics teaching and learning pedagogies within the framework of the common core state standards. The development of personal understanding of mathematical concepts and processes is emphasized; this process requires the student to expand his/her own learning beyond the course assignments to examine the relationships between mathematical concepts and the real world. Teaching mathematics effectively to diverse learners is emphasized. The course is interactive and dependent upon student participation.

Training Tracks

Complete the following:

This course incorporates the design and implementation of an action research project for the practicum(s) using a variety of data collection and analysis methods. Designing, teaching, assessing, and interpreting results in an effort to enhance instruction are analyzed.
This course incorporates the design and implementation of an action research project for the practicum(s) using a variety of data collection and analysis methods. Designing, teaching, assessing, and interpreting results in an effort to enhance instruction are analyzed.
This 3 semester-hour course will focus on analysis and investigation of current research in effective teaching methods as related to specific subject and focus areas in k-12 education. Specific methods relating to subject matter, learning styles and effective teaching practices and strategies will be studied and applied. Students will have an opportunity to thoroughly investigate best practice philosophies and methodologies in k- 12 education. Participants will benefit from interacting with each other concerning issues of best practices in teaching, implementation of best practices, and examining solutions to educational issues in k-12 education.
This course will focus on designing curriculum units and instructional plans for a standards-based curriculum while utilizing research-based best practices for teaching, learning and assessment. There will be an emphasis on the development and implementation of an integrated interdisciplinary unti for the candidate's specific teaching or educational assignment that utilizes concept-based curriculum strategies and instructional techniques to "teach beyond the facts for the thinking classroom." In addition, students will be participating in a Professional Learning Community that will focus in on a data collection cycle to inform and evaluate practice. Students will develop assessment instruments and procedures that relate to their own disciplines. Current methods of formative assessment - including portfolios, rubrics, and other forms of authentic assessment - will guide and inform discussions.

Complete the following:

This course is designed to develop conceptual and technical skills needed for designing and implementing action research studies in classrooms, schools, and other educational settings. The focus is on the following: observing and recording behavior in school settings; problem definition and focus; sampling; data storage and retrieval systems; and trustworthiness of action research. Emphasis is placed on defining and investigating problems which require the educator to investigate strategies for improving their practice and student learning. Prerequisite: MEDU 530, Overview of Qualitative and Quantitative Research Methodology.
This course is part two of the master's research project in which the student continues to work under the direction of the advising professor. In this final stage the student completes a written paper, publishes the work on an open-source site, and publicly presents results of the research project.
Master of Education Courses
This 3 semester-hour course will focus on analysis and investigation of current research in effective teaching methods as related to specific subject and focus areas in k-12 education. Specific methods relating to subject matter, learning styles and effective teaching practices and strategies will be studied and applied. Students will have an opportunity to thoroughly investigate best practice philosophies and methodologies in k- 12 education. Participants will benefit from interacting with each other concerning issues of best practices in teaching, implementation of best practices, and examining solutions to educational issues in k-12 education.
This course will focus on designing curriculum units and instructional plans for a standards-based curriculum while utilizing research-based best practices for teaching, learning and assessment. There will be an emphasis on the development and implementation of an integrated interdisciplinary unti for the candidate's specific teaching or educational assignment that utilizes concept-based curriculum strategies and instructional techniques to "teach beyond the facts for the thinking classroom." In addition, students will be participating in a Professional Learning Community that will focus in on a data collection cycle to inform and evaluate practice. Students will develop assessment instruments and procedures that relate to their own disciplines. Current methods of formative assessment - including portfolios, rubrics, and other forms of authentic assessment - will guide and inform discussions.
This course will introduce students conceptually to research as a way of thinking for classroom or school improvement. As consumers of research, students will learn to search databases, analyze data, identify and summarize results to inform educational decisions. Students will be exposed to both qualitative and quantitative research paradigms, and begin to develop a literature review for their research project.
This course examines how belief structures undergird the methods educators use to motivate people to learn. Through the light of ethical theory, students examine how organizational leaders respond to the situations they face. Students also reflect on and apply their own values and ethical understanding to shed light on case studies that represent situations they often face as educational leaders.
ESOL Endorsement Electives
Examines the fundamental elements, processes, and patterns of oral and written language for the teacher of English to speakers of other languages. Topics include phonetics, phonology, sociolinguistics, pragmatics, morphology, orthography and writing conventions, syntax, semantics, and discourse analysis. English is the primary focus of the course, with reference to other languages commonly spoken by students in Oregon classrooms.
Examines various factors, concepts, and theories about first and second language acquisition processes and their interrelationships. The course also focuses on the application of this knowledge in ESOL classes for maximizing ESOL students' language development and academic achievement. Prerequisite or concurrent enrollment in EDFL 570.
Examines the diverse and dynamic role of culture in the ESOL students' language development and academic achievement. The course also emphasizes the application of this knowledge for instruction and the involvement of community and its resources for maximizing ESOL students' academic achievement. *Students who have successfully completed a Master of Arts in Teaching degree at George Fox University are not required to take ESOL 572 for this endorsement.
Reading Endorsement Electives
Thoughtful classroom practice depends on sound theory. This course examines some current competing theories, looks at the implications of various literacy theories as they impact classroom decision making, and, through reading and discussion, develop a personal understanding of literacy processes. The linguistic framework of reading and its place in the language arts will also be explored.
This course focuses on the issues related to public and school-based concerns about literacy learning. The discussion of issues will lead to research-based applications that can be translated into the classroom practice at the elementary, middle, or high school level.
The content of this course includes: the organization of reading programs within the context of state and federal regulation and within the structure of the school-wide program; the types of testing used to diagnose and monitor student progress; the methods that can be used to involve parents, paraprofessionals, and volunteers; and the methods available to assess program effectiveness. Observations in a variety of school settings will be organized.
SPED Endorsement Electives
This course will focus on the historical foundations and purpose of special education, theory, special education law and policy, including legislation and litigation, and ethics. The course provides the foundational knowledge needed to understand exceptionalities of all kinds.
The theoretical and practical aspects of human development with emphasis on - birth through young adult – and the connection to developmental psychology and learning theory. Functional knowledge of exceptionalities: autism, dyslexia, executive functioning are developed as it relates to learning.
This course prepares candidates to meet the needs of school students with high incidence learning disabilities in general education classrooms. Develops curricular modifications and adaptations to evaluate content curriculum, and to provide assistance to general education teachers. Develops knowledge and skills to adjust curriculum content using Common Core State Standards (CCSS) and informal assessments to provide information on student progress in the general education curriculum.
This course prepares candidates to meet the needs of school students with low incidence disabilities. Candidates explore, discuss and learn how to plan and implement curriculum that includes CCSS as well as informing disability eligibility decisions as well as instruction in academic and functional low incidence disabilities including: intellectual disability, hearing impairment, visual impairment, deaf/blindness, communication disorder, emotional disturbance, orthopedic impairment, traumatic brain injury, autism spectrum disorder, and other health impairments. Functional living skills are incorporated into content planning.
This course will focus on developing candidates’ ability to evaluate technological and assistive supports and determine appropriateness for exceptional learners. Candidates will design and develop assistive technology tools for use in academic and functional settings.
Candidates will gain knowledge and skills in writing effective, compliant Individualized Education Programs (IEPs) and acquire communication and collaboration strategies to facilitate IEP meetings and interactions with families. Candidates will identify key issues that could lead to litigation. Course content includes communication, organization, compliance and administrative management.