Education Masters

An examination, analysis, and in-depth study of linguistic policies and court cases impacting linguistic minorities in the United States. Analysis of major research studies supporting linguistic programs currently being implemented in K-12 schools.

Teaching the content areas in Bilingual Education with an emphasis on integrated thematic instruction in a bilingual setting and addressing specific cultural, conceptual, and linguistic difficulties experienced by the second language learner in the content class.

General survey and introduction to linguistic structure and use; emphasis is placed on the practical application of theory in the classroom. Includes contrasts with other languages.

This course will examine the theory, political aspects, and methodologies employed to teach in dual language programs in both One-Way and Two-Way Immersion settings.

A study of the major components underlying a balanced literacy approach, particularly as they pertain to the teaching of literacy to linguistically-diverse populations. Implementation of literacy lessons using the Balanced Approach.

Methods and techniques for teaching English literacy and academic language to students whose native language is not English. Students will practice and present literacy lessons.

This course offers a survey of children"s literature in English to be taught to children whose native language is not English.

Implementation of dual language methodology to develop academic language and content knowledge in a dual immersion setting.

Methods and techniques for developing literacy and academic language for the second language learner. Authentic assessment, classroom management, and technology are included.

Methods and techniques for teaching literacy and academic language to Spanish dominant students. Study of authentic literature in Spanish for the primary grades.

This course is a graduate seminar designed to prepare teachers and administrators to examine the effects of testing and assessment on linguistically diverse populations and to explore alternative assessment measures. The coursewill be taught in English.

A special topic is investigated in a group setting with graduate faculty leadership. This specific topic is subject to the approval of the Graduate Committee. Course may be repeated with a new topic. Only 6 credit hours of topics courses may be applied to the master of education degree.

A research problem is investigated under the supervision of a graduate faculty member. The research proposal is subject to the approval of the Graduate Committee. Approval of Med program director required prior to enrollment. Prerequisite: EDUC 5301.

Teaching experience under the guidance of practicing specialist in the field. Student will be supervised individually by a faculty member appointed by the Dean.

A special topic is investigated in a group setting with graduate faculty leadership. This specific topic is subject to the approval of the Graduate Committee. Course may be repeated with a new topic. Only 6 credit hours of topics courses may be applied to the master of education degree.

The role of research and evaluation in improving instruction and assessment of learning models and techniques.

The course will examine the social foundations of American education and how these foundations interact with the current historical, social, and political forces in shaping American education. Special emphasis will be given to the opportunities for students to investigate special educational problems and issues.

Introduction to the tools and techniques used by principals and presidents to anticipate financing needs and to effectively manage financial resources from a mission-driven perspective. Budgeting processes. Discussion of particular problems posed to management of a Catholic school.

Students will examine the legal issues, court cases, and administrative practices related to the legal status of Catholic school education. Legal issues will also be looked at from a moral and ethical perspective based on Catholic teachings.

This course includes several topics related to Catholic School Administration including: mission-driven leadership, the relationship between Catholic school and the (Arch) diocese, the relationship between Catholic schools sponsored or owned by a religious Congregation and that community, business administration, leadership styles, curriculum development, personnel administration and school-home relations.

The course includes the investigation and application of models, systems and theories of learning for best practice performance in the role of instructional supervisor or team leader. The skills of planning, data collection, analysis and conferencing are explored with the goal of improved classroom instruction and student achievement.

Analysis of the dynamics of the classroom unit and the examination, application and evaluation of the behavior modification, socio-emotional and group process approaches to classroom management.May be taken for early childhood, elementary, secondary, or all-level emphasis.

Survey of theory of second language acquisition. Study of the sociolinguistic, linguistic, psycholinguistic, and legal foundations of programs serving linguistically diverse populations.

This course provides an opportunity for participants to develop a working knowledge of instructional design, lesson design, and effective teaching practices in order to serve as an instructional leader in public and private school settings.

This course provides an introduction to special education programs and services in today’s schools within the framework of inclusion, collaboration and evidence-based instructional strategies.

This course focuses on evidence based practices for assessing and teaching students with emotional disorders including Functional Behavioral Assessments, Behavioral Intervention Plans, using the RTI process to develop positive behaviors, school wide interventions, as well as other practices.

Firsthand experience in working with children with emotional disorders. Case studies, observation, and minimum of 40 clock hours of direct field experience. Prerequisites: EDUC 5320, 5322, and approval of instructor.

Identification and diagnosis of specific reading disabilities and accompanying remediation techniques. Best practices, assessment, and implementation are focal aspects of the course. Prerequisite: EDUC 5370 or 5380.

This course provides experiences to increase awareness of, and knowledge about, a variety of assessment procedures appropriate for use with school aged children. Standardized assessment, including content specific to educational diagnosticians and special educators, will be addressed along with advantages and limitations of assessment techniques.

This course will examine the design and implementation of curriculum and the assessment and evaluation process necessary to enhance teaching and learning, align curriculum, resources, and assessments to measure student performance. Moreover, the interrelationship between instruction, curriculum, assessment, and evaluation is examined.

Examination, analysis and application of the principles of instructional design as related to the role of the classroom teacher within various school settings.

Special educators and educational diagnosticians must be able to design and implement lessons that provide access to the general education curriculum for students with disabilities. This course focuses on knowledge and skills needed to differentiate instruction based on the general education curriculum in order to respond to the needs of all learners. Students will learn to design effective differentiated lessons based on learning profile, interests, and readiness.

Investigation of curriculum needs in a culturally plural society. Explores concept of multi-cultural education; implications for educational programs; effects of cultural differences on teaching and learning.

Current goals and methodology for secondary schools.Degree plan:Generalist

General processes of development from conception through death with attention to physical, cultural, social and emotional relationships.

A research problem is investigated under the supervision of a graduate faculty member. The research proposal is subject to the approval of the Graduate Committee. Approval of Med program director required prior to enrollment. Prerequisite: EDUC 5301.

Administration, interpretation and report writing focusing on legal requirements and individual strengths, areas of need and educational recommendations. Prerequisite: Approval of the instructor.

Administration, interpretation and report writing focusing on legal requirements and individual strengths, areas of need and educational recommendations. Prerequisites: EDUC 5341 and approval of the instructor.

Supervised experience in practical application of diagnostic procedures. Case studies, observation, and direct field experience. Prerequisites: EDUC 5341, 5342 and approval of instructor.

Design and implementation of evidencebased interventions based on identified diagnostic findings. Case studies, observation and direct field experience. Prerequisites: EDUC 5341, 5342 and approval of instructor.

This course focuses on evidence-based approaches and practices for assessing and teaching students with mild disabilities including Response to Intervention (RTI), curriculum-based assessment, progress monitoring, IEP development, and teaching strategies. Prerequisite: EDUC 5320.

This course will include an examination of student variability with regard to cognitive, biological, social and emotional development. Special attention will be given to exceptional populations.

Firsthand experience with students with mild disabilities. Experience includes assessment, program design, implementation, and support services to parents. Prerequisite: EDUC 5345 or consent of instructor.

Includes the study of the principles, assumptions, techniques, and procedures associated with the major counseling theories and approaches, skills for establishing and maintaining an effective counseling relationship, and procedures for conceptualizing client issues and setting counseling goals. Development of the counseling microskills is a focus.

Includes but is not limited to the study of the principles of standardized testing, measurement, types and uses of assessment, principles of test administration, and skills for interpreting test scores, test bias, and other types of assessment. Differential statistics include but are not limited to measures of central tendency, measures of variability, standard deviation, and z-scores. Inferential statistics include but are not limited to the study of correlation coefficients, confidence intervals related to a mean, significance of sample size, p-value, effect size, power of a test, and ANOVA. Statistics are applied to understanding test score reports.

An analysis of the reading process, literacy learning in the beginning and intermediate readers, skills development, and approaches to reading and writing are applied in this course. Admit to Teacher Education (TED student group).

An analysis of current social studies goals and instructional strategies utilized in teaching elementary children. Techniques for teaching decision-making skills and citizenship.

Design and implementation of effective instruction in mathematical content appropriate to the elementary learner’s developmental stage, ability level, previous mathematical competencies and curriculum needs.

Analysis of current goals and instructional strategies utilized in teaching elementary science. Methods of teaching scientific attitudes and processes as well as specific scientific concepts and principles.

Emergent literacy is the study of early literacy development and learners. Students explore current research in early literacy and design curriculum appropriate for young learners.

Analysis of factors contributing to skills development in adolescent readers. Topics will include young adult titles and authors, current research in literacy curricula, adolescent reading interests, and techniques for teaching and reading in the contents areas. Admit to Teacher Education (TED student group).

This course provides an overview of the administrative role in educational settings, examines organizational theories, and concepts, and develops skills in conceptual areas of school administration with particular emphasis on managing limited resources.

A course designed to give the student an introduction to school law, to understand the legal aspects of school administration including the legal rights of educators and students, and to be aware of court decisions pertaining to the administration of schools.

Students will examine the role and responsibilities of the principal as a leader in the elementary, middle, and/or high school.

The student will develop the skills needed to design and implement curriculum and strategic plans that enhance teaching and learning, align curriculum, curriculum resources and assessments and use various forms of assessment to measure student performances.

A graduate seminar on the special role of Catholic school teachers in spiiritual development through an exploration of Church teachings on education.

This course will include an examination of the reading specialist as a literacy coach across grade levels and with regard to several different contexts including geographically dispersed, private and public, and multiple grade level settings.

Counseling Internship is the second of two semesters required for the capstone experiences. Students will be enrolled in a 3-credit counseling internship class which meets once a week for one semester. This courses requires completion of a supervised internship of 600 clock hours in students' designate program areas, begun after successful completion of the counseling practicum. The internship is intended to reflect the comprehensive work experience of professional counselors appropriate to the designated program areas. Students' internship includes all of the following: (1) At least 240 clock hours of direct service, including experience leading groups. (2) Weekly interaction that averages one hour per week of individual or triadic supervision throughout the internship performed by the onsite supervisor. (3) One class per week in the 3-credit Counseling Internship class. (4) The opportunity for students to become familiar with a variety of professional activities and resources in addition to direct services (for example, record keeping, assessment instruments, supervision, information and referral, in-service and staff meetings. (5) The opportunity for students to develop program-appropriate DVD recording for use in supervision or to receive live supervision of their interactions with clients. (6) Evaluation of students' counseling performance throughout the internship, including documentation of a formal evaluation after students complete their internship by the professor of the counseling internship class in consultation with the onsite supervisor.

This course facilitates student understanding of how public schools are funded, how a campus administrator manages a campus budget, and the importance of equitable funding in meeting the social justice tenent that all children have a right to an education. Activities will include proposing a budget for a hypothetical campus, analyzing a school district's sources of revenue, and interviewing a district leader relative to school finance.

In this course, students will learn the purpose, philosophy, and legal foundations of special education and be able to apply knowledge of ethical and professional practices.

This course will include an examination of the writing process, genres specific to writing, and pedagogical preferences for instruction in a Kindergarten through 12th grade setting.

This course emphasizes analysis and appraisal of curriculum reform in efforts to study persistent and critical issues in education that affect the teaching/learning process. Opportunities are provided to study current and social issues that impact Curriculum & Instruction with reference to various specialities of student enrolled.

Analyzes the historical movements in American curriculum thinking and individuals involved as well as attention to the social/cultural/historical institutional context within which they worked. Emphasis is placed on primary and secondary sources/readings and position curriculum thinking has in an evolving national educational system.

Fundamental dimension of curriculum theory, such as but not limited to the social construction of knowledge, curriculum as cultural mind set, social/historical/political reality, and scholarly discourse are explored. Students will examine the various ideological orientations to curriculum studies, curriculum design, and the opportunity for curriculum development.

This course exemplifies the connection and relevance identified in educational research of professional practices in the classroom deemed instructional in nature. The course content focuses on applying theory to the best 10 best practices in the the 21st Century classroom for effective teaching/learning environments by developing thinking and problem-solving skills through integration and active learning.

This course analyzes the assessment and evaluation process in the context of curriculum instruction, objectives, high stakes testing, to help identify best research practices for effective teaching/learning environment. The course aims to assist curriculum specialists in understanding how instruction, curriculum, assessment and evaluation are interrelated. Emphasis will be placed on various forms of assessment and evaluation in developing a comprehensive program inclusive of both traditional and alternative forms of assessment and evaluation.

Designed to develop a knowledge base in quantitative and qualitative research in order to conduct and execute investigative projects. Topics include an introduction to research questions or focus and proposal completion; a literature review, ethical issues in research, introduction to research designs and methods, basic data analysis, interpretation of data, strengths and limitations in the conduct of quantitative and qualitative research. (Replaces EDUC 5301)

Designed to further investigate quantitative/qualitative research designs and research methods appropriate to different research contexts in educational settings. Topics include: representing statistical data and qualitative interpretation to scholarly and practitioner audiences; representation of data, describing data by using inferential and descriptive statistics as well as qualitative approaches , interpreting data and making recommendations. Prerequisite: EDUC 6320.

Designed to introduce graduate students in Education to scholarly writing and research process. Topics include exploration of different literary styles in educational research, mastery of APA style, and analysis, synthesis, and critique of peer-reviewed literature.

Designed to introduce quantitative and qualitative research designs, methods, and data analysis techniques in education. Topics include ethical issues in research, construction and evaluation of measurement tools, critical analysis of research methods, use and interpretation of descriptive and inferential statistics, and analysis and synthesis of qualitative data.

Designed to facilitate the completion of an advanced research thesis proposal. Coursework involves writing a literature review on a selected topic, developing a research proposal, obtaining Human Subjects Committee and individual institution approval to conduct the research, and orally defending the proposal before a thesis committee.

Designed to facilitate the completion of an advanced research thesis. Coursework involves collecting, analyzing, and interpreting data, developing evidence-based recommendations, and orally defending the final advanced research thesis before a committee.

This course is the first part of a two-semester practicum. EDUC 6330 focuses on the internal and external communication in a school community and the variety of special programs found in the school system. The internship will be guided and supervised by university faculty and school administrators. Prerequisite: Recommendation of faculty advisor.

This course is the second part of a two-semester practicum that focuses on the daily instructional and facility operations of the school and school system. The internship will be guided and supervised by university faculty and school administrators. Prerequisite: Recommendation of faculty advisor.

Directed study, observation, and clinical teaching in a cooperating school. Twelve weeks, all day, 3 credit hours.

Directed study, observation, and clinical teaching in a cooperating school. Twelve weeks, all day, 3 credit hours.

Introduction to instructional responsibilities. Includes recognition of societal expectations, determining objectives, diagnosing a divers learner population, planning and implementing instruction and creative, varied ways of evaluating learning outcomes.

During this field-based course, student are expected to have campus or district experiences in leadership by working under the supervision of a certified campus/district mentor and a university supervisor and will be expected to accrue at least 80 hours of administrative tasks related to the 11 Texas Principal as Instructional Leader Competencies. In addition to the 80 hours, learning modules are provided with content that prepares students for success on the TExES Principal as Instructional Leader Exam.

This course is the second part of a field-based practicum. Students work under the supervision of a certified campus/district mentor and a university supervisor and will be expect to accrue a minimum of 80 hours of administrative tasks related to the 11 Texas Principal as Instructional Leader Competencies. In addition to the 80 hours, candidates will prepare an electronic portfolio that will showcase their projects and major works from their master’s courses and practicum experiences.

This course will provide an introductory exploration into the field of instructional technology design. The course will help students identify competencies and skills needed to gain entry to various ITD career pathways.

Using technology in the classroom is not something that can just be “done” because we have technology and therefore must use it. It must be planned. Teachers must have understanding of students and their abilities in order to effectively integrate technology into the classroom. Teachers must be prepared for anything that can happen when using technology, such as device failure, ethical use, evaluation of tools, reducing off-task behavior, and best practices for use. This course explores best practices in technology integration in teaching and learning.

This course will explore learning theory and develop an understanding of how to use technology to enhance the cognitive processes of the learner.

This course will focus on the exploration of new tools, identifying trends, and ways to analyze, utilize, and manage the tools for appropriate use according to best practice with an ethical lens framework.

This course will explore and apply developmental learning theory to create instructional materials or implement tools that will support differentiated instruction for neurodiverse and students with the need for additional support. Products will be created and evaluated for improved adherence to accessibility standards.

This course will explore and apply various multimedia formats to create instructional products that will engage the learner and demonstrate mastery of design tools chosen.

This course examines the programing languages of (Scratch, Python, Java and Robot C) and acquaints students with various methods of integrating their use in the classroom for instruction. The course will familiarize students with coding in these languages. Students will use the engineering design process to develop robotic and gaming applications that are used in the development of instructional units and demonstrate real world applications. A six-week instructional unit for use in middle or high school will be submitted at the end of the course.

This course emphasizes analysis and appraisal of technology assessments in the teaching, learning and reporting process. It includes an in-depth consideration of the foundations of assessments and how assessments are constructed. Emphasis will be placed on selecting, administering, scoring and interpreting assessments. Opportunities are provided to study current trends in educational assessment technology.

This course will focus on organizing and providing leadership in instructional technology programs. The course will provide a foundation for understanding instructional technology management, including short and long range planning, policy analysis, resource management, implementation and evaluation of instructional technology programs.

This course will focus on demonstrating knowledge of the competencies and skills that are aligned with the K-12 Technology certification.

This course is designed to introduce participants to a range of current methodology and curriculum associated with teaching in a Catholic school system. Emphasis is placed on inclusiveness and diversity as opportunities for teaching and learning. Participants will discuss and practice strategies and techniques that incorporate best practices, principles of faith, and a theology of education. The course will look to the person of Jesus Christ primarily and other exemplary models for teaching and learning, discovery and transformation. Christian pedagogy enables the student to “assimilate skills, knowledge, intellectual methods and moral and social attitudes”, all of which help to develop the personality and lead the student to take their place as an active member the community…” The aim of Christian pedagogy is not merely the “attainment of knowledge but the acquisition of values and the discovery of truth (The Catholic School, The Sacred Congregation for Catholic Education).”

This course will provide an overview of the role of the Catholic school principal as spiritual, educational, and managerial leader in the elementary, middle/intermediate, or high school setting. Exercises will be provided in decision making, maintaining required documents, and strategic planning, similar to what principals encounter on site. Special attention will be given to instructional supervision, instructional evaluation, and professional development, with an emphasis on the integration of Catholic identity in the curriculum. An overview of the Catholic school system, primarily within the Archdiocese of Galveston-Houston, will also be provided. Other private school systems are to be explored as necessary. Students will also delve into how the principal relates to teachers, pastors, parents, and the larger community. The course will presume an understanding of the distinctive nature and unique mission of Catholic schools and therefore seek to prepare the principal for effectiveness and success within this context.

This course introduces students to the history, principles, and methods of the liberal arts, including the Christian acquisition of Greek wisdom, the rise of the universities, the fundamentals of the trivium and quadrivium, as well as the recent resurgence of interest in classical approaches.

This course introduces students to the anthropological foundations of the liberal arts, namely, philosophical realism. Students will study the history and foundations of realism in the work of thinkers such as Aristotle, Aquinas, and Josef Pieper.

This course examines the classical notion of science central to the liberal arts grounded on first principles, particulars, demonstrations, and proofs. Students will examine the roots of the modern scientific method in Francis Bacon and his influence on modern application of the scientific method in education.

This course examines the final end of liberal education, the cultivation of wisdom, which Thomas Aquinas defines as the ability to "order things rightly," grounded in a knowledge of ultimate things, namely goodness, truth, and beauty and God himself.

This course examines the centrality of moral reasoning and communication in regard to the good life and human flourishing. Students will focus on a variety of thinkers, especially Aristotle's ethics as well as Thomas Aquinas' detailed treatment.

This course examines the role of craftsmanship, art, and skill in the tradition of liberal education, especially in contrast to the romantic conception of solitary genius, compared to the Aristotelian vision drawing on a tradition.

This course examines the pedagogy of Rousseau in his work Emile, as well as the pedagogical implications in the philosophy of Immanuel Kant and Karl Marx.

This course examines the progressive education movement in the United States from 1960 to the present time, focusing on the seminal work of such thinkers as John Dewey, William Kilpatrick, George Counts, and Paulo Friere.

Practicum experience under the guidance of practicing specialists in the field. Student will be supervised individually by a faculty member appointed by the Dean.

Student research on a selected problem in the field pursued under the guidance of an assigned member of the faculty. Students work independently on assigned readings in a particular topic and discuss /write up results to the satisfaction of the directing faculty member. In accord with University policy, this course can be taken by advanced and generally superior students and those needing such course to complete degree requirements in a timely manner.

The subject of this course will change every time it is taught.

This hybrid course will focus on the daily instructional and facility operations of the Catholic school and Catholic school system. The internship (practicum) will be guided and supervised by university faculty and school administrators. This course is designed to provide the student with planned field experiences to enhance their advanced degree program and training in teaching or principal/leadership in Catholic education. The course includes face to face and online instruction.