This Master of Education in Secondary Education program is designed for students interested in the education of children in grades 7-12. The format and courses of this regionally accredited and Arizona-approved program are tailored to meet the needs of the adult learner and to maximize the content knowledge that the student already possesses. Graduates of the master‛s in secondary education program are prepared to become informed educators in public and private schools and other settings requiring a teaching license.
In this program, students study topics such as: Philosophical and social issues in education, classroom engagement and management, educating learners with diverse needs, English as a second language, structured English immersion, adolescent literacy, reading and literacy strategies for middle and secondary schools, secondary theory, methods and data-driven pedagogy, and secondary curriculum development and assessment.
|Course #||Course Title||Course Description||Credits|
|UNV-501||Introduction to Graduate Studies in the College of Education||This course is designed to prepare students for the graduate learning experience at Grand Canyon University. Students have opportunities to develop and strengthen the skills necessary to succeed as graduate students in the College of Education. Emphasis is placed on utilizing the tools for graduate success. No practicum/field experience required. No Fingerprint Clearance necessary.||2|
|EDU-576||Philosophical and Social Issues in Education||This course is designed to provide an overview of the education profession for students who are inspired to be teachers. A brief survey of the philosophical, historical, and sociological influences upon which educational theories and practices are constructed is presented. Students explore a variety of the common issues, trends, and opportunities that professional educators face in the field.||4|
|EDU-536||Classroom Engagement and Management||This course is designed to allow the prospective teacher the opportunity to learn techniques involved in the successful engagement and management of a learning environment. Major emphasis is given to the establishment of a realistic discipline plan to manage student behavior, as well as engagement and management techniques and strategies to maximize instructional time, classroom procedures, and physical space. Also, TCH-536.||4|
|SPE-526||Educating Learners with Diverse Needs||Emphasis is placed on definitions, etiology, characteristics, and prevalence of various exceptionalities; laws and litigation protecting the rights of students with special needs and their families; current issues affecting persons with special needs; social perceptions, assessment, inclusion, and transition; and basic curriculum accommodations and supportive services for teaching students with special needs in the general classroom. Practicum/field experience hours: 15. Prerequisite: Fingerprint Clearance.||4|
|ESL-523||English Language Teaching Foundations & Methods||This course presents the historical, legal, theoretical, and sociological foundations of programs of instruction for English language learners. It includes an examination of the role of culture in learning and instructional program models, with a focus on Structured English Immersion. Students are instructed in immersion strategies and the use of assessment data. Practicum/field experience hours: 10. Fingerprint Clearance necessary.||3|
|ESL-533||Advanced Methodologies of SEI||In this course students continue to examine the fundamentals of the legal, historical, and educational foundations of Structured English Immersion and other instructional programs for English Language Learners. Theoretical principles of language acquisition and the role of culture in learning are examined. Methods of assessment are identified and analyzed. Students will identify strategies to promote English language development and improve student achievement. They will plan, deliver, and evaluate instruction for English Language Learners. Practicum hours – 15. Prerequisite: Fingerprint Clearance and ESL-523.||3|
|SED-535||Adolescent Literacy||This course is designed to assist teacher candidates in understanding, evaluating, and implementing effective pedagogy in adolescent literacy. A graduate in adolescent literacy should be able to recognize and assess the defining elements of literacy, from decoding skills to higher-level critical thinking applications. Subsequently, teachers should be able to understand, evaluate, and promote effective literacy pedagogy as it relates to the adolescent learner. Practicum/field experience hours: 30. Prerequisite: Fingerprint Clearance.||4|
|SED-553||Reading & Literacy Strategies for Middle and Secondary Schools||This course is designed to develop a broad range of research-based reading methodologies to enhance the learning strategies of middle and secondary school students. A major emphasis is given to the use of reading strategies for culturally and socially diverse classrooms, including the use of literacy-based instruction in all content areas and the understanding, evaluating, and promoting effective pedagogy in adolescent literacy. The development and use of integrated and thematic approaches of instruction are addressed. Students are expected to observe and assist in a grade 7-12 classroom while taking this course. Practicum/field experience hours: 30. Prerequisite: Fingerprint Clearance.||4|
|SED-541||Secondary Theory, Methods and Data-Driven Pedagogy||This course is designed to foster application of proven teaching and learning methodologies for both instructor and student in order to make appropriate and data-driven decisions about all aspects of teaching. Major emphasis is given to planning instructional objectives and lessons, assessing objectives, and developing teaching methodology that encourages problem solving, active participation, and assessment. Practicum/field experience hours: 15. Prerequisite: Fingerprint Clearance.||4|
|SED-544||Secondary Curriculum Development & Assessment||Various orientations to curriculum development and assessment are investigated and elements of model curricula are examined. Emphasis is given to understanding current structures and trends in high schools, as well as critical issues, as these relate to curriculum and assessment. Course content is strategically planned to enable participants to make informed curriculum decisions to meet the needs of a diverse student population. Also emphasized is the alignment of educational objectives to standards and building both formative and summative assessments, including rubrics to analyze student learning. This course focuses on the principles and practices involved in curriculum design. Participants develop their own curriculum unit. Practicum/field experience hours: 15. Prerequisite: Fingerprint Clearance.||4|
|Required Course Total Credit:||36|
This program is offered in the following formats or locations:
The dynamic capabilities of GCU’s online curriculum offer considerable flexibility and convenience for career oriented professionals who are pursuing their educational goals. Full time faculty members, equipped with strong academic backgrounds and practical experience in their fields, support you every step of the way. Our small class sizes provide an intimate environment that stimulates engaging and challenging discussions. Classes begin frequently.
The convenience of GCU’s evening programs cater to the demands of working professionals. Evening classes meet once per week and offer the interaction and discussion of a typical college classroom, filled with career minded individuals. Evening class sizes are kept small, providing a warm nurturing environment that supports an engaging experience. Classes begin frequently at various locations.
* Please refer to the Academic Catalog for more information. Program subject to change.